Purtianism Struggles as a Religion Essay example - 725 Words

Puritanism...The Ambiguous Religion The Puritan religion is no exception to the fact that life is full of contradictions. In the minds of the Puritan people they are Gods chosen people. This belief was pulled from a scripture in the Bible. They assumed themselves as better or above the average man. After much research and trial an error there were many inconsistencies found in the puritan religion. Many of the Puritans beliefs are valid, while others would strike todays society as outrageous. Most Puritans believe that God was the only way to heaven and that his grace could not be earned. They believed that a select few were chosen at birth to go to Heaven. These select few could live their lives however they contented,†¦show more content†¦They felt that they should be valued above others because they were representatives of God. The people thought of themselves as forgiving and compassionate people. They believed that no matter what an individual did they could gain forgiveness as long as they admitted their wrong. This seems to be one of the very few partially valid beliefs that these people had. I believe this to a certain extent. I do not think that you can go commit murder and just admit that you did it and be forgiven. For minor things I think that this can be put into effect. There were three major writers that focused on the Puritan era. These writers were; Jonathan Edwards, Anne Bradstreet, and Edward Taylor. These writers were all of either Puritan descent or actual Puritans. Although they were all Puritans their beliefs were very diverse. Edwards was a Puritan reverends son, growing up with the Puritan beliefs. He matured into a reverend himself, but his beliefs were altered from Puritanism to Christianity. He tried to influence his congregation to convert to Christianity and was successful before being voted out of the church and sworn to silence. Bradstreet was brought up in a family with very strong Puritan beliefs. She was the apple of her fathers eye, and he influenced her religious beliefs greatly. She believed in God but she had a hard time with it. She could not believe in the great miracles, since she had never seen one with her own eyes. She in due course

Karl Marx, A Great Source Of Joy Essay - 1423 Words

As human beings, one of the most fundamental aspects of our existence, according to philosopher Karl Marx, is the act of work. More specifically, it is the idea that work fulfills human being’s essence. Work, for Marx, is a great source of joy, but only when the worker can see themselves in the work they do, and when said worker wants to partake in the work they are performing. In the capitalist identity, workers are â€Å"a class of labourers, who live only so long as they find work, and who find work only so long as their labour increases capital† (Marx and Engel, 1946, pg. 116). Labourers were simply described as â€Å"a commodity† (Marx and Engel, 1946, pg. 117) by the ruling class; they are but pieces of a large, intricate gear system, all for the profit of those above them. In this, the worker loses touch with their essence. This concept is referred to, more or less, as alienation. Alienation is a form of separation of how one sees themselves, and how one sees themselves in what they do. Alienation, in many ways, relates to the idea of false consciousness. False consciousness, for Marx, revolves around the idea of misleading society; It is an ideological way of thinking in which no true perception of the world can be achieved. Both alienation and false consciousness delve into the notion of what constitutes true reality. Alienation describes how those that are controlled by the ruling class are subject to a form of disconnect, and false consciousness is a hierarchal idea inShow MoreRelatedMarx vs Weber vs Engels Essay1735 Words   |  7 PagesCapitalism is invariably acknowledged in the study of social science. Amongst the respective gathered ideals of the esteemed sociologists: Karl Marx, Friedrich Engels, and Max Weber include through discussion as to the origins of Capitalism, as well as the role and effects it plays upon civilized societies. 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The Asch and Milgram Experiments

A just and fair decision always reflects an objective process, however, not all decisions are fair and just because they have influences and impacts that is actually either conformity or deviance from what majority wants. There are decisions that are pertaining to an individual and his own space only while there are some decisions that require social acceptance and for those decisions there is a perceived pressure to have conformity with the opinions of others according to Asch phenomenon. These opinions may be objective leading to the decisions following the objective path. There is a concept of normative social influence which in general reflects the decisions whether personal or social in nature. This implies that there are many times influences of other people that lead an individual to conform so as to be liked and accepted by those people. An individual needs to be socially accepted and this is his own social need and desire that he fulfils by being susceptible to groups norms. For example, a student would sometimes follow other fellow students to get acceptance as their group member. A student shows obedience behaviour in front of his teacher and performs the way his teacher asks him to as teacher is the authority as confirmed by Milgram Obedience experiment. This may not necessarily be a private acceptance though, but a kind of public acceptance that a susceptible person needs. But when the individual is privately asked to take a decision then he does not show his susceptibility, he takes his own decision that may be showing conformity or devianc e from the group norms. Situational factors influencing others are the following: Physical environment and surroundings such as location, aromas, ambience, sound, lighting and other factors of the space where the decision has to occur. Social surroundings including interactions and characteristics of others who are present at the time of decision making. Time dimension influencing decision Reason behind decision making Moods and conditions of decision maker and people surrounding him/her at the time of ideation of decision or decision making process Knowledge, education, cultural background etc. of decision maker These factors can lengthen, shorten or terminate the decision to be taken. In case of children, attitudes and behaviours can be changed by observing others whereas in case of adults, behaviour generally follows from held attitudes but in order to have a social acceptance; adults change their behaviour according to the social norms.

Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport Essay Example

Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport Essay Outline and evaluate the use of one qualitative method in the academic study of sport Denzin and Lincoln (2000a) believe that qualitative research is guided by 3 principles: assumptions, values and beliefs. These work against, alongside or within positivist and post-positivist models. Quantitative research is the use of numerical measurements and analysis that involves measurable ‘quantities’ by Gratton and Jones (2004). Quantitative data is collected through closed questions as it is in place to provide facts. While qualitative data, on the other hand, predominantly uses open styled questions to gain more information through follow up questions, extensive answers and debates. There are many differences between the two paradigms with the researcher being objective, and ‘detached’ from the subject under investigation within quantitative data said by Gratton and Jones (2004). Moreover, qualitative research is rather the opposite, with the researcher being in place to gather more information from the participants in question. In addition to the previous, Morse, Swanson and Kuezel (2001) believe a quantitative research requires the researcher to carefully define variables that may be quantified with numbers. On the other hand, qualitative research is a more holistic perspective rather than a hypothesis confirmation. Berg and Latin (2008) believe qualitative research allows an open-ended and flexible approach to assessment. Within the qualitative paradigm there are several different data collection methods such as open questionnaires, interviews, observation, visual and textual analysis. We will write a custom essay sample on Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I will be outlining and evaluating the use of interviews within the academic study of sport; this will be focused mainly on focus groups. Culver (2003) states that interviews are undoubtedly the most common method for collecting qualitative data within the study of sport. Pettigrew (1990) and Pettus (2001) also state ‘interviews offer a depth of information that permits the detailed exploration of particular issues in a way not possible with other forms of data collection’. Within this type of research method there are 4 different types of interviews; structured, semi-structured, unstructured and focus group. Structured interviews are face-to-face (researcher participant), consist of closed and pre-determined questions in addition to the structure being formal. Semi-structured interviews can be altered so that the participant(s) in question can ether clarify or elaborate on a particular topic/statement. The approach to data collection is flexible, with probes being used to gather additional information. Unstructured interviews have a set theme with the respondent leading the interview. The questions are developed throughout, as they are not pre-determined. These questions are open and flexible. A negative point to this interview structure is that there’s a chance the interview will lack focus. Focus groups lean towards being semi-structured with a discussion thesis being used within an open environment; focus groups consist of more than one person. John Amis (2005) believes ‘focus groups allow members to challenge each other, develop positions of consensus, and build on each other’s ideas’. In addition to this previous statement, Gratton and Jones (2004) believe that this can become a negative point if the researcher doesn’t keep the participants on topic, stating that ‘participants may be tempted to provide false data to make an impression upon others in the group’. This can be potentially avoided if you use either a random, or stratified random sample which has a divided population. Furthermore these participants won’t know one another. Within focus groups there is a large quantity of strengths; participants are able to elaborate on the particular subject(s) especially when the researcher uses probes. In conjunction to this Yin (1994) notes that the interviewer ‘provides perceived casual inferences’ from the actor’s, rather than the researcher’s point of view. As a focus group is generally unstructured or semi-structured it enables participants to reveal certain insight into their attitudes and behaviours in addition to important themes and unexpected data to emerge, Gratton and Jones (2010). Focus groups are more flexible as you can also gain visual and vocal information; for example body language, laughter, silence or careful consideration, their tone of voice, or even simply what particular participants are saying. This can lead to the researcher probing as certain participants will be more passionate about certain themes/topics. Moreover you are able to gain a relationship with your participants, which can lead to them being more open and true to the information they give within the group. In conjunction with this, participants are informed that everything discussed is kept confidential, therefore this will relax and ease participants so they’re able to engage fully within the discussions. Interviews require more resources in comparison to questionnaires. This could be in terms of time consumption or travelling, as a consequence resulting samples can be small, Gratton and Jones (2010). Particular participants could take control of the interview therefore becoming dominant; researchers must then put particular probes into practice ensuring other group members get involved to gain a more diverse collection of data. On the other hand, participants could find focus group environments intimidating and/or off-putting; which can lead to the participant(s) in question feeling under pressure to agree with the dominant participant. Evalued[online]) Analysing data can also be difficult in addition to recording the interview. John Amis (2005) states that it is irrespective of the type of interview, that the way data is recorded should be established prior and it is standard procedure to record the interview on audio tape. The researcher must also ensure that the data gathered is reliable. Gratton and Jones (2004) believe that this can be represen ted with the equation; ‘reliability = number of agreements/(number of agreements + disagreements)’. Psychological Qualities of Elite Adolescent Rugby Players is a research study extension on Holland and colleagues’ (2010) study into required psychological qualities of young talented rugby players, Woodcock et al (2011). Focus groups were completed following Kruger and Casey’s (2000) recommended size of 6 to 8 participants, ensuring that you don’t exceed 10. One group broke this guideline with 2 participants participating within SAS (Sports Administration Staff), which could hinder studied data with the chance of agreement being likely and information being limited. Stewart, Shamdasani, and Rook (2007) warn that fewer than eight participants can lead to a narrow discussion biased toward the views of a few individuals. Focus groups were held in familiar and comforting environments in addition to neutral locations for parents, which was in place to make participants feel more at ease. The focus group was semi-structured with the moderator using probes to gain a more in-depth insight into their views and beliefs. Furthermore the moderator gained a relationship with the participants on entry so that they’d feel comfortable along with this method aiding them to participate within group discussions. Through using focus groups Woodcock et al (2011) founded 5 new subgroups within the 11 higher order themes identified by young players in Holland et al, (2010). These 5 subthemes were: off pitch communication, reflection on their abilities in an objective manner, taking information and reproducing it as a physical action, dealing with injuries as well as attitude towards injuries and that players need to be problem solvers, able to adapt and overcome challenges. Parents and coaches supported development of individuals, not just in their rugby involvement but within other areas of life. Furthermore they discussed interactions that reinforced development within professional and performance environments. SAS highlighted within the study that the under-16 rugby programme was designed specifically to gradually challenge players and foster development of certain psychological qualities Woodcock et al (2011). This focus group helped gain further knowledge and insight within the psychological side of elite adolescent rugby players. Furthermore the ways in which parents, coaches and the SAS develop these players’ psychological in general day to day environments. A large majority of the research gathered corresponds Holland and colleagues (2010) study. Gender perception of Wrestling is a case study in place to gain research on whether or not wrestling is a sport primarily for male athletes. This focus group consist of eight participants from both genders (stratified random sample), which was also semi-structured. Sports managers and administrators for wrestling are presented with the opportunity to encourage women to take part. For this to take place sports managers and/or administrators need to understand how women perceive the sport. Pfister, (2010) and Ward, (2010) state that there is a growing number of women participating in sports with some women competing successfully in traditionally masculine sports. Data collected from the focus group was substantial, with views from each gender being different; this therefore made the study stand out more due to its hypothesis. The focus group underlined that they perceived wrestling to be more violent than other sports such as judo and taekwondo as self-defence wasn’t an explicit objective, Leng (2012). Participants also reviewed the physical attributes of a wrestler, as of this they clearly stated wrestling was a sport for athletes who possess more physical attributes. Moreover, participants didn’t regard wrestling as a sport favouring the participation of a particular gender. To conclude this case study qualitative data collected via participants within the focus group were views which outlined gender beliefs. It is clear to see that focus groups are irreplaceable when accumulating qualitative research data within the academic study of sport. Gibbs (1997) states that the purpose of focus group research is to draw upon respondents’ attitudes, feelings, beliefs, experiences and reactions. Focus groups gather a whole source of information that cannot be obtained without debates and different views. When structured correctly the researcher is able to gain rich data that he can then press forward to ether make changes or put different methods in practice. Focus groups are best used when gaining data on something meaningful to the participants and/or collecting data for something that affects a large majority of people. Something else gathered from this is that when the moderator/research gains a relationship with the participant it is easier to gain more in-depth information. Bibliography †¢ Andrews, D. L. , Mason, D. S. and Silk, M. L. (2005) Qualitative Data in Sports Studies. New York: Berg. †¢ Berg, K. E and Latin, R. W. (2008) Research Methods in Health, Physical Education, Exercise Science, and Research (3rd Edition). Baltimore, MD: Lippincott Williams Wilkins. †¢ Gratton, C. and Jones, I. (2004) Research Methods of Sports Studies (1st Edition). London: Routledge. †¢ Gratton, C. and Jones, I (2006) Research Methods of Sports Studies (2nd Edition). Oxon: Routledge. †¢ Woodcock, C. , Holland, M. J. G. , Duda, J. L, and Cumming, J. 2011) Psychological Qualities of Elite Adolescent Rugby Players: Parents, Coaches, and Sport Administration Staff Perceptions and Supporting Roles. The Sport Psychologist, 25, 411-433. †¢ Leng, H. K. ; Kang, S. Y. ; Lim, C. ; Lit, J. J. ; Suhaimi, N. I. ; Umar, Y. (2012) Only For Males: Gendered Perception of Wrestling. Choregia, Vol. 8 Issue 1, p43. †¢ Gibbs, A. (1997) Social Research Update, Issue 19 [online]. Available: http://sru. s oc. surrey. ac. uk/SRU19. html [8th November 2012] †¢ Evalued (2006) Focus Groups [online]. Available: http://www. evalued. bcu. ac. uk/tutorial/4b. htm [ 8th November 2012] Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport Essay