Individual Rights Vs. National Security Essay

I negate the resolution, â€Å"Resolved: When the United States is engaged in military conflict, national security ought to supercede conflicting claims of individual rights. My value for the round is Human Dignity, or what can be defined as a respect for the individual and his or her rights and virtues. John Stuart Mill states that â€Å"Everyone who receive the protection of society owes a return for the benefit†¦ but not to the point that it violates constituted rights.† Thus those rights which are the fundamentals of human dignity must be maintained. No fundamental goal should ever undermine this fundamental goal. The criteria which must consistently achieve is the maintenance of a legitimate government, or a govt. that maximizes the rights of its citizens My sole contention proves that a government’s legitimacy is contingent upon its preservation of individual rights. According to Charles Ogletree, Professor of Law at Harvard University, â€Å"The U.S. has not been a fertile breeding ground for terrorism†¦ diversity, religious and ethnic tolerance, a reliance on legal proceedings open to public scrutiny†¦ are all values make it hard to nurture in the U.S. the ethnic or religious hatred that fuels much terrorism.† Unfortunately, sacrificing such virtues for temporary security would undermine these values. The impact is clear, that a removal of individual rights, such as freedom of speech or freedom of press, would uproot key American ideals and neglect the value of the individual within the United States. . The government would no longer protect the foundation upon with it was built, and such actions would illegitimatize the government. As reported by Susan Stanberg, political analyst for National Public Radio, â€Å"Muslim communities throughout Florida have placed complains in the FBI’s strategy in placing undercover agents in mosques to find our terrorists.† This type of drastic action has also been taken up by new laws that grant police powers to search people travelling on public transportation without notifying them of their right to refuse the search and without sufficient evidence or suspicion; a severe incursion on the right to privacy. Police acknowledge this fact, stating that they have nothing else to go on. This impact is that investigations based upon ethnicity encourage citizens to do the same thing. This arouses xenophobia and hostility towards foreign groups of American society. Secondly,  Prioritizing national security gives the govt. license to violate human worth in 3 ways: i. Dictating life choices – relocating people/Japanese internment camps ii. Dictating moral choices – whether to fight in war (draft) iii. Actually taking liberty and property – violating the rights of innocents in war/taking prisoners of war. The impact is that denying worth w/in borders is wrong because it defeats the purpose you’re fighting for, and denying worth outside of borders is wrong b/c it’s hypocritical. The government no longer serves its role as a protector of the people, but rather a big brother like institute that dictates to its people their own moral codes. Finally, security loses its worth if not accompanied by rights. Benjamin Franklin states that â€Å"Those who would give up essential Liberty, to purchase a little temporary Safety, deserve neither liberty or safety† Without Liberty, Security is purposeless. The entire purpose of national security is to protect the American way of life and what our nation stands for. Thus, if upholding national security comes at the cost of sacrificing those rights that it is fighting to protect, it does nothing but erode the very purpose for its existence and become a self-defeating pursuit. OVERVIEW: I offer an overview against the affirmative case. In order for the affirmative to affirm, (s)he has to prove three things. Firstly, that security is able to be achieves, secondly, why there is an imperative need to sacrifice individual rights, and thirdly, (s)he must address all instances and types of military conflicts. Failure to do any of these things means that (s)he is upholding her burden as the affirmative. (s)he doesn’t prove this because: 1) (s)he assumes that she will be able to provide for national security, however, there is no guarantee for this safety. We might have implement heavier security measures in airports, but our chemical factories are just as vulnerable as they used to be. 2) (s)he just discusses the possible benefits that come from prioritizing national security, (s)he doesn’t show how it is fundamental. Just because  national security is important, doesn’t mean that it is absolute. The benefits achieved on the affirmative, such as unification, maintenance of sovereignty, still exist on the negative side. (s)he isn’t showing why we have to sacrifice our rights. Moreover, benefits don’t determine fundamentality. Just because we might be able to hunt down an extra terrorist or two, doesn’t mean that random lock downs and strip searches will win the war on terror or that an inability to do so will lose us the war on terror. 3) All of the affirmative arguments premised on the relative size of the conflict, but a military conflict does not assume a small or large proximity. Most conflicts such as the Persian Gulf are entirely within the United States ability as a superpower to control through alternative methods than violation individual rights. So this argument does not determine the fundamentality of prioritizing national security above individual rights.