Example Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport Essay Outline and evaluate the use of one qualitative method in the academic study of sport Denzin and Lincoln (2000a) believe that qualitative research is guided by 3 principles: assumptions, values and beliefs. These work against, alongside or within positivist and post-positivist models. Quantitative research is the use of numerical measurements and analysis that involves measurable ‘quantities’ by Gratton and Jones (2004). Quantitative data is collected through closed questions as it is in place to provide facts. While qualitative data, on the other hand, predominantly uses open styled questions to gain more information through follow up questions, extensive answers and debates. There are many differences between the two paradigms with the researcher being objective, and ‘detached’ from the subject under investigation within quantitative data said by Gratton and Jones (2004). Moreover, qualitative research is rather the opposite, with the researcher being in place to gather more information from the participants in question. In addition to the previous, Morse, Swanson and Kuezel (2001) believe a quantitative research requires the researcher to carefully define variables that may be quantified with numbers. On the other hand, qualitative research is a more holistic perspective rather than a hypothesis confirmation. Berg and Latin (2008) believe qualitative research allows an open-ended and flexible approach to assessment. Within the qualitative paradigm there are several different data collection methods such as open questionnaires, interviews, observation, visual and textual analysis. We will write a custom essay sample on Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Outline and Evaluate the Use of One Qualitative Method in the Academic Study of Sport specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I will be outlining and evaluating the use of interviews within the academic study of sport; this will be focused mainly on focus groups. Culver (2003) states that interviews are undoubtedly the most common method for collecting qualitative data within the study of sport. Pettigrew (1990) and Pettus (2001) also state ‘interviews offer a depth of information that permits the detailed exploration of particular issues in a way not possible with other forms of data collection’. Within this type of research method there are 4 different types of interviews; structured, semi-structured, unstructured and focus group. Structured interviews are face-to-face (researcher participant), consist of closed and pre-determined questions in addition to the structure being formal. Semi-structured interviews can be altered so that the participant(s) in question can ether clarify or elaborate on a particular topic/statement. The approach to data collection is flexible, with probes being used to gather additional information. Unstructured interviews have a set theme with the respondent leading the interview. The questions are developed throughout, as they are not pre-determined. These questions are open and flexible. A negative point to this interview structure is that there’s a chance the interview will lack focus. Focus groups lean towards being semi-structured with a discussion thesis being used within an open environment; focus groups consist of more than one person. John Amis (2005) believes ‘focus groups allow members to challenge each other, develop positions of consensus, and build on each other’s ideas’. In addition to this previous statement, Gratton and Jones (2004) believe that this can become a negative point if the researcher doesn’t keep the participants on topic, stating that ‘participants may be tempted to provide false data to make an impression upon others in the group’. This can be potentially avoided if you use either a random, or stratified random sample which has a divided population. Furthermore these participants won’t know one another. Within focus groups there is a large quantity of strengths; participants are able to elaborate on the particular subject(s) especially when the researcher uses probes. In conjunction to this Yin (1994) notes that the interviewer ‘provides perceived casual inferences’ from the actor’s, rather than the researcher’s point of view. As a focus group is generally unstructured or semi-structured it enables participants to reveal certain insight into their attitudes and behaviours in addition to important themes and unexpected data to emerge, Gratton and Jones (2010). Focus groups are more flexible as you can also gain visual and vocal information; for example body language, laughter, silence or careful consideration, their tone of voice, or even simply what particular participants are saying. This can lead to the researcher probing as certain participants will be more passionate about certain themes/topics. Moreover you are able to gain a relationship with your participants, which can lead to them being more open and true to the information they give within the group. In conjunction with this, participants are informed that everything discussed is kept confidential, therefore this will relax and ease participants so they’re able to engage fully within the discussions. Interviews require more resources in comparison to questionnaires. This could be in terms of time consumption or travelling, as a consequence resulting samples can be small, Gratton and Jones (2010). Particular participants could take control of the interview therefore becoming dominant; researchers must then put particular probes into practice ensuring other group members get involved to gain a more diverse collection of data. On the other hand, participants could find focus group environments intimidating and/or off-putting; which can lead to the participant(s) in question feeling under pressure to agree with the dominant participant. Evalued[online]) Analysing data can also be difficult in addition to recording the interview. John Amis (2005) states that it is irrespective of the type of interview, that the way data is recorded should be established prior and it is standard procedure to record the interview on audio tape. The researcher must also ensure that the data gathered is reliable. Gratton and Jones (2004) believe that this can be represen ted with the equation; ‘reliability = number of agreements/(number of agreements + disagreements)’. Psychological Qualities of Elite Adolescent Rugby Players is a research study extension on Holland and colleagues’ (2010) study into required psychological qualities of young talented rugby players, Woodcock et al (2011). Focus groups were completed following Kruger and Casey’s (2000) recommended size of 6 to 8 participants, ensuring that you don’t exceed 10. One group broke this guideline with 2 participants participating within SAS (Sports Administration Staff), which could hinder studied data with the chance of agreement being likely and information being limited. Stewart, Shamdasani, and Rook (2007) warn that fewer than eight participants can lead to a narrow discussion biased toward the views of a few individuals. Focus groups were held in familiar and comforting environments in addition to neutral locations for parents, which was in place to make participants feel more at ease. The focus group was semi-structured with the moderator using probes to gain a more in-depth insight into their views and beliefs. Furthermore the moderator gained a relationship with the participants on entry so that they’d feel comfortable along with this method aiding them to participate within group discussions. Through using focus groups Woodcock et al (2011) founded 5 new subgroups within the 11 higher order themes identified by young players in Holland et al, (2010). These 5 subthemes were: off pitch communication, reflection on their abilities in an objective manner, taking information and reproducing it as a physical action, dealing with injuries as well as attitude towards injuries and that players need to be problem solvers, able to adapt and overcome challenges. Parents and coaches supported development of individuals, not just in their rugby involvement but within other areas of life. Furthermore they discussed interactions that reinforced development within professional and performance environments. SAS highlighted within the study that the under-16 rugby programme was designed specifically to gradually challenge players and foster development of certain psychological qualities Woodcock et al (2011). This focus group helped gain further knowledge and insight within the psychological side of elite adolescent rugby players. Furthermore the ways in which parents, coaches and the SAS develop these players’ psychological in general day to day environments. A large majority of the research gathered corresponds Holland and colleagues (2010) study. Gender perception of Wrestling is a case study in place to gain research on whether or not wrestling is a sport primarily for male athletes. This focus group consist of eight participants from both genders (stratified random sample), which was also semi-structured. Sports managers and administrators for wrestling are presented with the opportunity to encourage women to take part. For this to take place sports managers and/or administrators need to understand how women perceive the sport. Pfister, (2010) and Ward, (2010) state that there is a growing number of women participating in sports with some women competing successfully in traditionally masculine sports. Data collected from the focus group was substantial, with views from each gender being different; this therefore made the study stand out more due to its hypothesis. The focus group underlined that they perceived wrestling to be more violent than other sports such as judo and taekwondo as self-defence wasn’t an explicit objective, Leng (2012). Participants also reviewed the physical attributes of a wrestler, as of this they clearly stated wrestling was a sport for athletes who possess more physical attributes. Moreover, participants didn’t regard wrestling as a sport favouring the participation of a particular gender. To conclude this case study qualitative data collected via participants within the focus group were views which outlined gender beliefs. It is clear to see that focus groups are irreplaceable when accumulating qualitative research data within the academic study of sport. Gibbs (1997) states that the purpose of focus group research is to draw upon respondents’ attitudes, feelings, beliefs, experiences and reactions. Focus groups gather a whole source of information that cannot be obtained without debates and different views. When structured correctly the researcher is able to gain rich data that he can then press forward to ether make changes or put different methods in practice. Focus groups are best used when gaining data on something meaningful to the participants and/or collecting data for something that affects a large majority of people. Something else gathered from this is that when the moderator/research gains a relationship with the participant it is easier to gain more in-depth information. Bibliography †¢ Andrews, D. L. , Mason, D. S. and Silk, M. L. (2005) Qualitative Data in Sports Studies. New York: Berg. †¢ Berg, K. E and Latin, R. W. (2008) Research Methods in Health, Physical Education, Exercise Science, and Research (3rd Edition). Baltimore, MD: Lippincott Williams Wilkins. †¢ Gratton, C. and Jones, I. (2004) Research Methods of Sports Studies (1st Edition). London: Routledge. †¢ Gratton, C. and Jones, I (2006) Research Methods of Sports Studies (2nd Edition). Oxon: Routledge. †¢ Woodcock, C. , Holland, M. J. G. , Duda, J. L, and Cumming, J. 2011) Psychological Qualities of Elite Adolescent Rugby Players: Parents, Coaches, and Sport Administration Staff Perceptions and Supporting Roles. The Sport Psychologist, 25, 411-433. †¢ Leng, H. K. ; Kang, S. Y. ; Lim, C. ; Lit, J. J. ; Suhaimi, N. I. ; Umar, Y. (2012) Only For Males: Gendered Perception of Wrestling. Choregia, Vol. 8 Issue 1, p43. †¢ Gibbs, A. (1997) Social Research Update, Issue 19 [online]. Available: http://sru. s oc. surrey. ac. uk/SRU19. html [8th November 2012] †¢ Evalued (2006) Focus Groups [online]. Available: http://www. evalued. bcu. ac. uk/tutorial/4b. htm [ 8th November 2012]

Hookah Smoking in Saudi Arabia Essay

Hookah Smoking in Saudi Arabia Essay Hookah Smoking in Saudi Arabia Sociology Essay Example Hookah Smoking in Saudi Arabia Sociology Essay Example The issue of hookah smoking is a topical and strongly controversial in the current course of time. To be more precise, the dilemma involves the definition of the hookah that varies between a casual habit and health threatening dependency. The problem that was explored and analyzed deals with the dramatically increasing rate of hookah use in Saudi Arabia. The topicality of the study relies on the fact that Saudi Arabia has a high rate of the health and social risks associated with smoking hookah. Hookah Smoking: Knowledge, Attitudes, and Behavior in Saudi Arabia The purpose of the given study was to conduct a survey devoted to the attitudes, way of thinking and behavior involving hookah smoking in Saudi Arabia, and to provide credible and consistent data regarding the scope of concern. The course of investigation was conducted by means of employing a mixed method of quantitative and qualitative research design evaluating the knowledge, attitudes, and behavioral patterns of the respondents. The participants of the study were Saudi Arabian youths who used social media. The age group of the respondents varied between 18-27 years and included both male and female participants. The survey was offered to 120 individuals, when only 30 of them (25%) responded. The findings revealed that regarding hookah as a social event and as an image-making tool was one of the main reasons to try it. Moreover, the participants revealed comparatively low level of awareness about the risks and threats of hookah smoking, but knew about the harm of passive smoking. I t was recommended to conduct more in-depth research regarding the motivation to smoke and to broaden the scope of information on a topic. The given study is aimed at conducting an online survey among the young citizens of Saudi Arabia within the age group starting from 18 years in order to identify the attitude, comprehension, and behavioral patterns involving hookah smoking, and to result in credible and consistent data in the scope of concern. The responses to the questions of the given survey were provided on the voluntary basis. The survey was forwarded via WhatsApp application to the individual users and 163 of them responded. The given chapter analyzes the acquired outcomes from the survey constructively, and presents the justified and perspective conclusions. To be more precise, the attitudes, knowledge, and behavioral patterns of Saudi Arabian youth about hookah smoking will be discussed. As a matter of fact, both active and passive types of smoking are investigated. The final results are evaluated and summarized so that to demonstrate the actual contribution to the field of research and outline the perspective for further investigation. The majority of the respondents were in the age group starting from 28 years and older, namely, 31.9 %. The respondents in the age group of 27 counted for 11.66%, 26-years old participants were 12.27% of the whole group, and 25-years olds individuals constituted approximately 6,13%. Moreover, the participants in the age of 24 were 6.75%, 23-years old respondents counted for 5.52%, the age groups of 22 and 21 covered 6.75% and 8.59% respectively, whereas 20-years old presented 6.13% of the whole group. The age groups that were most weakly represented in the given survey were people of 19 and 18 years – 2.45% and 1.84% correspondently. The given survey involved the participants of both sexes in order to provide objective outcomes for the consequent analysis. As a matter of fact, there were no limitations, obligatory requirements or restrictions in terms of sex factor. The respondents indicated such aspect in their answers, and the statistics is as follows: the number of male participants constitutes for 52.44%, whereas the female part is 47.56%. Hence, both sexes represented their stance according to the issue in question on equal terms. One of the most important and predetermining questions of the currently discussed survey was as follows: â€Å"Have you ever smoke hookah, even one or two times?† The question is crucial as far as it outlines the preliminary scope of research and intensity of the tendency that is explored. The prevailing majority of the answers were positive, namely, 56.17% confirmed that they tried hookah smoking at least once. Moreover, it is crucial to highlight that two people refused to answer the aforementioned question. Hence, the statistics was based only on the responses of 162 participants. The fourth question was developed in the following way: â€Å"Do you know about the health risks and hazards of hookah smoking?† It is a generalized, but essential question that clarifies whether the young generation in Saudi Arabia is aware of the potential threat of the hookah, or ignorant about it. The answers to the given question globalize the problem and put the responsibility on the authorities of the country and medical system. As a matter of fact, 90.26% of the respondents confirmed their knowledge about the risks the hookah smoking could provoke. Two respondents skipped this question. The next question addresses other habits that may be considered less harmful than smoking hookah. The habit of chewing tobacco gum is considered less threatening for the young generation of Saudi Arabia by 9.88% respondents, whereas electronic cigarettes were confirmed by 29.01% as more healthy habit. Smoking cigars was regarded as less harmful by only 7.41% of the participants, and 19.14% stated that smoking tobacco was less harmful than hookah. Furthermore, 28.40% of the individuals involved in the given survey activity stated that they did not know the difference between the levels of harm caused by the products represented in the list of unhealthy smoking habits. Additionally, 27.78% chose the option â€Å"I do not think any of the above is less harmful than smoking a hookah.† The number of the individuals who responded to this question was also 162. The next important data that was acquired in the course of survey involved the revelation of the major reasons that motivated the youth of Saudi Arabia to start smoking hookah. It should be mentioned that five respondents skipped the aforementioned questions, and the amount of the actual respondents was 159. As a matter of fact, 51.57% of the participants stated that they did not smoke hookah. It means that they had only one time experience with the currently discussed activity. 3.77% of the respondents explained the reason of hookah smoking experience by the image they received due to it. To be more precise, hookah smoking made them popular and trendy, or, in other words, contributed to their reputation among the peers. The significant amount of the survey participants (27.67%) confessed that they wanted merely to experiment on the initial stage of smoking activity. 25.79% stated that hookah made them feel good, and it became a reason to start smoking on a regular basis. The rest pa rt of the whole group of respondents, 1.26%, emphasized that hookah smoking was a socializing factor and contributed to their new friendship. The seventh question was aimed at revealing the attitudes and opinions to passive smoking. Four respondents ignored the question. Five participants out of 160 (3.13%) considered breathing the hookah smoke safe, whereas the majority of the individuals who were surveyed, namely, 99 people (61.88%) stated that passive smoking provoked much harm. The respondents who chose other options of attitude were differentiated in the following way: little harm of passive hookah smoking was supported by 11.25% (18 individuals) and some harm was selected by 23.75% (38 respondents). In order to narrow the scope of research and acquire more specific outcomes, the next question addresses the following aspect: â€Å"During the last 30 days, how many days did you smoke a hookah?† The amount of actual responses was 160, out of which the majority, namely, 65.63% (105 individuals) confirmed that they did not smoke hookah during the last 30 days. Nonetheless, the rest of the participants apparently adhered to such activity occasionally. To be more precise, the one-time or two-time practice of hookah smoking was chosen by 20 participants (12.50%), whereas the frequency between 3-6 times per month was revealed by 2.50% (4 individuals). Ten people (6.25%) smoked hookah starting from seven to 14 times during the last 30 days, and only three of the whole group did it 14-22 times per month (1.88%). Additionally, 9 respondents (5.63%) smoked hookah from 22 to 29 times per last month, and the same quantity of people stated that they smoked hookah every day during the las t month. Hence, the practice of every day hookah smoking is evidently an ordinary issue for the substantial quantity of the surveyed individuals. The ninth question features the starting point in terms of hookah smoking, namely, the age at which the respondents started smoking. Five individuals skipped the given question. Therefore, the statistics was calculated on the basis of the answers provided by 159 people. The prevailing majority of the participants of the given survey, 74 people (46.54%), highlighted that they had never been hookah smokers. Moreover, the age group from 8 to 11 was not checked as a starting point of hookah smoking. As a matter of fact, the youngest smoker was one individual (0.63%) who tried smoking hookah in the age of twelve. Furthermore, there was another single respondent who tried smoking hookah when he or she was 14 (0.63%). Nonetheless, the age groups starting from 15 years reveal gradual decrease in the quantity of hookah smokers. To be more precise, four persons (2.52%) started smoking in the age of 15, the same number tried it in 16, and twelve respondents chose the age of 17 as the time of starting hookah smoking. Eight participants (5.03%) chose the option of 18 years, and eleven respondents (6.92%) stated that they start ed smoking hookah a year later, in 19. The age of 20 was the beginning of hookah experience for eleven people (6.92%), and 21 for seven other participants (4.40%). Eight respondents (5.03%) started smoking in 22, and only 3 people (1.89%) in 23. Furthermore, 24 was the age when 7 people (4.40%) started hookah smoking, and only eight respondents out of 159 participants (5.03%) began their hookah experience in the age of 25 years or older. Finally, the tenth question of the currently discussed survey was as follows: â€Å"Have you ever thought about quitting hookah smoking?† The question is a perspective final element of the given research. Only four respondents skipped it, and the results are based on the responses of 160 people. 101 participants chose a box stating â€Å"I do not smoke a hookah.† Hence, 63.13% of the participants considered themselves automatically to be non-smokers on the regular basis. In addition, 5% of the whole survey group (eight people) stated it was their aim to quit hookah smoking during the next month, whereas 6 participants (3.75%) considered it to be their target for the next six months. The other four respondents were determined to quit smoking within a year. 29 respondents (18.13%) revealed their will to quit the given habit, but highlighted that they did not make a precise decision concerning the time, and twelve participants of the survey (7.50%) stated that they were no t intended to quit hookah smoking. Furthermore, it is appropriate to discuss the limitations, assumptions, and their actual violation. It was assumed that every case of participation in the given survey was voluntary and presupposed honest responses. Nonetheless, every question featured particular inquiry that provoked several participants to skip the actual response. As a result, it may be interpreted as a violation of the initial assumption, since the individuals were willing to partake in the surveying activity. In any case, it should be noted that there was no voluntary readiness to provide honest and precise data about their opinions, experience, and attitudes within the scope of concern. Moreover, the assumption that none of the participants lied during the entire study period did not become questionable as far as those who did not want to be honest in terms of responding the given questions skipped them. At the same time, the rest of the answers were provided on the sincere and clear terms. Furthermore, the ass umption that the methods of computation of the collected data were accurate was also proved in the course of the given study. The issue of limitations of the present investigation was connected with the demographic, age, and geographic factors. It is caused by the fact that the given survey study was specifically developed to evaluate the actual awareness of the young generation in Saudi Arabian world, their attitudes, and behavioral patterns related to hookah smoking. Nevertheless, it was done in such way in order to narrow the scope of research and provide credible and detailed outcomes. Evaluation of Findings The findings of the survey that was conducted online and included ten significantly guiding questions reveal peculiar tendencies and attitudes toward the practice of hookah smoking among the youth in Saudi Arabia. First, it is important to highlight that although the majority of the respondents confirmed that they tried hookah smoking, it was not prevailing, while 43.83% of the respondents never tried it at all. Nonetheless, the overall tendency is disturbing as far as substantial quantity of young people in Saudi Arabia smoke hookah regularly. Moreover, the fact that the prevailing majority of them is aware of potential risks and threats that are imposed by hookah smoking, they are not intended to refuse the habit. It reveals comparatively low level of informative provision, since 9.26% of the respondents are ignorant about the threat of hookah. It leads to the assumption that they regard hookah smoking as one of diverse types of traditions connected with the social context. The preliminary research in the given field featured the hookah smoking practice as a unique social event. Moreover, Sharma, Beck Clark (2013) highlight that the issue of concern provokes great risks connected with health condition. Hence, the findings of the given study align with data acquired in the course of preliminary research. Consequently, the depth and appropriateness of the risks comprehension imposed by hookah smoking demonstrated by the participants of the survey should be considered questionable. It is caused by the fact that the outcomes of the fifth question revealed that the smokers are usually unaware of alternatives that are really less harmful for their health. Hence, if they are ignorant about major issues connected with the impact of hookah on health condition, they are most certainly unaware about the diversity of diseases hookah may provoke as the study of previous research indicates. The discussion of the reasons of hookah smoking illustrated that the majority of actual smokers or those who at least tried it initiated smoking experience in order to align with the experience of others. To be more precise, even the answer â€Å"to experiment† that acquired the majority of the voices among the respondents who were actual smokers should be related to the socially relevant roles and stereotypes. It means that the experiments are usually conducted in cases when it is a popular, challenging or obligatory activity within a particular community. Moreover, the answer â€Å"It just makes me feel good† should also be regarded as the one that relies on socially predetermined experience, considering the fact that the person is expected to know that is good from the close surrounding in order to try it. Hence, the aforementioned evaluation aligns with the stance featured by Abdalla, Al-Kaabba, et al. (2006), who state that â€Å"Arab adolescents could believe smoking to help increase the masculine image and perception of maturity among peers.† (p. 1106). Furthermore, the outcomes of questions concerning passive and active smoking are essential in the given c ontext. The responses reveal proper and sufficient understanding of the harm that is provoked by inhaling the hookah when other people smoke. Such aspect of the currently discussed dilemma is crucial as far as it concerns health, environmental, and social issues. Nevertheless, the fact that substantial number of people did not try hookah smoking at all should be regarded as a step toward the enhancement of the given problem. Consequently, the stance presented by Fida and Abdelmoneim (2013) correlated with the acquired results. Finally, it is crucial to highlight that there is a perspective that the majority of current hookah smokers will eventually quit their habit. In any case, most of them have not decided it precisely yet. Hence, the preliminary decision is made, but the terms are not set. It means that diverse policies and supporting programs should be introduced in Saudi Arabia in order to help such individuals make a proper and rightful decision. The evaluation of the survey findings resulted in proper alignment between preliminary study of the scope of concern and primary data. The tendency to smoke hookah is interpreted as a social event and is regarded as a strong threat to the health condition of the youth of Saudi Arabia. Thus, the conducted survey revealed that the tendency to smoke hookah is strong and widely spread. The reasons of smoking were primarily related to considering hookah a social event and an image-making instrument. Moreover, the individuals revealed comparatively low level of awareness about the risks and threats of hookah smoking. Nonetheless, they were informed about the harm of passive smoking. Therefore, it is evident that more thorough and constructive informative support is necessary in order to contribute to elimination of hookah use among the youth in Saudi Arabia. Consequently, implementation of different programs, strategies, and policies at state level will be appropriate. Furthermore, it is recommended to conduct more in-depth research regarding the motivation to smoke to broaden the scope of research.