English language Essay

Why choose Westminster Kingsway College? Our central London location: courses take place at our Victoria Centre which is a five-minute walk from Victoria mainline and underground stations Our facilities and resources: the centre has a very well-equipped Learning Centre with IT facilities and an extensive range of teaching and learning materials Our online Virtual Learning Environment ‘Moodle’: this allows access to a range of support materials on your home PC Our experience: we have been running teacher training courses for over 25 years and have a well-deserved reputation for extremely high quality, effective teaching Our training team: we have a large team of highly-qualified and experienced teacher trainers. They have all worked in the public and private sectors in the UK and overseas and some are CELTA assessors. You can find out more about them in the â€Å"Trainer Profile† section Our quality assurance systems: in addition to external monitoring by Cambridge, we are part of the public sector and are inspected by OFSTED Our success rates: we have a proven track-record of extremely good pass rates on all our courses The level of individual attention we offer: our trainers are involved at every stage of your course, from initial enquiry to post-course advice and guidance The profile of our teaching practice groups: our students are highly motivated and come from a very wide variety of linguistic, geographic and social backgrounds. Some are asylum seekers and refugees whilst others are living and working in London for a relatively short time. This mix of students means that your teaching practice gives you experience to equip you to teach in a range of contexts in both the private and public sector in the UK or overseas. It also helps you decide which sector you would prefer to work in Extremely high level of trainee satisfaction: see â€Å"What CELTA did for me† for comments from past trainees Advice and guidance on employment opportunities: all our courses include sessions on finding teaching work, and some of our candidates go on to work in Westminster Kingsway and other colleges If you have any questions, or would like to discuss your application, please contact one of our trainers on 020 7802 8940 / 8343 / 8378. The College is closed over Christmas, Easter and during the summer holidays. During these times, you will hear a voice-message giving you further information.3 About Westminster Kingsway College: Teacher Training Westminster Kingsway College’s Teacher Training courses are based at the Victoria Centre, right in the heart of London, about 5 minutes walk from Victoria underground and main line station. In addition to Teacher Training courses, the College offers part-time day and evening courses in English/ESOL (English for Speakers of Other Languages). We are part of the public sector and receive government funding for our courses. This means that our fees compare favourably with other teacher training providers. Our facilities include a large cafeteria, a very well-equipped Learning Centre and computer access for all learners. Our Teacher Trainers All our team are qualified teacher trainers, with extensive experience of teaching EFL and ESOL in a range of contexts, both in the UK and overseas. The majority are also Cambridge-accredited external assessors. They are all directly employed by the College and regularly update their teacher training skills and expertise. Trainer Profiles Katerina Ashiotis: Katerina started her teaching career as an EFL teacher in the private sector in London soon after leaving college. She travelled, then taught in Greece for two years in a private school. She then returned to London and worked as an English teacher teaching adults full-time. She worked in three different private schools as an EFL teacher, Senior Teacher and Director of Studies and started teacher training in 1994. Katerina has a Diploma and an MA in Linguistics and in 2002 completed a PGCE in FE (PCET with ESOL Specialism). Parallel to working and training in the private sector she worked as a visiting EFL lecturer at Westminster Kingsway College for over 12 years. She started working at Westminster Kingsway College full-time as an ELT lecturer and teacher trainer in 2002. In addition to the CELTA course, Katerina is also a teacher trainer for PTLLS and DTLLS courses. Most recently, she has been involved in the design and delivery of a number of training programmes for teachers from South Korea and Albania. Chris Brain: Following a degree in history and a PGCE at the University of London, Chris started teaching EFL in London in 1979. He then worked in Italy from 1980 to 1988 and took the RSA Diploma at International House in Rome in 1986. He returned to London in 1989 and subsequently trained as a CELTA trainer. He continued to work in the private sector, became a CELTA Assessor in 1992 and a DELTA trainer in 1998. Chris joined Westminster Kingsway College in January 2000 as a full-time member of staff and has worked on a variety of courses including EFL, ESOL, CELTA and DELTA. Michael Harmsworth: Michael began teaching in 1982 and became a teacher trainer in 1986. He has been at Westminster Kingsway College since October 1997. Before that he was Director of Teacher Training at two private language schools in London after spending a total of eight years working abroad, in Greece, Italy and Spain. In 1992 he became an Assessor for the CELTA course. Michael has an MA with Distinction in TESOL (Teaching English to Speakers of Other Languages) and the Cambridge/RSA Diploma with Distinction. He has delivered an extensive range of training courses at all levels. His current studies are focused on his obtaining Associate Membership of the British Dyslexia Association (AMBDA). Gabriel Mulcauley: Gabriel completed a degree in English Literature at the University of Sheffield followed by a PGCE in English and Drama at the University of Leeds. Her first experience of teaching English was in a Summer School in Greece. Having spent several years travelling and teaching in private language schools, Gabriel came to London in 1991 and took the Diploma in TEFL at Waltham Forest College in 1992. She began working in Further Education in 1994 at Hackney Community College before joining Westminster Kingsway College in 1998. Gabriel started training to be a teacher trainer in November 2004 and is enjoying this interesting new challenge. 4 Our English/ESOL courses and students Our English/ESOL courses are suitable for adult learners (19+) who are living in the UK either permanently or as refugees or asylum seekers and for European migrant workers. We offer a variety of courses to meet a wide range of needs. Some courses are more suitable for EU migrant workers and enable students to gain a qualification quickly. Others are more appropriate for students who need to catch up on other skills, such as basic literacy. All courses are part-time, either day-time or evening, and last either for one term or one semester (18 weeks). Students study either every day (Monday – Friday) or two evenings per week (Monday and Wednesday or Tuesday and Thursday). There are two study options on the daytime courses: ESOL Extra and ESOL Express. On ESOL Extra learners study for 2.5 hours per day and on ESOL Express they study for 2 hours per day. On the evening courses, hours are the same: learners study for 2.5 hours on two evenings per week. Qualifications All the courses lead to an examination: this is usually a Trinity Skills for Life Certificate. We offer these qualifications at 5 levels from Entry 1 (beginner) to Level 2. Students take an examination in Speaking and Listening, Reading and Writing. 5 The Certificate in Teaching English to Speakers of Other Languages: CELTA (incorporating the award in Preparing to Teach in the Lifelong Learning Sector: PTLLS) What is CELTA? CELTA is an initial qualification for people with little or no previous teaching experience. It is the best known and most widely taken initial ‘TESOL/TEFL’ qualification of its kind in the world. Who recognises CELTA? It is accepted throughout the world by organisations which employ English Language teachers. It has also been accredited by the Office of Qualifications and Examinations Regulation (Ofqual) at Level 5 on the National Qualifications Framework for England, Wales and Northern Ireland. Who is CELTA for? People starting a career in English Language teaching: The course will give you a firm grounding in the fundamentals of language teaching practice, and the confidence to use these effectively in the classroom. People looking for a career change or career break: An increasing number of candidates are professionals who would like a new career path or want to take a short break in their existing career, which may involve the opportunity to live and work abroad. People already teaching English but with no formal qualifications: You may already be teaching English but have no formal teaching qualifications. CELTA will help you improve your teaching, confirm your ability and may lead to internal promotion or a better teaching job. Who is eligible to apply? We recommend that candidates have a standard of education equivalent to that required for entry into higher education (normally 2 â€Å"A† levels and above). You will also need good numeracy skills. However, we are happy to consider applications from candidates who do not have formal qualifications at this level but who can demonstrate that they have appropriate language competence, skills, and experience. The course is open to both native and non-native speakers of English. If English is not your first language, you must have a command of written and spoken English that enables you to teach across a range of levels and complete the written assignments. In our experience, most successful candidates have English as their first language and are graduates. What does CELTA involve? The course is extremely demanding and requires a high level of commitment. You are required to attend the whole course, and complete homework assignments. You will have to devote a considerable amount of time to course work outside class hours, and we strongly recommend that you do not do any part-time work or other studies during the course. You should also be prepared to accept constructive criticism from your trainers and other trainees and be willing to reconsider your assumptions about teaching and learning. What does the course cover? The course aims to teach the principles of effective teaching and a range of practical skills for teaching English to adult learners. You will have hands-on teaching practice, observe experienced teachers and complete four practically-focussed written assignments. 6 There are five main units of learning: Unit 1: Learners and teachers and the teaching and learning context Unit 2: Language Analysis and awareness Unit 3: Language skills: reading, listening, speaking and writing Unit 4: Planning and resources for different teaching contacts Unit 5: Developing teaching skills and professionalism. How will I be assessed? You will be assessed throughout the course: there is no final examination. An external assessor, appointed by Cambridge ESOL, moderates each course. There are two components of assessment: Teaching Practice: You will teach for a total of six hours, working with classes at two ability levels. Assessment is based on your overall performance at the end of the six hours. Written Assignments: You will complete four written assignments: one on adult learning and learning contexts, one on an aspect of the language system of English, one on an aspect of language skills and one on classroom teaching and the identification of action points. Assessment and Grading Grading of candidates is by continuous assessment. There is no final examination. Successful candidates are awarded the â€Å"Cambridge CELTA† at one of the following grades: â€Å"Pass†, Pass â€Å"B†, and Pass â€Å"A†. On average, about 60% of our trainees achieve a Pass, 30% achieve a Pass â€Å"B† and 5% are awarded a Pass â€Å"A†. About 5% do not succeed. While everything on the course is taken into account, and you must complete the written assignments satisfactorily, the most heavily weighted factor is your teaching performance. You will receive written feedback, including an assessment of your teaching, on all the lessons you teach. You will have at least two individual tutorials to check that your perception of your progress agrees with that of your trainers. If there is a danger that you will fail, your trainers will make this clear and discuss where and how you can improve. We aim to be as clear and open as possible about your development. As part of the Cambridge scheme, every course is moderated by an external assessor, who visits the college for one or two days. In addition to checking that we are complying with course regulations, the assessor is available to listen to any points you or your group would like to make. If you feel that we are giving you unfair assessments, you can discuss this with the assessor. Applying for the course Selection to the course is based on an interview, lasting approximately two hours and a written task. Please complete the application form at the back of this booklet and submit it with your personal statement to the Course Organiser. You will be given the written task at the interview. 7 Frequently Asked Questions Is it a problem that I’ve never taught before? No. The course is an introduction to English language teaching. People who already have experience sometimes find it a drawback as it can be difficult to unlearn old habits and learn new techniques. I have got lots of presence, I know a lot about English and I am used to standing up in front of people and telling them things, so I am bound to be a good teacher, right? Wrong. The abilities to relate well and listen to learners are more important than an over-emphasis on â€Å"telling†. Does it matter if I miss any part of the course? Yes. 100% attendance is expected other than in exceptional circumstances. What happens if I am ill during the course? The Cambridge rules stipulate that if you miss more than 20% of the whole course or any of the 6 hours of assessed teaching practice, you are not eligible for the certificate other than in exceptional circumstances. Will there be much paperwork? You will be responsible for maintaining a portfolio of your work during the course and this constitutes your official assessed record. You will also need to be able to keep records and retrieve papers easily. I have never been able to spell properly: does it matter? Yes. Learners of English expect their teachers to be able to spell reasonably accurately. Also, Cambridge rules require candidates to be able to write in English that is â€Å"essentially free of errors†. Part of our interview process is designed to check this. Will I have to follow any particular methodology? Our aim is to provide you with a range of techniques and approaches which you will be able to select from. I have never learned grammar before: is this a problem? Many native speakers of English know little about the mechanics of their own language and are unconfident about teaching grammar. Part of our selection process is to check that you have the potential to follow the grammar component of the course. When I have completed my CELTA, what further teaching qualifications should I take? It depends on your career plans. If you intend to work in Further Education, the Cambridge ESOL Diploma in Teaching in the Lifelong Learning Sector will give you the qualification you need. If you want a qualification which has a more international bias, and if you are interested in developing your EFL career more broadly, the DELTA (Diploma in English Language Teaching to Adults) may be more appropriate. We do not currently offer the DELTA course at WKC. If I am successful in CELTA, can I take the Cambridge ESOL Diploma course immediately afterwards? We recommend that you gain at least 50 hours practical teaching experience before starting the Diploma. You will have to go through a selection process which involves an interview and completion of a task. Also, we can only accept you onto the Diploma course if you already teach, or are planning to teach, in the Further Education sector. 8 Useful Books There is no official reading list, but here are some useful titles: Methodology Learning Teaching, Jim Scrivener (Macmillan Heinemann). The Practice of English Language Teaching (4th edition), Jeremy Harmer (Longman). Grammar Practical English Usage, Michael Swan (OUP). Grammar for English Language Teaching, Martin Parrot (CUP). What CELTA has done for me? For many of our trainees, success on their course has led to some very positive changes in their lives. This is what two of them told us: â€Å"I was 51 when I did my CELTA course†¦ a bit old, and my only regret is that I didn’t do it 20 years earlier. My day job had become excruciatingly unbearable and it was when I was doing Spanish evening classes that I got the idea of doing a CELTA when I realised what a pleasant life my Spanish teacher was having. The 4-week course was intensive but that was part of the enjoyment. The three tutors were very supportive throughout and always gave us frank and honest advice. The students were a friendly mix of people and were always patient and good-humoured with their rather clumsy and inexperienced teachers. It was a very rewarding experience and at the end of the course I felt that I had got my brain back. I would advise it to anyone, but especially those who are free to go abroad and teach, as schools in this country tend to want teachers with experience unless you do a Summer School. Nevertheless, a CELTA is a very versatile extra string to anyone’s bow, and with it you should find it way to find a job anywhere in the world.† Mick Hutchinson â€Å"I did a CELTA course when I was 24 years old. I had just finished a contract as an Events Assistant in the city and was looking for something different to do. I had heard a lot about CELTA and TEFL courses and how useful they were if you wanted to go travelling and even to teach English in your home country. I thoroughly enjoyed myself, and it was a very satisfying as well as challenging experience. However, be warned that for one month it is hard work, but it’s well worth it! â€Å"When I completed my CELTA I taught English to Italian students for a while but went back to work in the city. However, I always knew I would use the CELTA at some point and I am now about to spend the summer in Ecuador teaching English!† Diana Chapman What motivates students? What can you do to keep motivation high? Teacher Training with Westminster Kingsway College Teaching is one of the most rewarding professions and it provides you with the opportunity to interact with people of all ages and from all walks of life. Westminster Kingsway College offers a number of teaching courses that will help you to progress into teaching as a career and develop your skills for the classroom. Careers at a glance: Teacher Lecturer Headteacher Social Worker Researcher School Administrator Teaching Courses at Westminster Kingsway College: This is a selection of the teaching courses at the College – contact us for further details. CELTA: Certificate in Teaching English to Speakers of Other Languages Access to Higher Education Diploma: Education Studies and Teacher Training Preparing to Teach in the Lifelong Learning Sector (PTLLS) Diploma in Teaching in the Lifelong Learning Sector (DTLLS) Visit www.westking.ac.uk for further details about Westminster Kingsway College