How to Study the Night Before a Test

How to Study the Night Before a Test Theres no need to feel completely frightened if youve procrastinated until the night before a test to study. Although you wont be able to commit much to long-term memory in a one-night cram session, you can learn enough to pass the test using these techniques. How to Study the Night Before a Test Eat a nutritious meal and prepare a few healthy snacks so you wont need to get up laterSet up in a comfortable spot with your study materials (pencils, note cards, highlighters) and class materials (notes, quizzes, tests, handouts, study guides)Focus for 30 to 45 minutes, then break for 5Take notes and use mnemonic devices to improve recallAim for comprehension over memorizationExplain concepts and ideas to a third partyGet a good nights sleep Physical Needs The brain and the body are linked, so before you sit down to start a study session, its a good idea to take care of your body: go to the bathroom, get some water or tea, and be sure youre dressed in a way that wont distract you (nothing scratchy or stiff). Focus and calm are crucial to studying seriously; to get your body on the same page, try doing some deep breathing and yoga stretches to help you get your mind off any other concerns. Essentially, this prep is meant to get your body to help you, not distract you, so you have no excuses to break your study focus. Snacking during or before studying can be helpful, but choose wisely. The ideal meal is something without a lot of sugar or heavy carbs that can lead to an energy crash. Instead, grab some high-protein grilled chicken or scramble some eggs for dinner, drink green tea with acai, and follow it all with a few bites of dark chocolate. Its always easier to stay on task and process information when your brain has been given what it needs to function properly. The other upside is that by eating something before you begin studying, youll be less tempted to get hungry (and distracted) and quit studying early. To further head off any distracting snack attacks, be prepared ahead of time. When you go to your study area, bring a snack with you. This should be something high in nutrients and mess-free, like mixed nuts, dried fruit, or a protein bar. Avoid highly processed foods like chips, and beware of sneaky foods like granola bars that are full of hidden sugar that will leave you stranded in an hour or so. One Step at a Time Start by getting organized. Get all the materials that relate to the test youre taking- notes, handouts, quizzes, book, projects- and lay them out neatly in a way that makes sense to you. You might organize them by topic, in chronological order, or in some other way that works. Perhaps you like to use color-coded highlighters or stacks of notecards. The point is that theres no one way to organize: You have to find the best system that helps you make connections with the material. By the night before a test, you should already have a good baseline of knowledge on the test topics. That means your goal here is to review and refresh. If your teacher gave you a study guide, start with that, quizzing yourself as you go along. Refer to your other materials if you cant remember an item on the guide, and then write it down. Use mnemonic devices to help you remember bits of information that you wouldnt otherwise, but try to avoid just memorizing everything: its harder to recall straight facts than it is to have a network of connected ideas that you can rely on. If you dont have a study guide or if youve finished going over it, prioritize notes and handouts. Things like dates, names, and vocabulary words are likely to show up on tests, so study those first. After that, review the bigger-picture stuff: material that covers cause-and-effect relationships within the topic area and other ideas that could show up on an essay question. For these, memorization is less important than having a solid enough understanding to explain it back on a written answer. It can seem overwhelming, especially if you have a lot of material to review, so take it slowly. A good rule of thumb is to focus for 30- to 45-minute increments followed by 5-minute breaks. If you try to cram in all the information the night before the test, your brain will overload and youll have to work to regain your focus on studying. This is why its also useful to review for a few days before the test, not just the night before so you can spread out the material and review everything multiple times over of a few separate sessions. Buddy System If you really want to test your understanding of the material, try explaining it to someone who isnt in the class. Get a family member or friend and teach them as much as you can remember. This will let you see how well you understand the concepts and how well you can make connections (to prepare for short-answer or essay questions). If you have a partner or a family member to help you, have them quiz you on the material. As you go, make a list of anything you get stuck on or cant remember. Once youve been quizzed, take your list and study that material repeatedly until youve got it. Finally, write down all your mnemonic devices, important dates, and quick facts on one sheet of paper, so you can refer to it the morning before the big test. Final Preparations Nothing will make you do worse on a test than pulling an all-nighter. You may be tempted to stay up all night and cram in as much as is possible, but by all means, get some sleep the night before. When testing time comes, you wont be able to recall all the information you learned because your brain will be functioning in survival mode. On the morning of the test, make sure to eat a healthy breakfast for plenty of energy. Throughout the morning, run through your review sheet: while youre eating, at your locker, or on the way to class. When it comes time to put the review sheet away and sit down for the test, you can rest easy knowing that youve done everything possible to help your brain get through the test with flying colors.

Audit Quality Essay Example | Topics and Well Written Essays - 2500 words

Audit Quality - Essay Example The auditors are looked upon by the readers of the financial statements to give assurance that the data presented are free from MATERIAL errors or irregularities. The readers of the financial statements need the financial statements in order to help them in their decision making. At present, auditors are held liable for fault due to negligence or incompetence doing audit work. Also together with regulation and reputation liability acts as a discipline on audit quality in a context where shareholders and other third parties rely on financial information that is audited and paid for by the company audit( Dipiazza, 2000) client. A good example is the Enron case. The audit staff of Arthur Andersen was charged for being negligent in performance of the audit function. Arthur Andersen has now been relegated to the side walk while the remaining big four have remained walking in the major highways handling the major and juice clients of the entire United States and overseas. ISA 240 Fraud and Error. This auditing standard explains the procedures in the audit of Fraud (Zea, 2002) and Error. This audit standard also tells the penalties, especially criminal offenses like being jailed, for gross negligence in auditing the clients' financial statements. Fraud is defined as intentional misstatement either by the company employee (who steals money or property and conceals the errors) or the management itself. The management sometimes does this fraud in order to present a better picture of what the company is in reality. This is what we call, in the accounting parlance, as window dressing. ISA 250 Consideration of Laws and Regulations in an Audit of Financial Statements This auditing standard specifically instructs the auditors to determine if any laws have been violated by the false information presented in the financial statements. One such law of the land is the Income Tax Law, The Property Law, and the Contract law. ISA 220 Quality Control for Audit Engagements. Quality control of engagements means that each engagement must be done with real professionalism. Professionalism means that all auditing standards and auditing procedures must be followed whenever practical or possible. There must be a constant evaluation of audit performance ob all audit team member so that recommendations and corrections can be implemented so that the next engagement will be better and faster than the prior one. Quality audit means that all audit procedures are made to ensure gathering all relevant and material data as soon as possible. IAPS 1010 The Consideation of Environmental Matters in the Audit of FinancialStatements. One audit procedure in environmental audit is to see to it that no environmental laws have been vi

Criticize of Marketing Myopia article Essay Example | Topics and Well Written Essays - 1000 words

Criticize of Marketing Myopia article - Essay Example He argued that there is no such thing as a growth industry, what is there is growth opportunities that one should take advantage of to enhance their welfare. Levitt also gives people a better understanding of misconceptions like the belief that growth is guaranteed by an expanding population. Instead, the commodities released should target a certain gender or age. He also shows that mass production does not always yield as expected due to imbalances in the scale of production. Mass production results to low cost per unit as the output increases. In production, one should focus on the quality of produce rather than the marketing. Good quality output markets itself as compared to poor quality ones that have to be pushed into the market. Since most enterprises needs lie on maximizing profits than it is more appropriate to focus on the company’s needs rather than customers’ needs. A brilliant marketer creates products that suit the consumer and are affordable. Good quality products in the market gain popularity faster when compared to poor quality ones by competitors. This gives the market true illusion of what your products are like. Theodore Levitt gives companies a clue on how to maintain efficiency with its rising popularity. An increase in output quantity tends to reduce unit cost, and if not monitored it pulls down the business. Through maintaining efficiency, companies are likely to enjoy larger profits and experience growth. He discards the belief that no competitive substitutes of outstanding products exists in the market. This is an entirely irrational belief. Every product in the market have their substitutes, it is only that you have not done the research on more products in the market. He mentions that, we should not focus on short-term benefits. The long run benefits, which most of the firms are not ready to wait. With changing times, people tend to change on preferences and tastes and therefore this prepares the business firms for these changes in the future. The short focus is what the author refers to as myopia. He gives examples of the railroad and oil industries that can be taken over by other close competitors. He adds that there is no guarantee on product obsolesce and gives an example of petroleum products which were used since time immemorial up to date but has never been exhausted. Technology improvement cause this and the discovery where other sources of energy have been resolved to hence the decline on use of petroleum products. The most salient thing on Levitt’s article is on maintaining the business in the market for the longest time and enjoying maximum profits. Business firms should set long-term goals to help them serve their customer needs in a more appropriate and reliable manner. This helps the products get established and therefore with time It dominates the markets. However, what Levitt has missed out is that he only talks of myopia back then not putting into consideration the present t imes whereby myopia has taken a different turn. There exists new forms of myopia especially where entrepreneurs’ get single minded instead of venturing into different fields in the market. Maybe accommodating other stakeholders in the market would help enhance venturing into the diverse existing opportunities. Another problem comes in when the firm misinterprets the true definition of a customer and satisfying their needs. With the changing times consumer

Simultaneous interpreting Essay Example for Free

Simultaneous interpreting Essay These first two instances of overlap happen quickly and without need for Ð ° resolution. Then, Ð ° third instance of overlapping talk begins, all three are talking, and to intervene. The Student offers back-channel responses, the Interpreter begins translating and then the Professor begins to speak. Suddenly there are three speakers. For Ð ° moment, all three are talking. And, at this point, the Interpreter says wait-Ð °-minute to the Student. The Student immediately shifts his gaze from the Professor to the Interpreter. As he sees the gesture, the Students hands go down to his lap, Ð ° turn-ending signal in ASL (Baker 1977), and he makes no further attempt to speak. When the Student stops, the Interpreter begins interpreting for the Professor, and she goes on talking At first glance, it might seem that the Interpreter stopped the Professor merely because she is the teacher and therefore more powerful while the Student is Ð ° student and thus powerless. But as Tannen (1987) argues, the notion of power is metaphoric when applied to interaction and discourse: І suggest that there are many different kinds’ of power and influence that are interrelated and have varied manifestations. When people are taking different roles, it may not be the case that one has power and one doesnt, but that they have different kinds of power, and they are exercising it in different ways. While the Interpreter may have made his decision based on greater authority or status of the Professor, upon closer inspection, Ð ° number of factors may have contributed to the Interpreters decision to stop the Student. First, the topic was initiated by the Professor, and it is clear that she is not finished talking about it, given her persistence in raising it and her elaboration of it. Second, when the Professor begins to talk about chunking, she says this word the same way both times. There is stress on the first syllable, as well as Ð ° rising and then falling tone. When said as CHUNKing, in English, the tone carries an additional message of heres what І want to talk about next. This is an example of how contextualization cues work ( Gumperz 1982). Third, in playback interviews, the Professor and the Student explain their perspectives on the overlapping talk and the Interpreters choice. The Student began explaining when he saw himself sign SAME. The Student: І said SAME because І wanted to talk about the same thing! Chunking and І was glad she brought it up. І didnt really understand it and hadnt remembered to asked her about it. І wanted her to talk about it. At some level the Interpreter knew that the Student needed to know what the Professor thought; it is what all students come to professors to hear. Although, by virtue of the situation, the Professor has Ð ° more powerful status, the Students own words make it clear that he would prefer to be stopped, so that he can fulfill his expectation of receiving advice and information. It is for this information that he came to her office. The Professor explains her perspective: When І am talking about chunking І think І clearly feel that what І have to say takes priority. And І want to get it out. [The Interpreter] starts talking but І dont want to hear it. І think І am not sure whether [the Student] was trying to take Ð ° turn or give Ð ° back channel but І am going to treat it like Ð ° back channel because І want to keep talking. І wasnt ready to yield the floor. Thus, the Professor was unwilling to give up her turn and perhaps would have insisted that she be allowed to go on speaking. The accumulating dataher persistence on the topic, her contextualization cues, and her status-become Ð ° cumulative force that must have had some impact on the Interpreters decision. Thus, in some ways, the Interpreters decision was not only Ð ° judicious one to make; it was, perhaps, the only one the Interpreter could have made as part of this triad. Overlapping talk and the decision to stop Ð ° speaker come about for complex social reasons within specific contexts and interpreters act instinctively on this knowledge. Ignoring Ð ° Turn Next, І move to examples of overlapping talk where the Interpreter makes Ð ° decision either to momentarily ignore one speakers overlapping talk and interpret it later or to ignore the talk altogether. Momentarily ignoring Ð ° turn forces the Interpreter to hold Ð ° span of speech in memory (if able) until an opportunity presents itself to interpret what was said. Holding Ð ° span of speech and recalling it later happens for several reasons: (1) an interpreter perceives that the talk is not critical at the moment; (2) the overlapping talk is short, simple, and easy to remember; or (3) an interpreter can predict that one speaker is either finishing or will finish soon. When interpreters ignore Ð ° speakers input, they generally do so because they decide that the talk is unimportant at this moment, that it may be contributed again, or that they simply cannot process that piece of language while they are interpreting. In this segment, at the third line, the same occurrence that made the Interpreter stop Ð ° speaker previously now has Ð ° different outcome: the z Professor speaks, the Student speaks, and the Interpreter is interpreting; all three are speaking. This time the Interpreter does not render an interpretation of the Professors talk. Interpreters sometimes have to ignore one of the overlapping utterances. There are two kind’s of talks that they can ignore and not affect the outcome too drastically. one kind of talk is back-channel responses, brief spurts of talk that indicate that listeners are paying attention, or agreeing, or providing other non-content responses, such as, mm-hmm, sure, or OH-І-SEE (ASL). The other kind is also brief but contains more message content. For instance, yes, І can do it and no, І doubt it are brief, yet they include agreement, disagreement, or Ð ° proposition. Interpreters can, or have to, ignore these two kinds of talk for two basic reasons. First, it is not physically possible to hear or see two speakers and be talking yourself, all at the same time. The complexity of the talk that is being interpreted demands an interpreters full attention. Second, inserting overlapping talk could surprise the speaker who is already talking and that speaker will stop because the stream of thought is interrupted. The next segment demonstrates more of the unique possibilities of interpreted events. The Student responds to something the Professor has said, and his response is not interpreted. The Professor sees the Student make Ð ° gesture that gives agrees with her message, and it seems to communicate directly with her. Finally, interpreters sometimes make decisions to ignore overlapping talk momentarily, and when they are ready to interpret, they no longer remember it. When this happens, interpreters have an option to offer Ð ° turn to the speaker whose talk was ignored. Interpreters can say something like, Do you want to say something? or they can take Ð ° turn to say that the other speaker tried to say something. For example, an interpreter might say Excuse me, theres Ð ° question In this meeting, the Interpreter does not ignore overlapping talk momentarily and offer Ð ° turn to one of the speakers However, the Interpreter does offer turns at talk for reasons other than overlapping talk.