Keats’ presentation of time Essay

Compare and contrast Keats’ presentation of time, transience and mortality in â€Å"Ode to Autumn† with that in â€Å"Ode on a Grecian Urn and â€Å"Ode to Nightingale†Ã‚  During the period of 1814- 1820 Keats was at his most successful throughout this time he wrote both of his major poems â€Å"Ode on a Grecian Urn† and â€Å"Ode to a Nightingale†. Another flourishing poem of his was â€Å"Ode to Autumn† which he wrote shortly before his death. In this essay I will be addressing many areas, clarifying Keats’ thoughts and feelings. To do this I will compare and contrast the way in which Keats presents time, transience and mortality I will then explain how this idea is a delusion and how Keats realises this. To conclude these ideas I will find evidence for resolution to this point in â€Å"Ode to Autumn†.  Keats is very conscious of mortality for the duration of both â€Å"Ode on Grecian Urn† and â€Å"Ode to a Nightingale† because Keats feels this apprehension he tries to escape by imagining immortality. Keats writes â€Å"struggle to escape† (line 9) in â€Å"Ode on a Grecian Urn† and this reveals Keats is questioning himself, along with why he cannot escape the thought of eventually dying. Many emotions are expressed while he goes through this experience. Keats feels very envious of the nightingale and this is shown in â€Å"tis not through envy of thy happy lot† (line 5). Keats wants to escape from this depression and also the knowledge of mortality. The main idea of this escapism shows Keats trying to go back to the state of Innocence; he may feel that he wants to be able to enjoy his life with his brother again and to also not have to worry about life’s troubles. In â€Å"Ode on a Grecian Urn† and â€Å"Ode to a Nightingale† envy can be linked to escapism, as Keats feels this envy he gets led to wanting to find escapism. In â€Å"Ode on a Grecian Urn† Keats writes â€Å"Thou foster-child of silence and slow time† (line 2) this may suggest that Keats is envious of the figures on the urn and how they are still able to enjoy their child hood and also their child-like innocence. Keats enjoys being around the figures on the Urn and also seems to associate them with beautiful people and this is shown in this quote where he describes them as â€Å"happy, happy† (line 21). Since this feeling he may envy the thought of the figures on the urn being immortal, Keats does not actually know whether these people are immortal but he thinks that is the case. This is because he may feel that mortals cannot be happy with the thought of eventually dying and as these figures appear happy they therefore must be immortal. There is similar situation in â€Å"Ode to a Nightingale† the atmosphere starts to become rather intense and Keats then quotes â€Å"away, away!† (line 31). Keats is desperate to follow the nightingale, he even considers following it and flying away with it. Keats thought that originally he would be left with a feeling of ecstasy whereas he was left with feelings of emptiness. In â€Å"Ode to Autumn† Keats no longer feels the need to be envious of other things. He now feels that all he can do is ask questions for example â€Å"Where are they† (line 23), Keats unfortunately does not know the answers but he still seems content with asking the questions.  Throughout these three poems Keats has been excessively trying to seek resolution and emotional fulfilment. Unfortunately he cannot find either in â€Å"Ode on a Grecian Urn† nor â€Å"Ode to a Nightingale† whereas he does in â€Å"Ode to Autumn†. In â€Å"Ode to a Nightingale† Keats writes â€Å"Do I wake or sleep?† (line 82) as well as â€Å"was it a vision or a waking death?† because he is searching for these emotions all he feels is that he can do is ask questions and this is because he has no answers for why he cannot seek and successfully find emotional fulfilment. In â€Å"Ode to Autumn† he finally finds what he has been looking for, emotional fulfilment, Keats says â€Å"lives or dies†. He shows that he has found resolution whilst also realising the longer he lingers over the past the more he will miss the present time.  This I called ‘carpe diem’ Keats is no longer bitter and now knows how to appreciate the future and accept his fate. Keats’ imagery ranges among all our physical sensations: sight, hearing, taste, touch, and temptation etc†¦Keats repeatedly combines different senses in one image, which is, he attributes the traits of one sense to another. This imagery performs a major functions in the two poems â€Å"Ode on a Grecian Urn† and â€Å"Ode to a Nightingale†; this is the combining of senses normally experienced as separate experiences. The images could be the ability to sympathise and humanize natural objects. Many examples of this mainly appear in â€Å"Ode to a Nightingale†- for example â€Å"In some melodious plot of beechen green† (line 8/9) this combine sound â€Å"melodious† and also sight â€Å"beechen green†. In stanza 4 there is an excellent use of imagery â€Å"but here there is no light â€Å". Keats then goes on to say â€Å"Save what from heaven is with the breezes blown† (line 39) this is useful as it the image describes light filtering through leaves moved by the wind. The effect that this has is to show that Keats is feeling that death and the thought of eventually dying is draining all the good things out of life.

Employee Relation E-portfolio Essay Example | Topics and Well Written Essays - 1500 words

Employee Relation E-portfolio - Essay Example Equally important, I have realized that gone are the days when workers could depend on the trade unions and employers to look after their welfare, while they focused more on their careers. This is because with the shortage in employees’ skills and knowledge, today’s working environment has become tougher. Besides, today’s employment patterns have undergone significant changes. To illustrate, nowadays, most employees are focussing on setting career goals that are short term, while they constantly update their skills in order to grasp the available opportunities. This paradigm shift has been caused by the recruitment behaviours of organizations, governments, and other agencies. As such, it is arguably true that over the recent years, the idea of job satisfaction and organizational career success has taken a broad twist, as many employees no longer depend on a regular promotions within a single organization. Comparatively, I have come to learn that present day employees are focussing on developing their organizational skills and knowledge in a way that they will become valuable members of an organization. Hence, in a bid to increase the organizational performance as well as decrease employment costs, many companies have adopted the use of temporary employees thus changing their employment patterns. By using the temps, the company does not only save on the salary costs arising from fewer benefits and lower wages, but also in the underlying fact that the organization will relatively use fewer resources in training the temps. In addition, using the temps has allowed companies to become more flexible since the management has the capability of terminating the work relationship whenever the need arises. This session was highly educative as it provided me with quite a huge bank of knowledge more pertaining the bargaining rights of employees. I also realized that today, a number of countries have adopted newer forms and

Case Assignment Example | Topics and Well Written Essays - 500 words

Case - Assignment Example In this case, competition is rife and a good image is likely to create a competitive advantage for St Margaret’s Hospital. 2. The issue related to brand name is that there is a general feeling that the name Margaret is old fashioned and is no longer commonly used. However, the brand name should not be changed for good reasons that include the following. This is a church owned institution and this should be reflected in the name of the hospital. The name itself makes the hospital distinct from other healthcare institutions operating in this particular area. If the name is changed, people may be confused hence it should be maintained for the sake of the people who identify with the catholic mission. 3. Mary should focus on the core services offered by the institution and attention should be given to the fact that this institution is not for profit. This helps to attract people if there is a clear distinction from other competitors in the same sector. Mary should also try to target competent medical personnel to join the institution so as to improve its reputation as a force to reckon with in the health care profession. The advertisements should target the less privileged people in society so as to make a distinction between the catholic hospital and other institutions that are for profit making. This differentiation strategy is advantageous in the targeted people can easily identify with their preferred institution for all their medical requirements. 4. St Margaret’s hospital should pursue activities that are socially responsible in the communities they operate so as to build a strong and positive corporate image. The institution should engage in activities that are meant to benefit the less privileged members of the society so as to appeal to the interests of many people. Since this is a not for profit organization, the institution should try to offer free medication to people with special cases who cannot afford to pay for their medical expenses.

Task2 multimedia lesson Essay Example | Topics and Well Written Essays - 500 words

Task2 multimedia lesson - Essay Example This game will require team work and will not only measure how fast your group can fit the correct pieces together but also how well you can locate the planets position in the solar system. (Teacher will observe the time and evoke students to hasten in their activity. Stop the game when one group has completed the puzzle. Ask all the students to take a look at the completed puzzle, then to the remaining puzzles.) Teacher: Congratulations to the winning group and good job to everyone. I would like everybody to go back to their seats. This time each of you will be reading silently. I will be giving you a book to read for 15 minutes. After reading I will ask some questions about the planets and anyone can answer then after we will be having another activity which you will do individually. (The teacher will distribute the â€Å"Styrofoam Solar System Kit† to each student. Students will build their own solar system based on what they have learned from the day’s lesson. Teacher will play background music â€Å"Solarbeat† while students are doing their work.) Teacher: Thank you and very good students. Now I will distribute this â€Å"Styrofoam Solar System Kit† for your last activity. Based on what you have seen on the video, what you read, and our previous activities, I want each of you to make your own model of the Solar System using this kit. The kit has styrofoam balls, rings, and rods to complete your Solar System. Each one of you will have to work on your Solar System until the end of class. If you are not able to finish building your Solar System, you can take it home, finish the installation and paint it accordingly. Bring it back and submit to me in our next meeting. While you are building your Solar System you will be listening to a music entitled â€Å"Solarbeat† by Luke Twyman. 1. Picture: (1) Poster: The poster will give a flat visual presentation of the solar system for the students to see the

Second language teaching Essay Example | Topics and Well Written Essays - 500 words

Second language teaching - Essay Example This infant stage is the appropriate period for a child, when cognitive and linguistic development can be observed among the children. Regarding this cognitive and linguistic level, it is identified that certain percentage of people witnesses this development very quickly during the early growth phase of a child. In addition, few numbers of children also experience cognitive and linguistic development certainly after the expected age. In this context, Gopnik and Meltzoff (p. 1523) argued that certain numbers of infants improve their cognitive and linguistic ability within nine or ten months after the birth, whereas few children experience their cognitive and linguistic development after little delay in time. During the 24th months after born or may even more than that period of time, children are identified to manipulate things in different categories such as boxes and boxes among others along with surrounding, which is the beginning of their learning. Additionally, interactions with children during the infancy is ascertained as an important consideration based on which children are able to develop their cognitive as well as linguistic skills (Anderson, Rasmussen and Strà ¸mme 2-9; Gopnik and Meltzoff 1523). Metalinguistic awareness signifies the ability through which children develop their language during the infant stage. In this regard, Anderson, Rasmussen and Stromme (pp. 2-9) argued that children are developing their linguistic knowledge and languages from its surroundings.

Thought paper Assignment Example | Topics and Well Written Essays - 500 words

Thought paper - Assignment Example However, it seems like it would take a quick study to recognize the cues that indicate these issues. In most cases, I wouldn’t have caught the cues if it hadn’t been for the arrows pointing them out. However, not having the arrows to do so, I might have paid closer attention to the text. What I found most interesting about the article was that the final couple, who were discussing issues that would never be resolved, were the ones that had the best chances of celebrating a happy marriage. Their issues didn’t seem to be much different from the other couples featured – couple 1 fundamentally disagreed about him talking to her more when he wanted only to be left alone and couple 3 had essentially the same problem as she wanted him to talk to her more and he wanted to leave things private – but the outcomes were very different simply by the way they discussed them and the expectations each had. Couple 1 expected the other to change, couple 3 acknowledge d that they had different ways of seeing things and agree to continue trying to meet halfway. As far as the article relates to class readings, I can see a lot of ways in which the communication styles of the couple will affect the family. The naturalistic study vows not to interfere in the relationship and thus is able to determine which communication styles are effective in helping a marriage last. There are a number of ways that the family can be examined, but all of these would be affected by poor communication. For example, there seems to be a strong bias in which the women are constantly seeking attention and validation from the men and in which the men are constantly seeking escape or silence from the women. This could be the examination of the conflict theorists or the biosocial theorists. The issues brought up in chapter three regarding poverty and the

Orginators of socialst thought and action Essay Example | Topics and Well Written Essays - 250 words

Orginators of socialst thought and action - Essay Example Socialist was predominantly striking for Jews worried to leave Ghetto behind them and who, frustrated with the slow advancement of 19th- century liberalism, were eager to embrace a different worldwide faith. In France some considered the emancipation of the Jews as being one of the preconditions for the freedom of humankind. They alleged that Jewish monotheism foreshadowed the forthcoming harmony of mankind and their followers incorporated many French Jews. Socialism began in Russia later than Western Europe, in the next half of the 19th century. Following the death of Nicholas I and the accession of Alexander II led to the emancipation of the serfs and reduction of the repressive regime. Jewish became less secluded from broad stream of Russian communal life. Lots of Jewish socialist came from conventional homes and were slanted by the writing of Russian philosophers, whose effort they read at schools (Silberner, 36). Jews largely favored integration, since they regarded Judaism as outdated and thought that Jewish liberation would come about in the course of the liberalization of Russian citizens with whom the Jews should incorporate. Thus, most of the early Jewish socialist regarded the Russian socialism as more important than Jewish emancipation (Silberner, 44). Jews chose to join the revolutionaries and go to the people. A number of Jewish socialists transformed to Christianity to ease their actions amongst the public, while Jewish women socialist became estranged from Judaism by marriage to non-Jewish revolutionaries. The establishment of socialist regimes in European countries led to the repression of socialist parties and thus brought to an end the lengthy part of Jewish contribution in the fight for democratic socialist ideas in Russia (Silberner,

Industrial Research Paper on employment agencies and staffing agencies

Industrial on employment agencies and staffing agencies - Research Paper Example The performance and the industry’s trends are presented so that the role of the specific industry in the development of the local economy is made clear. The employment agencies of a well developed region of US, Boston, are also presented in order to show whether these agencies can perform high both at local and at national level. 2. Employment and staffing agencies in US – overview and characteristics Employment and staffing agencies have a critical role in the development of the US economy. The 10 largest employment and staffing agencies in US are presented in Table 1 (Appendix); in the above Table companies are ranked according to the revenue of their staff for the year 2011. In the particular table it is made clear that the variety of areas covered is the key criterion for employment agencies operating nationwide while at local level specialization seems to be more important, as in the case of Boston analyzed below. According to a report published by the American Sta ffing Association, the employment and staffing agencies operating across US help towards the hiring of about 12.9 million of people annually (American Staffing Association, Staffing Statistics 2012). It is also noted that the high majority of staff identified through these agencies is full time staff, at a percentage of about 79% (American Staffing Association, Staffing Statistics 2012). ... On the other hand, businesses value employment and staffing agencies because these agencies are able to offer to employers the chance to identify staff that will be more appropriate for a permanent role but also because these agencies are the most appropriate solution for identifying staff during busy periods (American Staffing Association, Staffing Statistics 2012). It should be noted that during the recent financial crisis, the employment and staffing agencies in US helped towards the stabilization of economy, contributing in the hiring of 786,000 people from 2009 to 2012 (American Staffing Association 2012). Still, the consequences of the recession on the industry’s performance have been severe being characterized by ‘the loss of about 1.2 million jobs in the particular industry during the first 18 months of the crisis’ (American Staff Association 2012). In the future, the industry’s firms could face the market’s challenges by focusing on temporar y and part-time roles that are highly popular, compared to the permanent positions (Rossheim 2012). 2a. Staffing agencies in Boston In Boston, there is increased need for staff specialized on particular subjects. Reference is made, especially to the tech sector but also to the finance and accounting sector. The area’s job market seems to offer many prospects to appropriately qualified candidates; still, the identification of these candidates is quite problematic, as revealed through the article of Farrell (2012). Most employment agencies operating in Boston are characterized as ‘client-intimate’ (Shaheen 2012), meaning that each staffing agency focuses on the promotion of interests of employers; in other words, in Boston ‘employers are considered as