The Heroes of Lord of the Flies Essay -- Lord of the Flies Essays

The Heroes of Lord of the Flies    There are many possible interpretations of the word 'hero': sometimes it simply means the main character of a story, sometimes it denotes a person with a strong character who acts decisively, and sometimes it can mean the person we most admire in a story or who is the greatest force for good. Golding's Lord of the Flies has no clear hero but there are three major characters that could be seen as the heroes of the book.    The first possible hero is Ralph. He is perhaps the most obvious candidate as, at the start of the novel at least, he is a 'golden boy'. The second possible hero is Jack. This might seem unlikely, as Jack is in some ways also a possible villain, but Jack is a better leader than Ralph and is able to act decisively in a crisis. The third possible hero is Simon, the only one totally untouched by the boys' descent into savagery.    Ralph qualifies as a hero on several counts. Firstly, of all the characters in the book, the narrator follows Ralph most closely. It is Ralph we meet at the opening of the story and a description of Ralph ends the book. Secondly, Ralph performs heroic actions. He bravely explores the unknown island, attempts to stand up to the beast, and when the going gets tough he does not give up in despair. But above all of his physical bravery, Ralph shows moral bravery when he insists that the death of Simon is 'murder'. However, despite Ralph's physical and moral bravery, he is not untouched by sin and evil. Ralph was involved in the death of Simon and failed to provide clear leadership for the boys who put their trust in him. As readers we have the most sympathy for Ralph but we also have a clear understanding of ... ... as its hero. Ralph is the closest to a hero in the literary sense of the word as the narrative follows him and it is his story. Jack, although he has heroic qualities, is perhaps too close to being the story's villain to be considered a hero but he is by no means a character with only one side. In my opinion, the only person in the book who is a true hero is Simon as he is courageous, brave and kind. He is also the only boy to remain uncorrupted by the island. In writing a novel without a clear hero, Golding emphasises its pessimistic message. Before the Second World War, Jack and Ralph, like their counterparts in Coral Island would probably have been allowed to show the stuff that made them potential heroes but, in the context of a world that had witnessed genocide and the atomic bomb, Golding suggests that the ordinary concepts of heroes are not enough.

Organizational chart Essay

The company that I worked for years ago that many people are familiar with was Target. I actually worked in different departments at Target such as the fitting room, the women’s department, the men’s department, electronics, house wares, customer service, and cashiering. I mostly worked at the front of the store at the service desk and cashiering. I would help customers with returns and exchanges, provide information, and cashing out customers products through the register. I really enjoyed the nature of the job. I got a sense of satisfaction when I helped customers and other employees if needed. I believe Target runs a functional organizational structure. An organizational structure consists of activities such as task allocation, coordination and supervision, which are directed towards the achievement of organization aims. I really enjoyed working there because Target would focus on certain categories within each store such as the store atmosphere, cash handling, loss prevention/safety and security, customer service, refunds and returns, visual merchandising, training, and inventoried and stock management. With these different categories that they focus on, make the company run smoothly and easy to work for. The Target store I worked, if you followed the rules then you had nothing to worry about and that’s what I did. That ended up with me being there for almost four years. The only reason I left was because I had finished school and got a job managing another company, other than that, I really liked working with Target.

Radical Reconstruction

I think that the whole reconstruction era went Just the way it was supposed to. Just to think that something so small of a change could have rewritten history for bad or for good. I think that if Lincoln could have carried out his plan then we would live in a completely different world then what we do today. I we have had enforced the laws as hard as we could have then the south could might as well of risen back up for another war. And what if we lost this time?We could might as well be living in a country with segregation and or a communist country if Marshall law was declared. Which means that all industries would be owned by the government. Another scenario would be that we had a country divided into two halves like Korea with slaves crossing the borders to be on the north side to be free to pursue a live of there own. With the idea of Radical Reconstruction was to change the ideas and culture of he south to adapt to the north ideas and ways of living.A main reason we were not as successful at the reconstruction was because of the constant disagreeing of the branches in our government at the time, which even in the present day and time this still happens way to much. For example when we could agree on a budget In 2013 and the government had to be shut down for almost 2 weeks before anything happened which was really Just a ploy to get rid of beamer.

Photosynthesis Study Guide - Key Concepts

Photosynthesis Study Guide - Key Concepts Learn about photosynthesis step-by-step with this quick study guide. Start with the basics: Quick Review of the Key Concepts of Photosynthesis In plants, photosynthesis is used to convert light energy from sunlight into chemical energy (glucose). Carbon dioxide, water, and light are used to make glucose and oxygen.Photosynthesis is not a single chemical reaction, but rather a set of chemical reactions. The overall reaction is:6CO2 6H2O light → C6H12O6 6O2The reactions of photosynthesis can be categorized as light-dependent reactions and dark reactions.Chlorophyll is a key molecule for photosynthesis, though other cartenoid pigments also participate. There are four (4) types of chlorophyll: a, b, c, and d. Although we normally think of plants as having chlorophyll and performing photosynthesis, many microorganisms use this molecule, including some prokaryotic cells. In plants, chlorophyll is found in a special structure, which is called a chloroplast.The reactions for photosynthesis take place in different areas of the chloroplast. The chloroplast has three membranes (inner, outer, thylakoid) and is divided into th ree compartments (stroma, thylakoid space, inter-membrane space). Dark reactions occur in the stroma. Light reactions occur the thylakoid membranes. There is more than one form of photosynthesis. In addition, other organisms convert energy into food using non-photosynthetic reactions (e.g. lithotroph and methanogen bacteria)Products of Photosynthesis Steps of Photosynthesis Here is a summary of the steps  used by plants and other organisms to use solar energy to make chemical energy: In plants, photosynthesis usually occurs in the leaves. This is where plants can get the raw materials for photosynthesis all in one convenient location. Carbon dioxide and oxygen enter/exit the leaves through pores called stomata. Water is delivered to the leaves from the roots through a vascular system. The chlorophyll  in the chloroplasts inside leaf cells  absorbs sunlight.The process of photosynthesis  is divided into two main parts: light dependent reactions and light independent or dark reactions. The light dependent reaction happens when  solar energy  is captured to make a molecule called ATP (adenosine triphosphate). The dark reaction happens when the ATP is used to make glucose (the Calvin Cycle).Chlorophyll and other carotenoids form what are called antenna complexes. Antenna complexes transfer light energy to one of two types of photochemical reaction centers: P700, which is part of Photosystem I, or P680, which is part of Photosystem II. The photochemical reac tion centers are located on the thylakoid membrane of the chloroplast. Excited electrons are transferred to electron acceptors, leaving the reaction center in an oxidized state. The light-independent reactions produce carbohydrates by using ATP and NADPH that was formed from the light-dependent reactions. Photosynthesis Light Reactions Not all wavelengths of light are absorbed during photosynthesis. Green, the color of most plants, is actually the color that is reflected. The light that is absorbed splits water into hydrogen and oxygen: H2O light energy →  ½ O2   2H   2 electrons Excited electrons from Photosystem I can use an electron transport chain to reduce oxidized P700. This sets up a proton gradient, which can generate ATP. The end result of this looping electron flow, called cyclic phosphorylation, is the generation of ATP and P700.Excited electrons from Photosystem I could flow down a different electron transport chain to produce NADPH, which is used to synthesize carbohydratyes. This is a noncyclic pathway in which P700  is reduced by an exicted electron from Photosystem II.An excited electron from Photosystem II flows down an electron transport chain from excited P680  to the oxidized form of P700, creating a proton gradient between the stroma and thylakoids that generates ATP. The net result of this reaction is called noncyclic photophosphorylation.Water contributes the electron that is needed to regenerate the reduced P680. The reduction of each molecule of NADP  to NADPH uses  two electrons  and requires  four photons.  Two molecul es  of ATP are formed. Photosynthesis Dark Reactions Dark reactions dont require light, but they arent inhibited by it, either. For most plants, the dark reactions take place during daytime. The dark reaction occurs in the stroma of the chloroplast. This reaction is called carbon fixation or the  Calvin cycle. In this reaction, carbon dioxide is converted to sugar using ATP and NADPH. Carbon dioxide is combined with a 5-carbon sugar to form a 6-carbon sugar. The 6-carbon sugar is broken into two  sugar molecules, glucose and fructose, which can be used to make sucrose. The reaction requires 72 photons of light. The efficiency of photosynthesis is limited by environmental factors, including light, water, and carbon dioxide. In hot or dry weather, plants may close their stomata to conserve water. When the stomata are closed, the plants may start photorespiration. Plants called C4  plants maintain high levels of carbon dioxide inside cells that make glucose, to help avoid photorespiration. C4  plants produce carbohydrates more efficiently than normal C3  plants, provided the carbon dioxide is limiting and sufficient light is available to support the reaction. In moderate temperatures, too much of an energy burden is placed on the plants to make the C4  strategy worthwhile (named 3 and 4 because of the number of carbons in the intermediate reaction). C4  plants thrive in hot, dry climates.Study Questions Here are some questions you can ask yourself, to help you determine if you really understand the basics of how photosynthesis works. Define photosynthesis.What materials are required for photosynthesis? What is produced?Write the  overall reaction  for photosynthesis.Describe what happens during the cyclic phosphorylation of photosystem I. How does the transfer of electrons lead to the synthesis of ATP?Describe the reactions of carbon fixation or the  Calvin cycle. What enzyme catalyzes the reaction? What are the products of the reaction? Do you feel ready to test yourself? Take the  photosynthesis quiz!