Frankenstein Essay Example for Free

Frankenstein Essay According to mental health specialists, Borderline personality disorder is a serious mental illness and those afflicted have issues with regulating their emotions, behaviors, and thoughts. On top of that, they have a hard time maintaining relationships with others because of their reactions to certain situations or ideas, and are found to be â€Å"unstable†. Not unlike the men in Shelley’s Frankenstein, a person with, the somewhat misnomered, illness is very impressionable to the various occurrences in their life. It is true that with age and as the story goes on, that the toll of being emotionally unstable and incapable of dealing with the repercussions of their actions increases and is reflected in the personalities of the men in Frankenstein. Starting with the most susceptible of the three main male characters, the Wretch has the least understanding of how the world around him works. He is seen to be pondering the realization that he has been shunned, by the one person who should accept him for who he is, and he instantly feels indignation. â€Å" ometimes I allowed my thoughts, unchecked by reason, to ramble in the fields of Paradise and dared to fancy amiable and lovely creatures sympathising with my feelings and cheering my gloom but.. [my creator] had abandoned me, and in the bitterness of my heart I cursed him,† (93-94). He is content with the knowledge that people are wanted and treated well by those who care, but is disappointed when he comprehends that he and the people around him are not one and the same. The Wretch struggles to come to terms with this, as he has not been prepared to deal with the cruelty of those who he instinctually admires. The Wretch takes offense easily, and is hardened by the fact that there is so much good in the world, yet he remains unwanted. The Wretch desperately wanted to be accepted by the cottagers, and is so overcome with grief when they reject him entirely that it oversteps his anger. He is even found to say: â€Å"I could have torn him limb from limb but my heart sunk within me as with bitter sickness, and I refrained,† (97). Sad and confused, the Wretch finds himself alone and dealing with the sudden and all-too-heavy realization that he is not wanted in the world he was brought about into. The Wretch is child-like, not unlike his first victim, and does not have an understanding of how he is received by others. The Wretch comes across William Frankenstein, Victor’s youngest brother, and wants to be his friend; but his attempts at friendship being dodged by the youngster only confuses and hurts him further. â€Å"I could seize him and educate him as my companion and friend, I should not be so desolate in this peopled earth the child still struggled, and loaded me with epithets which carried despair to my heart: I grasped his throat to silence him, and in a moment he lay dead at my feet,†(102). Regrettably, The Wretch did not realize his strength and was too taken by the idea of friendship to see what he was doing. Disappointed still at the fact that a young and impressionable child was old and wise enough to know they were different, the Wretch truly feels alone and abandoned by society. Robert Walton is a man who is always changing his mind, and changing his behaviors and focuses. He realizes a new goal for himself, to travel to the Antarctic, and sets out on yet another adventure; he is relishing in the thought that he is finally content with the direction in which his life is going. These reflections have dispelled the agitation with which I began my letter, and I feel my heart glow with an enthusiasm which elevates me to heaven; for nothing contributes so much to tranquilize the mind as a steady purposea point on which the soul may fix its intellectual eye,† (2). Walton is quoted several times to have said that he changed focuses in his life. He is inconsistent a nd fickle about his life’s goals, and never completes anything. Sure he may one day set out and finish something, but the Robert Walton depicted by Shelley and introduced to Victor Frankenstein is not that man. Robert Walton is a simple man. who is so proud, that he can not bear to be a disappointment to anyone, including himself. While writing to his sister, Walton is addressing the fact that should he fail on his latest mission, he will be far too ashamed to face that and most likely disappear completely. â€Å"If I succeed, many, many months, perhaps years, will pass before you and I may meet: If I fail, you will see me again soon, or never,† (3). From the very beginning, Robert is displayed as a character who is unstable and very easily disappointed. While this is not life ruining, a trait like this surely only complicates life and upsets those around him. In promising to estrange himself from his family solely because of a failure, one that has not even happened yet, Robert is painted as a man who perhaps should not be trusted. Walton’s emotions and how he reacts is everchanging, and he is quick to change his mind about a person or idea solely based on prejudice or the opinions of others. Robert allows himself to feel badly for the monster when listening to his grief over the death of Victor, but his sudden and ery deep obligation to Victor, as well as his prejudice against the Wretch, stops him. â€Å"I was first touched by the expressions of his misery; yet, when I called to mind what Frankenstein had said of his powers of eloquence and persuasion, and when I again cast my eyes on the lifeless form of my friend, indignation was rekindled within me,†(164). Perhaps Robert would have felt more strongly about the Wre tch and his own story had Robert not known and immediately sided with Victor. In lieu of assessing the situation and how he felt about the monster, Walton promptly writes off any good feelings for him, because he is an easily-influenced man, who is incapable of really thinking things through. Victor Frankenstein, towards the end of his life, is quick to anger when faced with even the thought of his creation. Robert Walton wanted to know what was plaguing the mind of his new friend, but was taken aback by how upset Victor was when questioned about the monster. After confronting him, Walton says, â€Å"As I spoke, a dark gloom spread over my listener’s countenance. At first I perceived that he tried to suppress his emotion; he placed his hands before his eyes, and my voice quivered and failed me as I beheld tears trickle fast from between his fingers, a groan burst from his heaving breast,† (11). Victor is a man of prestige and a scholar, to see him break down at the mention of the Wretch is largely an indicator that he is somewhat deranged. He literally breaks down and cries in front of Robert Walton, a man whom he has just been introduced to, and is so moved by his emotions that he has to excuse himself and spend the night calming himself. Though this is early on in the novel, the actual event takes place at the end of Victor’s tale, and can later be chalked up to the fact that the creation of his monster took so much out of him, that he is a different, and highly disturbed man. Victor is taken so strongly by his emotions and devotion to his project that he jeopardizes himself and his health. Victor explains the struggles he went through to create the monster, but is so enraptured with the idea of making new life, that he dismisses these downsides. He is quoted as saying, â€Å"I had worked hard for nearly two years, for the sole purpose of infusing life into an inanimate body. For this I had deprived myself of rest and health. I had desired it with an ardour that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart,† (35). Taken by his convictions, Victor knows what he is doing is wrong, and continues on with them anyway. He sees that his creating the monster and tampering with life is wrong, but goes through with it because his want to succeed is much greater than the battle within him over how morally right or wrong it is. As the novel progresses, this eats away at Victor, as he feels so badly about what he’s done. Victor abhors the creation he has made because he is a man who lets impressions fog his view of others. Victor himself feels a general sadness when he hears the tale of the Wretch, because not unlike Victor, nor any other â€Å"living† man, the Wretch has feelings. However, Victor openly admits that: â€Å"I compassionated him and sometimes felt a wish to console him; but when I looked upon him, when I saw the filthy mass that moved and talked, my heart sickened and my feelings were altered to those of horror and hatred,† (106). This reflects poorly on Victor, as he is the man who created the Wretch. To feel horror and hatred at one’s own creation, one whom many liken to a son of Frankenstein’s, is abominable of Victor. Victor is just a man who is incapable of looking past his preju. dices and accepting the wrongs he has done. Knowing what kind of man he is, he should not have gone through with the making of the Wretch at all. However, the drive to accomplish something great and be renown for his advancement in the science community, as well as an arguably deep-rooted want to be distinguished and intellectual, proved to be much greater than any compunction from creating life and tampering with something so delicate as the human emotion. The Wretch, Robert, and Victor are all men who are shown as developing and complex characters. Their decisions and ultimately the way they handle the consequences of their actions is what makes the men of Frankenstein emotionally unstable.

Ottawa Charter0National Tabacco Campaign Essay Example for Free

Ottawa Charter0National Tabacco Campaign Essay The Ottawa Charter is a global health promotion run by the world Health Organisation. It involves five action areas called developing personal skills, creating supportive environments, strengthening community action, reorienting health services and building healthy public policies. To combat lung cancer and other health risks the Australian government launched The National Tobacco 2011 Campaign to raise awareness of smoking through the five action areas to reduce the number of daily smokers by 2018. Developing personal skills supports personal and social development through the use of information and resources, which educate health benefits to enhance life skills. In gaining theses skills individuals can make informed decisions to take control of their lives. In relation to the National tobacco Campaign 2011, this will involve raising awareness on the effects of smoking, encouraging individuals to quit therefore reducing their chances of developing ling cancer. Strategies employed by the campaign to address developing personal skills include media campaigns and quit tips. The current media campaign features television, radio, prints and online advertisements to address the issue of smoking and its relation to lung cancer and other health risks. The recent ‘cough’ TV advertisement shows an average Australian male. He is enjoying time with his mates, at work, spending time with the family however he is constantly coughing. Then the voice over states ‘every cigarette brings cancer closer. ’ This short but powerful statement informs individuals that every cigarette they take is putting them at the risk of developing cancer. Thorough the tactic of showing an average Australian male it allows the public to relate to the situation, empowering them to change their habits or else you could end up leaving your loved ones behind. Another strategy is the use of quit tips. This website fact page illustrates new ways that individual can relax as many people smoke while bored or stressed. Some of these relaxation methods include breathing techniques, exercise or a change of routine such as chewing gum or having a stress ball in the car to utilize while stuck in traffic. These strategies are informative yet realistic ways in which individual can swap a smoking habit for a positive health choice instead. This physically helps individuals to make an informed choice to develop their individual skills. By adapting these new life skills through the promotion of stress relief methods individuals are encouraged to take control and empower their own lives. It educates that smoking doesn’t relieve stress yet it only causes stress with its relation to many health risks. Developing personal skills is an important sector of the Ottawa Charter as without it individuals wouldn’t be educated to see the underlying effects of smoking and its strong link to lung cancer. Creating supportive environments focus’s on the environments in which people work, live and play. The aim is to ensure these environments reflect healthy living through the promotion of positive health choices. In relation to the National Tobacco Campaign 2011, this principle involves encouraging one another to quit smoking. This personal and community support takes into consideration the diverse needs of society in the need to fight against smoking. Strategies include providing fact sheets in a variety of languages and providing an online quit service. Australia is a very multicultural society and the campaign has taken this into consideration by creating print and radio advertisements in over 20 languages. This campaign has a goal to reduce the percentage of daily adult smokers by 2018. By providing health promotions in diverse languages, it opens this goal up to the wider Australian population encouraging equity and support. By breaking the language barrier the non-English speakers/readers will feel more supported and encouraged to quit smoking, therefore reducing their chances of developing lung cancer. This advertisement highlights they ways in which the human body will repair itself once smoking has stopped and its motto is ‘Every cigarette you don’t smoke is doing you good. ’ The statement is encouraging and supports the fact that every cigarette has an impact. Another way the tobacco campaign offers a supportive environment is through the telephone quitline. By phoning 131 848 an individual can confidentially speak to a counselor gain information but importantly advice and acknowledgement of their efforts so far. This local cost call can be made from anywhere around Australia, supporting those living in rural areas. Furthermore this quitline can go on to mail individual a quit coach book. This provides the best ways to quit, ways to cope with withdrawal symptoms and details on courses run by local organizations that offer extra help and counseling. This strategy is effective as it helps individuals realize that hey are not alone and their struggle to quit will offer so many advantages. Through first hand advice and the help of professional encouragement individual’s receive the confidence to keep going. Through this support within the environment individuals are more likely to access/continue to use support services to adapt positive behaviors in their lives. These changing life patterns will stop the smoking habits, reduce the ri sk of lung cancer and enhance overall wellbeing. http://www. boredofstudies. org/wiki/Ottawa_Charter_for_Health_Promotion_(1986) Strengthening community action involves public participation to achieve better health. Through initiatives inspired by the community, healthy living patterns can be established to raise awareness and empower action. In relation to the National Tobacco Campaign this involves the help of professional within the community as well as local governments and the public to make and implement action on smoking. Some strategies to strengthening community action include the help someone quit page, and individual community projects. The ‘help someone quit’ initiative provides information on ways to aid a friend by encouraging them and following through with their progress, even if you’ve never smoked before. It states the importance of not nagging a smoker to quit, as that just makes them want to retaliate. Yet the best approach is to clearly explain the motives to stop smoking and offer support. If non smokers and in particular past smokers where to help individuals within the community to quit smoking the whole populations health and attitude would be strengthened, encouraging positive health behaviors. The Bankstown community has specifically strengthened their action by installing ‘No smoking’ signs and restricting smoking 10m within children’s playgrounds. This strategy requires an extra step as it requires the help of the general public to enforce the rule, saving children from passive smoking. The signs educate the public on the hazard of smoking but the enforcement from the public is what will strengthen its success. Through establishing support groups and encouraging social support, the community is brought together to solve smoking through empowerment. (http://www. bankstown. sw. gov. au/Installation-of-New-No-Smoking-Signs/default. aspx) Reorienting heath services refers to utilizing services aimed at prevention, promotion and finding a cure. It is the responsibility of individuals, community groups, health professionals, institutions and governments to work together to achieve good health. In relation to the National Tobacco campaign it involves the sha red role of all health services to lead a change to prevent smoking and support wellbeing. Strategies include working with various campaign partners and a letter to GPs written by the chief medical officer. The campaigns website offers links to both Australian and International organizations who care for health with a goal of tackling smoking. Examples include the National Asthma council, World Health Organization and the Australian Cancer Society. Some of these health services have drop-in-centers or stores/clinics but they all offer information and resources on smoking or lung cancer. Some organizations are preventative while others are curative services. This is effective as through this extra support individuals can expand their knowledge and find a network that works best with their needs. The Australian government’s chief medical officer, Jim Bishop wrote a letter directed at GPs asking for their support on the National Tobacco Campaign. It mentions that smoking is the largest preventable causing disease. He later went on to ask local doctors to conduct brief interventions with their smoking patients, encouraging them to quit. Through this incentive the action of the local GP will maximize society’s members to quit. The smokers will receive professional help from their trusted GP to aid their own individual responsibility. Once both teams work together, this is when good health can be achieved. Through the help of extra health professionals individual can see the overall effects of smoking and with this extra support confidence will be achieved to fight the risk of developing lung cancer by stopping smoking habits Building Healthy Public Policy relates to policies and legislations made by the government to create health improvements. It goes beyond health care as it designs rules also generating consequences for those who disobey. In relation to the National Tobacco campaign it involves rules on where smoking is prohibited and where cigarettes can be sold as well as punishments for those who neglect these rules. The following law states that from March 2006, all cigarette packets require pictorial health warnings and the quitline number. These images are a form of scare tactics that shoot out health warnings in the bid that smokers will become turned off by imagers of cancerous body parts. The quitline on the box encourages individuals to quit and almost plays as a guilty trip, that each cigarette they inhale is causing them damage.

Case Study Oil Pollution In Malaysia

Case Study Oil Pollution In Malaysia Nowadays maritime operations have been seriously affected by the environmental issues. The environmental issues have become the challenges for shipping. Marine companies, ship owners, port operators, shipyard, bunker, dealers are now giving the concern to the maritime cleanliness. Marine environmental issues include the matters such as oil pollution, prevention to control of funnel emissions and from the dumping of rubbish to use of antifouling. The impacts of shipping and ports on the marine environment have brought an interest to the community. Even though shipping industry always seen as environmental friendly, however, they still contribute to pollution. Shipping industry is seen as environmental friendly because the impact of pollution brought by shipping is much lesser than the road and also air. In the year 1990, 12% of marine pollutants estimated were caused by the marine transport. The impacts that brought by shipping and port activities are through operational and also accidents. These impacts may lead to wide range of marine habitats. So, legislation regarding environmental and also shipping activities is set to increase in the next ten years to minimize the risk that brought by port activities. In our paper, we will outline: Cases that regard marine environmental issue Consequences of shipping on the environment Laws and regulations and also maritime organizations in minimizing the marine environment problem 2.0 Case Study: OIL POLLUTION IN MALAYSIA The marine pollution has now become a crucial issue that drawn the concerns of many countries. This issue was seen as it will generate a great negative effect towards living creatures on the earth. There are many sources that contributed to marine pollution, which mostly are the land-based sources and vessel-based. So, to proceed into deeper understanding on marine pollution, our focus would be on the vessel-based or sea transportation as one of the causes to the marine pollution. To talk about the sea transportation, it eventually referring to marine transport and the activities at ports. Cargo and oil ports usually are not the major cause to the pollution. However, it only occurred when there are the shipping accidents, oil spills and so on. Especially to the busiest traffic route, accidents tend to happen frequently. It cannot be blame that the water shipping is now increasing due to more and more open trade in international level. When there is the open trade, more trade activities between nations occur, therefore in order to deliver those goods, people prefer to choose water transport, as it is less expensive than other kind of transportation. Hence, more vessels are operating to fulfill those requests. As the consequences, more vessels indicate the increasing of the possibilities of the accidents may occur and more pollution. For instance, the Straits of Malacca and the South China Sea is the major commercial shipping route between the India Ocean and the Pacific Ocean. The Straits of Malacca is exposed to a serious vessel-based marine pollution due to heavy volume of shipping passing through it. From the annual report of Malaysian Maritime Enforcement Agency, it stated that in 2010, there are more than 75000 vessels passed through the Straits. Thus, those vessels that passed through are believed to discharge the pollutants that make significant to marine pollution such as oil and grease into the water from the activities of tank cleaning, bilging, deballasting and bunkering. Table 1.0 on below presents that the number of vessels that stop by the major ports along the Straits of Malacca from 2000 to 2002. From the statistics, Penang and Port Klang were the busiest ports compared to others. Table 1.0 Number of Vessels by Major Ports in the Straits of Malacca (2001-2002) PORT 2000 2001 2002 PENANG 7,263 7,460 7,328 PORT KLANG 12,804 1,303 13,175 SUNGAI UDANG 955 1,066 987 PORT DICKSON 1,185 1,152 908 MALACCA 1,356 1,090 1,137 TG. BRUAS 461 462 423 TOTAL 24,024 24,533 23,958 (Source retrieved from Marine Department, Malaysia) Besides that, the oil pollution at the Malaysian coastal waters also may come from the vessel operation, tanker accidents, and oil exploration and so on. (Law, Ravinthar Yeong, 1990). Since the arising of the number of vessels on the sea, it could not be help with the shipping accidents may come out as the heavy maritime traffic. During the period between 1975 and 1987, the shipping accidents that occurred in Malaysian water were more than ten cases. From those accidents, the calculation of the crude oil that spilled and released into marine environment was about 23,000 tons. In which, that amount of oil pollution was equivalent to an average of 150 ships per day that crossing the Straits of Malacca (Finn et al. 1979). Table 2.0 Type of vessels that involved in accident in Malaysia (2008 to 2011) TYPE OF VESSEL / YEAR 2008 2009 2010 2011 TANKER 9 19 14 17 BULK CARRIER 1 5 5 2 CONTAINER 3 6 10 5 OFFSHORE SUPPORT VESSEL 1 3 7 14 CARGO 10 13 10 9 OTHER 17 27 13 15 (Source retrieved from Marine Department, Malaysia) Table 2.0 shows that the type of vessels that involved in accident from 2008 to 2011. From the statistics, it indicated the pollution that caused by the vessels at the same time. As well as the activity that related to handling of crude oil and refined oil at the terminals and the port will also contribution to oil pollution, because in some circumstances, sometimes during the process of transferring the oil from an oil tanker to oil terminal will eventually cause the oil leaking and go into the sea. For example, the oil handling activities and heavy maritime tanker vessels that goes through the Straits of Malacca that cause the drop of quality of coastal waters at the Port Dickson (Law, Ravinthar Yeong, 1990). TABLE 3.0 Oil Spill Incidents in Malaysia Waters Year (1976-1997) Year Name of Ship Location Cause Type and Quantity of Oil Spill 1977 ASIAN The Straits of Malacca Collision Fuel oil 60 tons 1978 ESSO MERSIA The South China Sea Collision Fuel oil 505 tons 1979 FORTUNE The South China Sea Collision Crude oil 10000 tons 1980 LIMA The Straits of Singapore Collision Crude oil 700 tons 1981 MT OCEAN TRASURE The Straits of Malacca Human Error Fuel oil 1050 tons 1984 BAYAN PLATFORM The South China Sea Human Error Crude oil 700 tons 1986 BRIGHT DUKE/MV PANTAS The Straits of Malacca Collision 1987 MV STOLT ADV The Straits of Singapore Grounding Crude oil 2000 tons 1987 ELHANI PLATFORM The Straits of Singapore Grounding Crude oil 2329 tons 1988 GOLAR LIE The Straits of Singapore Grounding 1992 NAGASAKI SPIRIT Near Medan, Indonesia Collision Crude oil 13000 tons 1997 EVOIKOS/ORADIN GLOBAL The Straits of Singapore Collision Fuel oil 25000 tons 1997 AN TAI The Straits of Malacca Material Fatigue Fuel oil 237 tons (Source retrieved from Marine Department, Malaysia) From the data, it shown the numerous of oil spill incidents happened in around Malaysia Waters. It indicated the seriousness of the marine pollution issue at the same time. Especially the crude oil is very difficult to clean up, and it may last for years in sediments. As the consequences of oil pollution, it develops huge impact to surroundings not only to marine ecosystem but also to all-kind living ecosystem either directly or indirectly as they are chain together and interdependent to each other. Therefore, in order to tackle down the oil pollution issue, there are many enactments that related to water transport were drafted by Malaysian government as an effort to reduce the issues. As the example, Merchant Shipping (Oil Pollution) Act 1994, this act was introduced to impose punishment and civil liability in the form of payment compensation to any vessel that caused pollution damage within the area of Malaysia. For such, the owner of the ship will liable and subject to fines. At the same time, Malaysian government and other victims able to claimed compensation against the owner for the damage that caused. The oil pollution damages are include of the property damage, the clean-up cost at the sea and on-shore, as well as the economic loss such as marine culture industries and tourism sectors. In the international level, MARPOL 73/78 is the International Convention for the Prevention of Pollution from Ship. It was drafted to reduce the marine pollution, including dumping, oil and others. Its objective is to preserve the marine ecosystem through the complete elimination of oil pollution and other harmful substances and yet to minimize the accidental discharge of those pollutants. Hence, in this treaty, states that signed are bound to the obligation on preserving the marine ecosystem. In a part of conclusion, the water transportation is considered to be related to environmental issue. Though it may be in minor interrelated but I believed it should be taken in great concern as the problems that created may develop great impacts to all. So, I think the awareness should be took place before a worst situation it can be developed into that could be out of control. Case study: Sea Garbage In this modern century, every things is going in the rapid rate, every country is try to develop become a modern and developed, wish to change from the developing country to developed country, this for sure that the technology keep on upgrade to achieve it. When the positive things happen, at the same time have the negative things happen, because of the technology keep on upgrading, on the same time the waste is keep on increasing too. The world is changing time by time, previously the world is not the world of today. This is also happening on the Sea. The sea of today is so polluted; here I would like to explain to some case about the sea and what is going on in the real situation. First and foremost, I would like to says that the sea pollution is when the chemicals, particles, industrial, agricultural and residential waste, noise or the spread of invasive organisms get in to the ocean, is may cause to become potential harmful or harmful effects it happen the sea pollution. Later on I will discuss about how the ship release those rubbish in to the sea and how it affect the sea. Thos garbage will affect the whole ecosystem. We will show out a table about how many years needed for the garbage to digest. Garbage from ships can be just as deadly to marine life as oil or chemicals. This will affect the whole worlds not just the sea as well as our human being. Here I would like to talk about more how the sea gets polluted. The greatest danger comes from plastic, as we know that plastic needed some couple of year only can disappear and which can float for years. Fish and marine mammals or the animal stay inside the sea can in some cases mistake plastics for food and t hey can also become trapped in plastic ropes, nets, bags and other item even such some innocuous items as the plastic rings used to hold cans of beer and drinks together. From the common sense and logical think that, all this rubbish make by our beloved human being. How dirty the sea is show how the human treat the sea, and it is clear that a good deal of the garbage washed up on beaches comes from people on shore. During holiday makers who leave their rubbish on the beach, fishermen who simply throw unwanted refuse over the side, or from towns and cities that dump rubbish into rivers or the sea is also the way how they polluted the sea. But in some areas most of the rubbish found comes from passing ships which find it convenient to throw rubbish overboard rather than dispose of it in ports. For the old tradition and the older century, many people believed that the oceans could absorb anything that was thrown into them, but this is not true, this attitude has changed along with greater awareness of the environment. Many items can be degraded by the seas, but term and condition apply, the things can absorb by sea and the process can take months or years, as the following table shows: Time taken for objects to dissolve at sea Paper bus ticket 2-4 weeks Cotton cloth 1-5 months Rope 3-14 months Woolen cloth 1 year Painted wood 13 years Tin can 100 years Aluminum can 200-500 years Plastic bottle 450 years Source: Hellenic Marine Environment Protection Association (HELMEPA) The MARPOL Convention sought to eliminate and reduce the amount of garbage being dumped into the sea from ships. The Marine Environment Protection Committee (MEPC) is the International Maritime Organizations major technical body concerned with the prevention and control of pollution from ships. It is aided in its work by a number of subcommittees. The Department participates in the work of the Committee and a number of the subcommittees. The Australian Maritime Safety Authority (AMSA) leads Australias work in MEPC. The most important convention regulating and preventing pollution of the marine environment by ships is the International Convention for the Prevention of Pollution from Ships (MARPOL). The technical requirements of this Convention are included in six separate Annexes: -Annex I Regulations for the Prevention of Pollution by Oil -Annex II Regulations for the Control of Pollution by Noxious Liquid Substances in Bulk -Annex III Regulations for the Prevention of Pollution by Harmful Substances Carried by Sea in Packaged Form -Annex IV Regulations for the Prevention of Pollution by Sewage from Ships -Annex V Regulations for the Prevention of Pollution by Garbage from Ships -Annex VI Regulations for the Prevention of Air Pollution from Ships. In the Annex I Prevention of pollution by oil, the Annex II Control of pollution by noxious liquid substances, the Annex IV Prevention of pollution by sewage from ships and the Annex V Prevention of pollution by garbage from ships, MARPOL defines certain sea areas as special areas in which, for technical reasons relating to their oceanographically and ecological condition and to their sea traffic, the adoption of special mandatory methods for the prevention of sea pollution is required. Under the Convention, these special areas are provided with a higher level of protection than other areas of the sea. Adoption, entry into force date of taking effect of Special Areas Special Areas Adopted # Date of Entry into Force In Effect From Annex V: Garbage Mediterranean Sea 2 Nov 1973 31 Dec 1988 1 May 2009 Baltic Sea 2 Nov 1973 31 Dec 1988 1 Oct 1989 Black Sea 2 Nov 1973 31 Dec 1988 * Red Sea 2 Nov 1973 31 Dec 1988 * Gulfs area 2 Nov 1973 31 Dec 1988 1 Aug 2008 North Sea 17 Oct 1989 18 Feb 1991 18 Feb 1991 Antarctic area (south of latitude 60 degrees south) 16 Nov 1990 17 Mar 1992 17 Mar 1992 Wider Caribbean region including the Gulf of Mexico and the Caribbean Sea 4 Jul 1991 4 Apr 1993 1 May 2011 Annex VI Regulations for the Prevention of Air Pollution from Ships establishes certain sulphur oxide (SOx) Emission Control Areas with more stringent controls on sulphur emissions. Under Annex V of the Convention, garbage includes all kinds of food, domestic and operational waste, excluding fresh fish, generated during the normal operation of the vessel and liable to be disposed of continuously or periodically. Annex V totally prohibits of the disposal of plastics anywhere into the sea, and severely restricts discharges of other garbage from ships into coastal waters and Special Areas. The Annex also obliges Governments to ensure the provision of reception facilities at ports and terminals for the reception of garbage. The special areas established under Annex V are: the Mediterranean Sea the Baltic Sea Area the Black Sea area the Red Sea Area the Gulfs area the North Sea the Wider Caribbean Region and Antarctic Area These are areas which have particular problems because of heavy maritime traffic or low water exchange caused by the land-locked nature of the sea concerned. The Garbage Record Book must be kept for a period of two years after the date of the last entry. This regulation does not in itself impose stricter requirements but it makes it easier to check that the regulations on garbage are being adhered to as it means ship personnel must keep track of the garbage and what happens to it. It may also prove an advantage to a ship when local officials are checking the origin of dumped garbage if ship personnel can adequately account for all their garbage, they are unlikely to be wrongly penalised for dumping garbage when they have not done so. All ships of 400 gross tonnage and above and every ship certified to carry 15 persons or more will have to carry a Garbage Management Plan, to include written procedures for collecting , storing, processing and disposing of garbage, including the use of equipment on board. The Garbage Management Plan should designate the person responsible for carrying out the plan and should be in the working language of the crew. The Convention on the Prevention of Marine Pollution by Dumping of Wastes and Other Matter 1972 (the London Convention) was one of the first global conventions to protect the marine environment from human activities and has been in force since 1975. Its objective is to promote the effective control of all sources of marine pollution and to take all practicable steps to prevent pollution of the sea by dumping of wastes. Currently, 86 States are Parties to this Convention. In 1996, the London Protocol was adopted to modernize the Convention and, eventually, replace it. The London Protocol entered into force in March 2006 and currently has 38 Parties. Under the Protocol all dumping is prohibited, but Parties may issue permits to allow the dumping of the following specified materials, subject to certain conditions: dredged material; sewage sludge; fish wastes; vessels and platforms; inert, inorganic geological material (e.g., mining wastes); organic material of natural origin; bulky items primarily comprising iron, steel and concrete; and Carbon dioxide streams from carbon dioxide capture processes for sequestration (CCS). 3.0 Consequences of Shipping to the Environment The environmental effects of shipping including greenhouse gas emission and oil pollution. Carbon dioxide emissions from shipping currently estimate at 4 to 5 percent of the global total, and estimated by the International Maritime Organization (IMO) to increases up to 72 percent by 2020 if no action is taken. There is little argument about the truth that shipping is the most carbon-efficient mode of transportation. According to recent report of an IMO expert working group, international maritime shipping accounts for 2.7% of annual global greenhouse gas emissions. Shipment also produces smaller amount of exhaust gas emissions which include nitrogen oxides, hydrocarbons, particulates, carbon monoxide and sulphur dioxide for each ton transportation of one kilometer than air or road transport. http://upload.wikimedia.org/wikipedia/commons/a/a4/Ship_pumping_ballast_water.jpg Ballast water discharges by ships can have a negative impact on the marine environment. Cruise ships, large tankers, and bulk cargo carriers use a huge amount of ballast water which often taking in the coastal waters in one area after ships discharge waste water or unload cargo, and discharged at the next port of call wherever more cargo is loaded. Ballast water discharge typically contains a variety of biological materials, including plants, animals, viruses, and bacteria where it includes non-native, nuisance, invasive, exotic species that can cause extensive ecological and economic damage to aquatic ecosystems. Noise pollution caused by shipping has increased in recent history. The noises produced by ships can travel for a long distances. Marine species that may rely on sound for their communication, orientation, and feeding can be harmed by this sound pollution. The Convention of the Conservation of Migratory Species had identified ocean noise as a possible treating marine life. Oil spills usually associated with ship pollution but less frequent than the pollution those results from daily operations which oil spills have devastating effects. At the same time, it being toxic to marine life which polycyclic aromatic hydrocarbons are the components in crude oil. It is very difficult to clean up and last for many years in the sediment and marine environment. Marine species regularly exposed to PAHs can exhibit developmental problems, susceptibility to disease and abnormal reproductive cycles. One of the more widely known spills was the Exxon Valdez incident in Alaska. The ship ran aground and dumped a huge amount of oil into the ocean in March 1989. Grey water is waste water from the sinks, galleys, laundry, showers and cleaning activities on board a ship. It can contain a variety of pollutant substances, including focal coli forms, detergents, oil and grease, organic compounds, metals, petroleum hydrocarbons, nutrients, food waste, medical and dental waste. Untreated grey water from cruise ships can contain pollutants at uneven strengths and it can contain levels of focal coli form bacteria several times greater than which typically found in untreated domestic waste water. Grey water has potential to cause unpleasant environmental effects because of concentrations of nutrients and other oxygen-demanding materials particularly. Grey water is typically the greatest source of liquid waste generated by cruise ships which is 90 to 95 percent of the total. Solid waste generated on a ship includes glass, paper, aluminium, cardboard, steel cans, and plastics. It can be either hazardous or non-hazardous in nature. Solid waste which enters the ocean may become marine debris which can pose a threat to marine organisms, humans, coastal communities and industries that utilize marine waters. Cruise ships usually manage solid waste by combination of source reduction, waste minimisation and recycling. However, there are 75 percent of solid waste is incinerated on board and the ash typically is discharged at sea although some is for disposal or recycling. Marine mammals, sea turtles, fish and birds can be hurt or killed from entanglement with plastics and other solid waste that may be released from cruise ships. Typically, each cruise ship passenger produces at least two pounds of non-hazardous solid waste each day. With large cruise ships carrying several thousand of passengers, the amount of waste generated in a day can be huge. For a large cru ise ship, about 8 tons of solid wastes are generated during a one-week cruise. Next is the impact of the ships. Marine mammals such as whales and manatees face the risks to be struck by ships which will cause injury and death to them. For example, if a ship is travelling at a speed of only 15 knots, there is 79 percent chance of a collision being lethal to a whale. The greatest danger to the North Atlantic right whale is injury sustained from the strikes of the ship. From 1970 to 1999, 35.5 percent of recorded deaths were attributed to collisions. During 2004 to 2006, the number been increased to 2.6 deaths from the collisions has become an extinction threat nowadays. During the shipment, leakages of oil from the ship engine and machinery spaces or from engine maintenance activities and then mixes with water in the bilge, at which the lowest part of the hull of the ship. Oil, gasoline, and also by-products from the biological breakdown of petroleum can harm fish and all the wildlife. As a result, it poses threats to human health if ingested. Oil which even in small concentrations can killed fish or having various sub-lethal chronic effects. Bilge water may also contain solid wastes and pollutants that have high amounts of oxygen-demanding material, oil and other chemicals. A typical large cruise ship will produce an average of 8 metric tons of oily bilge water for each 24 hours of operation. To maintain ship stability and remove potentially hazardous conditions from oil vapours in these areas, the bilge spaces need to be flushed and pumped dry at regular intervals. But before a bilge can be cleared out and the water discharged, the oil that has be en accumulated has to be extracted from the bilge water after the extracted oil can be reused, incinerated or offloaded in port. If a separator, which is normally used to extract the oil, is faulty or deliberately bypassed, this will cause untreated oily bilge water to be discharged directly into the ocean, as consequence it will damage marine life. Exhaust emissions from ships are measured as a significant source of air pollution with 18% to 30% of all nitrogen oxide and 9% of sulphur oxide pollution. By the year of 2010, up to 40% of air pollution over land was come from the ships. The sulphur containing in the air creates acid rain which will damages crops and buildings. When inhaled the sulphur, it is known to cause respiratory problems and even increase the risk of having heart attack. The fuel used in oil tankers and container ships contain high amount of sulphurs and is cheaper to buy compared to the fuel used for domestic land use. A ship eliminates around 50 times more sulphur than a lorry per metric tonne of cargo carried. Air pollution from cruise ships is produced by diesel engines that burn high sulphur content fuel oil which also known as bunker oil, which producing sulphur dioxide, nitrogen oxide and particularly addition to carbon monoxide, carbon dioxide, and hydrocarbons. Diesel exhaust has been classified by E PA as human carcinogen. EPA recognizes that these emissions from marine diesel engines contribute to ozone and carbon monoxide nonattainment and adverse health effects associated with ambient concentrations of particulate matter and visibility, haze, acid deposition, and eutrophication and nitrification of water. It is important for the industry to continuously work to reduce its environmental impact as the increases of size and global nature of the shipping industry and there is evidence that the industry has made significant progress. The fuel efficiency of container ships of 4500 TEU capacity has improved 35 percent between the year of 1985 and 2008. Comparison between a modern 12,000 TEU ship built in the year of 2007 and 1500 TEU container built in the year of 1976 has shows the carbon efficiency on per-mile cargo volume basis has been improved 75 percent in 30 years times. http://upload.wikimedia.org/wikipedia/commons/thumb/f/f2/Harbor_seals_on_Douglas_breakwater.JPG/220px-Harbor_seals_on_Douglas_breakwater.JPG 4.0 International response toward maritime environment issue (laws and regulations, maritime organization) Under the globalization, economic relationships around the world have grown much closer. Shipping is the most international high growth logistic industry of the worlds industries, serving 89.6 per cent of global trade by carrying huge quantities of cargo in the ocean. However, shipping has bring along many negative impacts to environment includes ballast water, greenhouse gas emissions, oil pollution and others. Actions have to be taken in order to overcome and tackle the problems. First and foremost, the International Maritime Organization (IMO) which is a specializes agency of the United Nations with 169 Member States and with around 300 international staff and three Associate Members play the important role in order to response and solving the maritime environmental issues. IMO provide a forum for cooperation among Governments in the field of governmental regulations and practices relating to all kinds of shipping engaged in international trade, facilitating the adoption of comprehensive multilateral treaties for a wide range of technical measures and in particular, the adoption of the highest standard to enhance safety, security, efficiency in shipping and prevention marine pollution from ships. For issue of oil pollution, the large volume of oil transported, combined with heavy shipping traffic and poor navigation conditions, make a high risk for oil spills from shipping accidents. For example, about 20% of the accidents in the Malacca Straits involved oil tankers. Most of these tanker accidents were due to collisions and groundings and many resulted in severe oil pollution in the Straits. Toward this issue, IMO seeks to promote technical cooperation to this end by cooperating fully with other organizations within the United Nations family and relevant international, regional and non-governmental organizations to ensure a coordinated approach to the problem and to avoid wasteful duplication of efforts. As the basic philosophy hold by IMO there always if a regional agreement or treaty is to remain viable is must be provided with a minimum of institutional support. In the field of marine pollution prevention and response, for example oil pollution in Malacca Straits and Singa pore, IMO has over the years played a significant catalytic role in helping the littoral states bordering the Straits and other ASEAN countries to develop their infrastructure and human resources potential to deal with marine pollution incidents. The efforts included the development of the ASEAN Oil Spill Response Action Plan and the development of the OSPAR Programme. Since shipping become an important activity in global trade, the steel hulled vessels to ship design als

race in sports :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chad Lawrence   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sports and Society   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  March 7, 2005   Ã‚  Ã‚  Ã‚  Ã‚  Sports is what has molded us into the people we are today. The world of sports is so unique, and people have different interest and fascinations. From being a child I can remember watching the Red Sox and Celtics with my father and becoming a die hard fan for those teams due to my family being serious fans. Not only did watching those games turn me into a good New England fan but it also gave me some good quality time with my father and brothers.   Ã‚  Ã‚  Ã‚  Ã‚  The movie we watched showed all the emotions that can come from sport. Whether it would be a gratifying moment with a win for your team, or a devastating moment with a loss. That is what makes you grow when you are a younger kid growing up. A kid who can handle a loss in his life with the same dignity as a win will become a better person in the future.   Ã‚  Ã‚  Ã‚  Ã‚  In class discussion we talked about how in today’s age younger kids do not have the same interest to get involved in sports as they used to. It seems that today younger kids are more interested in playing video games, then to take part in a sport and learn the team aspect of life and how to get along with each other and work as a team. Learning in sports is something people do not understand unless you are a true athlete. In the game of baseball there is so much silent communication not everyone knows about. You have nine men on the field who have the same mind set and that is to do anything you can to win this game and help your teammates. If a kid can learn this at a young age and carry this on with him through life, he will become that much of a better worker when he is at the office or wherever they might be.   Ã‚  Ã‚  Ã‚  Ã‚  We also discussed the role of women in sports and that is a uniqueness in its self. Girls sports are becoming more of a interest to the public then it once had. This is in direct relation to the U.S Woman Soccer championship game over China. Mia hamm got girls real interested in soccer as well as fans. With the WNBA growing every year it has been

Obesity and Self-Esteem Essay -- essays research papers fc

Today obesity is talked about as a major physical health problem. It can cause diabetes, high blood pressure, heart disease, immobilization, and many other problems. However many articles fail to mention what is one of the most important and most destructive problems. This is the effect of obesity on one’s mental health and wellbeing. Being excessively overweight usually instills in it’s victims a sense of self worthlessness and gives them a very negative self-image. This can lead to an array of problems that affect the person in a way that is much more direct and difficult to deal with than physical problems. While the problem is known to affect men, it strikes women much more often. The models and celebrities in the media that set the standard for what women should look like are thinner than 90-95 percent of the American female population (Seid p.6). This is an unrealistic portrayal of what the human body should look like when compared to most women’s genetic makeup. Women’s self-image, their social and economic success, and even their survival can still be determined largely by their beauty (Seid p.5). Men on the other hand seem to have it a little easier when it comes to looks. Their self-image is largely determined by what they accomplish in life and not by whether or not they meet the social standard for looks. Modern clothing and fashion require women to show off their bodies more in tight clothes and by showing more skin than in the past. According to Roberta Seid ...