How Many Extracurricular Activities Do You Need

How Many Extracurricular Activities Do You Need SAT / ACT Prep Online Guides and Tips You’ve been working hard in high school to get good grades and test scores, but there’s another part of the college application that many students find more confusing: the extracurricular activity section. How many extracurricular activities do you need for college applications? How many are too many? Will you get rejected from a school if you don’t have the right amount? Many students who have participated in activities throughout high school are shockedto look at the Common App and realize there are ten spaces to fill out. Does that mean you have to be involved in ten different activities? In this article I will tell you: The important things colleges need to see in your extracurriculars The ideal amount of extracurricular activities The minimum amount of extracurriculars you can have What to do if you have no extracurriculars What to do if you have too many extracurriculars What Colleges Want to See in Your Activities Before we talk about exactly how many activities you need, let’s discusswhy extracurricular activities are important in the first place and what colleges are hoping to learn about you through your activities. Extracurriculars are one of the most important ways that colleges can learn about who you are as a person and if you will be a good fit on their campus. Why? These activities show admissions officers many of the â€Å"intangibles† that they are looking for in their students. For example, your extracurriculars show admission officers if you can balance your schedule, if you can commit to an activity, the extent to which you can lead or improve something, and what makes you tick. There are three main things that collegesare looking for inyour activities: Dedication: Instead of seeing you jump around from activity to activity, colleges would far prefer to see you dedicate a significant amount of time over an extended period (a few years) to one particular activity. This showsyour willingness to make a commitment and yourpassion for what you are doing. Leadership: Admissions officers like to see students take control in their activities and show off their leadership skills. This could include things like founding a club, increasingparticipation in an activity, or leading a project like a fundraiser. Universities hope that someday their students will go on to be leaders on a larger scale in the community, and these activities are a good way for them to gauge if you have the interest and ability to do that. Lasting Impact: This ties in with the previous idea. Admission officers like students who are going to make a difference in the world and leave it better than they found it. So if you are someone who has done just that in an activity, they are going to be more likely to think that you are the type of student they want on their campus. Did you do something to improve a club or organization you belonged to? Did you streamline a process or innovate how your activity is done? Did you leave something better than you found it? Now that you understand what colleges are hoping to glean about you through your activities let’s see just how many of them you need in order to show off these qualities. What’s the ideal amount of activities you’ll need in order to impress admissions officers? How Many â€Å"Normal† Activities Should Students Have? The Goldilocks â€Å"just right† number of activities is 5 or6. This is a good amount because it's achievable for most students without being overwhelming. Fewer activities than this can show a lack of willingness to branch out and try something new, while having way more than 6 activities is unsustainable for most students. When colleges see students who have 10 or more activities, they will likely assume that you either padded your resume, or that you only showed up to your activities instead of making a real effort to be significantly involved. In your freshman year, try out a lot of different activities to see what you're the most passionate about. In sophomore year and beyond, start whittling down your activities so that you're left with the ones you can really make an impact in.These activities can be almost anything – clubs in your school or community, sports, art, hobbies, or community service. The key is to choose one or two activities that you will focus most of your time on. In these activities, you should be investing a significant amount of time every week. "Significant time," of course, can be interpreted differently depending on what activity you are doing. In general, between 5 and 10 hours per week for each main activity is a good benchmark, depending on how many activities you are involved in and how much time you devote to other responsibilities. (Remember to never let your academics suffer at the expense of extracurriculars!) Duringyour last years of high school, make sure that you show growth or development in these activities and try to take on a leadership role, or at least lead some initiatives. Take note of some specific accomplishments that you are proud of (don’t be too humble) andcan write about on your application – specific details about your achievementswill make your hard work much more impressive to colleges. Round yourself out with a few secondary activities. You won’t be spending as much time on these, so they should be things that you can have fun with and not have to stress about. On your college applications, these activities will help round you out as a person and show aspects of your personality that may not be visible in your main activities. For example, if your main activities are competing in Science Bowl competitions and doingresearch at a local college, having something like a stand-up comedy club on your application could show a completely different side of you. Keep in mind that the main thing is to pursue activities that you are really passionate about. College admissions advisors care much more about getting a good idea of who you are and why you have pursued certain activities than reading a list of activities you couldn’t care less about but thought would sound good on an application. Though 5 – 6 is the most ideal amount, that’s not to say that some students don’t do well with fewer activities – sometimes significantly fewer! What’s the Minimum Number of Extracurriculars I Need for a Competitive School? Surprisingly, you only really need one extracurricular activity, even for a competitive school like Harvard. However, if that’s all you’re going to have, it had better be one very impressive activity that shows your growth, leadership, and impact. You will also need to show that you have been significantly involved in the activity all throughout high school. As an example, let me tell you about a student I knew at college. The summer before her freshman year, she went with her family on vacation to Malaysia, where she was enchanted by the beautiful shawls local artisans made. She realized that many of the artists who produce these pieces were being underpaid for their work. On returning home, she decided to take some classes at the local community college in business and web development and then launched a non-profit company that allows people to purchase these kinds of goods directly from the artisans abroad.Over the next four years, she expanded the business to reach artists in several countries and hired a couple of employees to help her do the work. This kind of activity shows initiative, leadership, dedication, maturity, and passion – which areeach qualitiesthat admissions officers are looking for. Additionally, something of this magnitude would take up pretty much all of your time and not leave a lot of room for other activities. If you only have one activity of this magnitude, you should run with it and not worry about the blank spaces on your application. But is one really the minimum amount of activities you can have? What if you don’t have any at all? Can I Get Away With Having No Extracurricular Activities? The short answer to this question is yes; you can get away with having no extracurricular activities. Some lower-ranked schools completely base their admissions decisions off GPA and test scores. Additionally, there are several state schools that admit a percentage of students entirely based on the same criteria - ignoring extras such as your activities. For example, the University of California system guarantees admission to one of its campuses to all students who are in the top 9% of California high school students. If you have no activities, it's a good idea to check your state school system and see if it has a similar plan. Finally, if you have spent your free time in high school doing something productive such as taking extra classes at your local community college, you may find that schools will also look well on that and be willing to admit you despite a lack of extracurriculars. However,you may not want to go down these paths if you can at all avoid it. While you will almost certainly be eligible for some schools without extracurriculars, they may not necessarily be the schools you were hoping for. Unless you have serious extenuating circumstances, most colleges will look at a complete lack of extracurricular activities with disapproval. A student with no activities often ends up looking lazy, unmotivated, and afraid to leave his or her comfort zone. Therefore, studentswith no extracurriculars will not be competitive at most schools. Furthermore, you will be automatically eliminating yourself from the running for loads of merit- and activity-based scholarships, which are often dependent on your extracurricular activities.If you aren't sure if your after-school activities count as extracurriculars, or if you currently have no extracurriculars and don’t know what to do, see our guide. But what if you have the opposite issue? Is it possible to have too many extracurricular activities? Thereareonly ten spaces for activities on the Common App. What if you have more than that? What If I Have Way More Than Ten Activities? If you have more than ten activities, you do not needto list all of them. In fact, on this part of the application, you can make a good argument that less is more. Instead of having a long list of activities, it’s much more important to be able to show significant involvement in a few activities. Use the Common App to showcase what you consider to be your best activities. Choose the activities that you are most passionate about, have helped you mature and develop skills, have allowed you to make a lasting impact, and that youhave spent the most time doing. This will look different for every student. Some students are genuinely invested in several activities. If that’s the case, then you should list them all. However,most students will only have a couple activities that they have really dedicated themselves to. Keep in mind that colleges will care less about what you have done and more about why and how you have done it. When you're choosing which activities to write about, focus on those that help tell the story of who you are. This means that you probably don’t have to mention the one time you worked backstage on the musical or the ten hours of community service you did freshman year and never thought about again until college applications rolled around. Instead, just focus on those that show growth, leadership, and dedication. If you think about it with that criteria, do you really have more than ten activities? If you are very concerned about making everything fit, see if you can group activities together. For example, if you have participated in several different volunteer activities, you can lump them together as one.The same thing goes for students who have played several different instruments and don’t have room to list them individually. You should also consider not filling up the list. I’ll repeat: It is okay to not fill up the whole list,especially if you're includingactivities that you can’t show to be significant. Why is this a bad idea? Admissions officers may think that you just signed up foractivities to pad your resume, and it may make them doubt your maturity and the sincerity ofyour involvement in the activities you have listed. What’s Next? Check out our list of extracurricular activities if you need inspiration for an activity to choose. Now that you know what extracurriculars arecheck out our guide for how to write about extracurriculars on your college application. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: