Psychological Disorders Screening Project Essay Example | Topics and Well Written Essays - 250 words

Psychological Disorders Screening Project - Essay Example 405). The results from a properly administered test can provide truthful insights about a person, which in turn could be valuable in helping him or her deal with emotional conflicts, in guiding him or her as to the choice of a course or vocation, or in assisting the individual to land a job (â€Å"Personality Testing†, n.d.). When we speak of personality disorders which Millon defines as the ways by which an â€Å"individual deals with dependency needs (as cited in Kaplan & Saccuzzo, 2001, p. 435), psychological screening tests designed to assess such can help professionals identify the syndrome and thereby prescribe appropriate interventions. There are variables that may have serious effects on the test-taking process. One such variable is the test-taker him/herself. Kaplan and Sacuzzo (2001) point that a subject’s motivation, anxiety, physical health and even hormonal levels can significantly affect test performance. When I took the test, I believe I was in a normal state, i.e., neither nervous nor sickly which reflected in the average results I got from the tests. Any and all information gathered from psychological tests may be used in a variety of ways. As mentioned earlier in this paper, personality tests help an individual increase his self-awareness.

Black hawk down lessons learned pertaining to the Army's 5 logistics Essay

Black hawk down lessons learned pertaining to the Army's 5 logistics characteristics - Essay Example Indeed, the true meaning of disciple among the military is that the military is well structured with programs and regulations. For instance the military has manuals and policies that regulate all that they do from the barracks to the offices to operations. One outstanding policy that regulates the military’s operations is what is known as logistics. Logistics in the literary world may be said to be the availability of resources but in the military, â€Å"logistics is the process of planning and executing force sustainment in support of military operations† (Global Security Organization, 2001). This essay looks at an influential component of logistics known as logistics characteristics. The paper shall review what constitutes logistics characteristics, the importance of logistics characteristics and lessons learned from the Army’s five logistics characteristics in relation to specific military and global events such as the famous Black Hawk Down. Components of Log istics Characteristics and how they relate to the FM 100-5 The Field Manual, commonly referred to as the FM is an important component of military operation in determining basic how-to’s. ... 2-0). This means that once the military is out there to keep peace, they mandate involves an entire complicated process of getting procedures achieved and thus operating within certain means and environment. During most of these operations, resources are not always in abundance for the day-to-day activities of the military. However this is no excuse for operations not to take place. In the event of scarcity of resource, the army’s logistics characteristics come to play with the philosophy that â€Å"scarce resources require logistics operations to be efficient, not wasteful† (Global Security Organization, 2011). When resources are well handled, logistics operations become both effective and efficient and the fundamentals of operation as stated in the FM 100-5 become achieved. Logistics characteristics are well organized into five components, which are briefly discussed below. Anticipation The FM 100-5 notes that the responsibility of ensuring successful use of logistics depends on the corps logisticians. Once the corps logistician is said to be pursue anticipation, it is expected that the corps logistician becomes highly proactive rather than reactive. Just as the logistics characteristics mentions anticipation as the need for the logistician to see ahead into the future, the FM 100-5 talks about intelligence gathering, stating that officers and leaders â€Å"gather intelligence to gain advance warning and anticipate likely enemy courses of action† (p. 2-6). A proactive logistician should be in the position of seeing into the future in the management of logistics. Without such a characteristic, the logistician is going likely to fail the entire team in the sense that they

What It’s Like to Be a Black Girl by Patricia Smith Essay Example for Free

What It’s Like to Be a Black Girl by Patricia Smith Essay Comparison of â€Å"What it’s like to be a black girl† and Country Lovers Many people don’t realize just how far back African American Literature dates back to, it really started back in the 18th century. These types of scripts have a tendency to concentrate on topics of racism, inner struggles, slavery, prejudice, and the quest of sovereignty as well as equality. The two well-known writers on this subject matter are Nadine Gordimer and Patricia Smith. During the course of this paper, actualities of the short story Country Lovers, by Nadine Gordimer and the poem, â€Å"What it’s Like to Be a Black Girl,† by Patricia Smith, will be associated and compared to each other in respects to form, style, and content. When reading this short story and poem, the reader will come to realize that both of the main characters are the protagonist black females, only because they both have to deal with judgement from others because of who they are based on their race or the color of their skin. In the short story entitled â€Å"Country Lovers† which was written by Nadine Gordimer in 1975† (Clugston, 2010), is about a prohibited love amongst a young black girl named Thebedi and a young white boy named Paulus Eysendyck. The two leading characters Paulus and Thebedi were raised up together since they were little children. The two of them frolicked together and consumed much of their juvenile days with one another. Time passed, they begin to mature, and they became detached from each other. As the two children became older, they realized that could not be seen in public together, for the reason of race and their family status in the community. During the course of this short story there are numerous dramaturgical effects. The first takes place when the narrator talks about Paulus going away to school â€Å"This usefully coincides with the age of twelve or thirteen; so that by the time early adolescence is reached, the black children are making along with the bodily changes common to all, an easy transition to adult forms of address, beginning to call their old playmates missus and baasie little master† (Clugston, 2010). Though, the connection formed among them as youngsters was still present, n either Paulus’ or Thebedi’s parents not once banned them from hanging out with one another, but there was constantly this silent awareness that they both recognized it to be immoral, since they constantly seemed to be disguise or fabricate the fact that they did spend a lot of time together. A sample of this is when Paulus arrived home from school and gave Thebedi a gift. â€Å"She told her father the missus had given them to her as a reward for some works she had done-it was true she sometimes was called to help out in the farmhouse. She told the girls in the kraal that she had a sweetheart nobody knew about, tat away, away on another farm, and they giggled, and teased, and admired her. There was a boy in the kraal called Njabulo who said he wished he could have brought her a belt and ear–rings† (Clugston, 2010). As the story continues the reader will see the damage of the loss of purity and prohibited love, as expressed here when Paulus takes notice of Thebedi as she splash in the water â€Å"The schoolgirls he went swimming with at dams or pools on neighboring farms wore bikinis but the sight of their dazzling bellies and thighs in the sunlight had never made him feel what he felt now when the girl came up the bank and sat beside him, the drops of water beading off her dark legs the only points of light in the earth–smelling deep shade. They were not afraid of one another, they had known one another always; he did with her what he had done that time in the storeroom at the wedding, and this time it was so lovely, so lovely, he was surprised . . . and she was surprised by it, too—he could see in her dark face that was part of the shade, with her big dark eyes, shiny as soft water, watching him attentively: as she had when they used to huddle over their teams of mud oxen, as she had when he told her about detention weekends at school.† (Clugston, 2010). The reader gets a taste of how bad discrimination can be just before the end of this short story, when Paulus Eysendyck comes home from the veterinary college for the holiday season. This is when he discovers Thebedi had a baby. When he discovers information about the baby, he goes to Thebedi’s shed to see for himself if the information was true he was hearing. When he gets to the shed he gets a glimpse of the baby first hand â€Å"He struggled for a moment with a grimace of tears, anger, and self–pity. He said, You havent been near the house with it?’ (Clugston, 2010). By his antiphon after the discovery that the two of them produced a life for the period of their prohibited affair, demonstrates just how much he recognized, the fact that such thing would not be accepted within his society. As the story goes on Paulus comes back to the shed where Thebedi and the newborn lived; and it stated â€Å"She thought she heard small grunts from the hut, the kind of infant grunt that indicates a full stomach, a deep sleep. After a time, long or short she did not know, he came out and walked away with plodding stride (his fathers gait) out of sight, towards his fathers house† (Clugston, 2010). As the reader reads on the reader develops the understanding that Paulus murdered the newborn that day when he went back to Thebedi’s shed. â€Å"The baby was not fed during the night and although she kept telling Njabulo it was sleeping, he saw for himself in the morning that it wa s dead. He comforted her with words and caresses. She did not cry but simply sat, staring at the door† (Clugston, 2010). After interpretating this part of the story conveys to me that Paulus was actually fearful that the public would find out about the relationship between the two and tries to cover it up as if nothing ever happened between the two of them. Which show’s you how difficult life must have been back then with the racial discriminations. At the very end of this story the police had dug up the baby and brought charges against Paulus for murder. Thebedi up on the stand said â€Å"She cried hysterically in the witness box, saying yes, yes (the gilt hoop ear–rings swung in her ears), she saw the accused pouring liquid into the babys mouth. She said he had threatened to shoot her if she told anyone† (Clugston, 2010). Over a year had gone by when Thebedi returned to the court house; but this time she told the court that â€Å"she said she had not seen what t he white man did in the house† (Clugston, 2010). Because of her testimony â€Å"The verdict on the accused was not guilty(Clugston, 2010).

Global Patterns of Earthquakes

Global Patterns of Earthquakes Achievement Standard Geography 91432: Analyse aspects of a geographic topic at a global scale. (Parshotam) Task 1: Describe the global pattern of earthquakes, including maps in your answer. An earthquake is defined by GNS Science, as a â€Å"sudden motion or trembling in the crust caused by the abrupt release of accumulated stress along a fault, a break in the Earth’s crust.†[1] As seen below from the map representing data between 2000 and 2008 there is a major peripheral pattern of ‘Global earthquake activity’ focused around the exterior of the earth’s tectonic plates. This is evident from the similarities in comparison to the second map below showing the ‘Global plate boundaries of the earth’.[2] These plate boundaries accurately follow the same shape, size and location of the thin red and bright multi-coloured linear outlining in the first, validating this claim. The most intense locations of earthquake activity are concentrated in a linear pattern in locations of the earth where continental plates interact with oceanic plates. This is illustrated by the multi-coloured bright regions indicating heavy earthquake activity of ranging depth in the earth’s crust in the Western regions of South America, the South East Asian islands, Japan, the far Eastern boarders of Russia, the South Western edges of Alaska, New Zealand and Central America. The information provided here is validated with background research ranking Japan, Indonesia and Chile as first, second and third in the world in terms of countries with the most 6.5+ magnitude earthquake events in 2014.[3] Japan accumulated 72 occurrences, Indonesia 52 and Chile 43. Other noteworthy countries include Papa New Guinea ranked 4th at 40, Mexico ranked 6th at 32, Alaska ranked 9th at 25, Peru ranked 10th at 23 Russia ranked 12th at 20 and New Zealand ranked 18th at 14; all countries included in the heavy earthquake activity regions. Also seen from the ‘Global earthquake activity’ map, there are scattered occurrences of shallow earthquake activity in the middle of the tectonic plates shown from the small distribution of red dots over E astern Africa for example. This is due to the global pattern of fault lines. The map seen on the next page shows the layout of earth’s major fault lines which explains this smaller scattered pattern of earthquake activity. The location of scatter follows the same alignment as the fault outlines on the ‘Major global fault lines’ map.[4] This is exemplified from the red scatter, on the â€Å"Global earthquake activity’ map, throughout Ethiopia, Sudan, Kenya and South Sudan for example which corresponds with the fault line of the Central African Shear Zone fault system illustrated running through Eastern Africa. Task 2: Fully explain the factors and/or processes contributing to the global pattern of earthquakes. As defined by GSI Science earthquakes are releases of stress through the interaction of tectonic plates. These tectonic plates are compacted into a patchwork like arrangement to form the Earth’s lithosphere, its outer shell which is comprised of the crust and uppermost mantle (the individual layer of upper mantle which is closest to the surface of the earth). The plates are made up of several large plates being, the Eurasian plate, the North American plate, the African plate, South American plate, the Antarctic plate and the Pacific plate with a few other minor plates in between. Most plates range from 4 to 40 miles in width and consist of both continental crust and oceanic crust. Beneath the lithosphere of the Earth’s tectonic plates is a much hotter and softer layer, called the asthenosphere. A process occurs where due to the amount of pressure and extreme temperatures the rock of the asthenosphere is able to morph and therefore it moves and flows, creating convection currents from radiating hotspots centring from the inner earth which affect the movement of the plates, termed continental drift[5]. The diagram to the left illustrates the relation of levels which contribute to the movement of tectonic plates. This is very slow though, only up to 100mm per year. Due to the heat of the asthenosphere the lithosphere lying above is brittle and therefore susceptible to breaks in the form of faults. Earthquakes are created through three different forms of plate interaction: Convergence is one such interaction where two plates collide, and this region of meeting in the Earth’s crust is called a subduction zone or convergence boundary. When the two plates collide, one is forced to slowly scrape over, under or alongside the other. Resulting from the pressure of these movements, the crust gives way and a fault ruptures releasing an earthquake. During the collision of tectonic plates, the denser plate with more mass forces the lighter plate underneath it. This process is called subduction, hence subduction zone. The plate that is forced down is destroyed and is completely melted as it submerges into magma of the asthenosphere underneath the crust. This is how plate boundaries are altered over time. Volcanic activity is produced from subduction where, as the plate is forced down and melted due to the pressure and heat it turns into magma. Pockets of the magma created finds channels to the surface in the form of volcanoes. On December 26th 2004 an earth quake was generated off the coast of Sumatra when the India and Burma plate converged. The India plate was subducted and the India Ocean tsunami was triggered.[6] There are multiple situations where Convergence operates, where ocean crust interacts with oceanic crust, where oceanic crust interacts with continental crust and where continental crust interacts with continental crust seen in the following diagrams.[7] Seen from the diagram to the left where oceanic crust meets oceanic crust island arcs and deep marine trenched are formed which are examples of visible creases in the Earth’s crust as a result of subduction. Island arcs and oceanic trenches occur when both of the plates are made of oceanic crust. The Mariana Trench in Honolulu Hawaii is an example of a result from this process. Where continental crust meets continental crust spectacular mountain ranges are formed as both plates are too light to be sub ducted so the collision forces the crust upwards. The Himalayas mountain range and the Tibetan Plateau were results of this process when the Australian-India Plate collided with the Eurasian Plate north of India. Divergence is another type of plate interaction. This is a process where two plates separate from each other and a rift, a gap, is produced and widens eventually creating a rift valley, a larger linear rift. Divergent boundaries that occur between oceanic plates produce mid-oceanic ridges. In areas of rifts molten lava can rise and fill which cools reacting with the water and create new crust material, forming new landmasses potentially altering the landscape. Oceans can be formed when plates diverge and water fills the rift valley between the two land masses. This process is called sea floor spreading where the Red Sea exemplifies this process. Transformation is the third type of plate interaction which occurs when two plates slide past each other. From this movement the crust of both plates remains unchanged. However stress is stored in the plates from the friction of moving past and aggregates until the amount of stress surpasses the threshold. Energy is released suddenly in a shift of the plates in opposite directions relative to each other and an earthquake occurs. The earthquake impact is focused on an epicentre location. An example of this is the San Andreas Fault running through California resulting from the friction created from the Pacific Plate and North American. This fault is responsible for the linear pattern of red on the South West of Coast of the United States seen on the ‘Global earthquake activity’ map. As previously stated earthquakes are not only active on tectonic plate boundaries but also fault lines. Fault lines are created due to stresses in the earth’s crust and fractures occur where rock has been disturbed, which can range in length from metres or thousands of kilometres. Fault lines are considered active â€Å"if a fault shows evidence of having moved at least once in the past 100,000 years.†[8] With this the fault is hazardous and a risk of earthquake activity. Once a fault line has been formed future earthquakes are conducted along it. With the exception of earthquakes which take place at a depth of 600km+ all earthquakes are channelled along fault lines. Spectacular mountain ranges such as the Southern Alps can be created also as a result of this process where thousands or millions of years of repeated earthquake activity along one major fault line, the Alpine Fault, build up into extreme dislocations of crust. Different to the earthquake activity generated along plate boundaries seismic waves are produced along fault lines through the rapid interaction of the opposing parallel crust.[9] A process is a sequence of related actions which modify or maintain an environment. There are several processes which crust along fault lines carry out to generate seismic waves and subsequent earthquake activity.[10] [11] Where the two crusts of a fault line are being pulled apart the interaction is termed ‘Normal faulting’. In this situation the hanging wall, which is the crust positioned higher shifts downward, lower than the footwall, the crust which is initially positioned lower. ‘Reverse faulting’ occurs on horizontal ground when the two crusts are instead being compressed together resulting in the hanging wall shifting upwards, over the footwall. Where reverse faulting occurs on sloped land, it is known as thrust faulting. Crusts on ‘Strike slip’ faults shift sideways, laterally past to each other. This type of faulting is unique in comparison to Normal and Reverse as there are no hanging walls or footwalls due to this being on a strike, horizontal ground, instead of a dip so the fault is on vertical ground. All three types of fault processes can be seen in an ‘Oblique slip’ where a combination of these shifts occurs. Strike slips are both right lateral and left lateral. Task 3: Explain in detail and evaluate the social and economic significance for people affected by earthquakes. Over time, earthquakes have had a range of impacts on the cultural and natural landscape of the world with both positive and negative consequences. The people most affected by these impacts are the people living in the countries which lie on the plate boundaries and fault lines. New Zealand’s natural landscape has been largely affected by earthquakes and is a prime example to showcase the long term results. Beautiful scenery such, as the Southern Alps, can be created and be of great economic significance for a country by contributing to the tourism industry as a popular feature. This is specifically seen in Queenstown, a location with much mountainous relief where snow sports like snowboarding and skiing is available and popular. Where these spectacles are created they can be of major significance to the country as this is a long term effect which has the potential to earn large amounts of income for the country’s GDP and be a permanent anchor for the tourism industry which it has proven to be in New Zealand. This effect is beneficial socially also as mountains such as these are available for use for the world to enjoy, however only the countries which the mountains are in will prosper economically. Earthquakes are also capable of causing large scale death and injuries when occurring in an region of high population density. This was demonstrated by the 2010 earthquake in Haiti on January 12th where there were over 300,000 people injured and an estimated 220,000 casualties.[12] Depending on the magnitude of the earthquake and the location of where it happened to be able to cause the necessary destruction in order for such wide spread death and injury to occur. But when the full effects of an earthquake are felt the social impacts are extreme, seen in the figures previously mentioned. This is a long term effect as the pain suffered from losing a loved one will stay with the victims of the earthquake for the rest of their lives. The physical pain endured can also be intense when the case is severe so because of this the victims will be much more affected by death and injury than the other people of the world in unaffected countries. I believe this effect to have greater significanc e over that of a hindered economy where as the statistics have shown, regions can improve their economy and standard of living in a reasonably short time and the effects will be reversed, however death and serious injury such as amputation can never be reversed. Earthquakes have proven to also be detrimental to the economy of the country affected by destroying valuable exports or urban features and environments which cost to be rebuilt and replaced. An example of this effect is seen where as a result of the demolition of the February 2011 earthquake in Christchurch the New Zealand economy shrunk by an estimated 6%-8% which â€Å"is equivalent to the economic impact from severe recession.†[13] It is also noted that, coupled with the economic impacts of the September 2010 earthquake the fall in New Zealand’s GDP was around 8%-11%.Similar to the effect of death and injury this impact focuses mainly on the people living in the affected country. It varies in terms of being a major impact or not seen in the paragraph below it can be short term and is possible to reverse if the economy is strong enough to be resilient. From the effects a recession as the economic consequences were compared to, there will be falls in employment, dispos able income and savings etc. but this also depends on the magnitude of the earthquake and the harshness of the destruction. Surely economies can be crippled as a result of the destruction of an earthquake, which Christchurch’s was not and therefore it did not remain at that level of severity due to redevelopment. It can be a major impact to the extent of death and injury but in more economically developed countries it is not. As previously mentioned strong earthquakes which occur in dense urban areas, like cities, wreak much destruction where the seismic waves generated are able to collapse the buildings and infrastructure. This is exemplified from the results of the Haiti earthquake where â€Å"over 188,383 houses were badly damaged and 105,000 were destroyed.†12 Mental and emotional damages such as trauma, fear of another earthquake and the stress of rebuilding and carrying on with life ensue as consequentially1.5 million people were left without a home. This meant many families were faced with the struggle to survive and eventual relocation of their lives. This with the additional loss of incomes for people who lost their business and places of work and hindered of opportunity for kid’s education, where it is recorded 4000 schools were destroyed or damaged, shows earthquake pose as severe threats to the social wellbeing of the world. This impact is major also and again limited to the vict ims of the event. People’s livelihoods are being endangered and therefore this effect is as serious as death and injury. Homelessness, job losses, lack of education are all risking the futures of the victims where it is a possibility, if the earthquake occurred in an less economically developed country the economy may not be as resilient as that of an more economically developed country. People in LEDC’s are more vulnerable to fall into poverty after a major earthquake. Redevelopment, however, is a beneficial economic effect that earthquakes can make. Multiple factors of a city or country’s economy can be positively impacted such as the availability of new job opportunities. This is as workers will be employed to clean up and clear the debris and rubble from the left over destruction and construction/development firms will be in heavy demand in order to rebuild the damaged and levelled areas. Where employment rises there will be an increased demand for goods and services as more households are willing and able. From this more income can be taxed tax giving the government revenue and ability to aid in the redevelopment and expand the economy which is seen as $16 billion has been generated as a result of Christchurch’s redevelopment increasing New Zealand’s Real GDP. The economic growth made possible by earthquake redevelopment is validated by the statistic that 9 months after the February earthquake the Christchurch economy was g rowing between 1-3% every 3 months, more than the national economy growth. Rejuvenation of an economy is positive and major impact. As seen in Christchurch it can lift a city and it’s people out of despair and it will soon be restored as a major New Zealand city. However as mentioned before redevelopment has varying levels of success and is not as effective in some cases as others. Along with economic growth, resulting from mass redevelopment, locations affected by earthquake activity can become more modern and beautiful which will in turn attract high levels of population, increasing population density and again employment. Landmarks of historical significance can be lost as a result of earthquakes such as bridges of churches. This loss can cause much grief to those who valued the landmark’s significance and it can also be detrimental to the location’s sense of identity as such features can play a large factor in the region’s history and significance as a place. An example of this is Christchurch’s cathedral which was more than a century old, built in the second half of the 19th century was damaged beyond safety and therefore was demolished. This is not a major impact when considering the horrific possibilities of widespread poverty and mass death. Also to some history may not be as important as it is to others and if the landmark is not a key point in the country’s GDP, loss of it will not create serious negative economic consequences. This however is long term as history can never be rebuilt or recreated entirely. [1] http://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes/Earthquakes-at-a-Plate-Boundary [2] http://www.globalchange.umich.edu/globalchange1/current/lectures/evolving_earth/evolving_earth.html [3] http://www.world-earthquakes.com/index.php?option=ethq_statistics [4] http://www.gsi.ie/Education/Geology+for+Everyone/Plate+Tectonics.htm [5] https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Asthenosphere.html [6] http://www.gsi.ie/Education/Geology+for+Everyone/Plate+Tectonics.htm [7] http://en.wikipedia.org/wiki/Convergent_boundary [8] http://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes/Earthquakes-and-Faults/When-is-a-Fault-Active [9] http://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes/Earthquakes-and-Faults [10] http://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes/Earthquakes-and-Faults/Different-types-of-Faults [11] http://geology.about.com/library/bl/blnutshell_fault-type.htm [12] http://www.dec.org.uk/haiti-earthquake-facts-and-figures [13] http://ccdu.govt.nz/faq/economy

College Athletes Should Be Paid Essay -- Argumentative Persuasive Athl

  College athletics is a billion dollar industry and has been for a long time. Due to the increasing ratings of college athletics, this figure will continue to rise. It’s simple: bigger, faster, stronger athletes will generate more money. College Universities generate so much revenue during the year that it is only fair to the players that they get a cut. College athletes should get paid based on the university’s revenue, apparel sales, and lack of spending money. I believe that college sports should be considered a profession. Athletes deserve to be paid for their work. College athletics are a critical part of America’s culture and economy. At the present time, student-athletes are considered amateurs. College is a stepping-stone to the professional leagues. The NCAA is exploiting the student- athlete. Big-time schools are running a national entertainment business that controls the compensation rate of the players like a monopoly (Byers 1).   Ã‚  Ã‚  Ã‚  Ã‚  According to the NCAA regulations an athlete will lose his/her eligibility if they are paid to play; sign a contract with an agent; receive a salary, incentive payment, award, gratuity educational expenses or allowances; or play on a professional team. The word amateur in sports has stood for positive values compared to professional, which has had just the opposite. The professional sport has meant bad and degrading; while the amateur sport has meant good and elevating. William Geoghegan, Flyer News sports editor writes, â€Å"Would paying athletes tarnish the ideal of amateurism? Maybe, but being fair is far more important than upholding an ideal† (Geoghehan 1).   Ã‚  Ã‚  Ã‚  Ã‚  Some people say that college athletes get paid by having a scholarship, but if you look at it a different way, scholarships might change your mind. Coaches try to get players who they think have the talent to make them win and to persuade them to come to their school by offering them scholarships. The whole idea behind a scholarship is to lure the athlete into coming to your school. Scholarships are nothing more than a recruitment tactic. They will give you a scholarship as long as you produce for them. It’s all about what you can do for them. Indeed these scholarships pay for tuition, room and board, and books, but these athletes don’t have money for other necessities. The NCAA doesn’t want friends or boosters to offer athletes jobs because they ... ...hletes recruited to attend college come from lower, working-class families. The opportunity to enter the draft early to help their families financially is one that will hardly be passed by.   Ã‚  Ã‚  Ã‚  Ã‚  On the issue of college athletes getting paid, I believe they should. When I mean getting paid I only mean a stipend or weekly check, not thousands or millions. All the hard work and dedication they put into their sport and academics are worthy enough. I have had a chance to play collegiate sports and it takes a lot out of you mentally and physically. The student athletes deserve at least enough money to have a normal student life. $300-$400 a month should give athletes enough money to get the required necessities. All this does is replace the notion of the athlete getting a job for a source of income. This will also help reduce the rate at which athletes accept money, cars, and gifts from boosters. When athletes get caught accepting something from a booster it looks bad on the athlete and the college. So, in my opinion yes college athletes should get paid, there is too much money that the universities have earned floating around going unanswered for the athletes not to get their cut.

Lord of the Flies :: essays research papers

Lord of the Flies How does Golding show mankind’s inner evil? Do you agree with his assumption that man is basically evil? Lord of the Flies is a book written by William Golding, influenced greatly by the events in World War II, when the news of the Holocaust and the concentration camps were materializing. Golding was shaken at the terrible nature of war and what humans can do to one another, not referencing the Holocaust or other wartime crimes, but for humans to be unaware ably evil. The book, Coral island, by Robert Ballantyne in 1857, which was a book about three boys shipwrecked on a pacific island and their victory over their situations, also influenced Golding, and the character names are similar to those in Coral island, Deliberately, as Golding says. In the dictionary, the definition of Evil is that of morally bad or wrong, Characterised by anger or is malicious, Also one violating or inconsistent with the moral law. Golding introduces the theme that evil, as a destructive force in man, society and civilisation is present in us all. Golding used the beastie, described by the little uns to represent evil that is part of human nature. After dusk, they describe that the beast lurks in the jungle, hunting and it wishes to overcome them. By day, the ‘beast’ disguises itself as creepers that innocently hang among the canopy of the trees. The vines may represent human nature in the daylight of civilisation, but in the darkness in a new environment, their real predatory nature surfaces. The little’uns scream in terror at the burning creepers during the forest fire â€Å"Snakes! Snakes! Look at the Snakes!† this is said to be an allusion to the serpent in the garden of Eden, who stole innocence and brang civilization to its own physicality. Golding shows man’s inner evil many ways throughout the text, but one of the main ways he expressed this is through characters such as Jack and Roger. Jacks first appearance was with his choir which was thought to be a dark creature, but it turned out to be a ‘party of boys’ marching in time in two parallel lines and dressed in strange clothing, possibly referencing uniformed military, seen to be evil from the beginning. Jack’s warlike attitude is clear from the start as he volunteers his choir to be hunters and he also carries around a knife. Jack wanted to keep rules, and agreed that they all had to co-operate â€Å"I agree with Ralph.

Psychology Supervision Essay

  Ã‚   Culture basically means the pattern formed by the thoughts, actions, customs & traditions of humans living in an inter-related community, be it racial, ethnic, religious or social. It is based on the beliefs, values & behavior of the people involved. No matter where you are situated, around the world, culture plays the vital role in an individual’s social & vocational life. It is significant in every institution to practice cultural competency, which may help it to operate efficiently. â€Å"Cultural competence is a developmental process and may be viewed as a goal toward which agencies can strive.† (T. Cross et. al. as cited in University of Minnesota Duluth) Cross- culture environment in offices, educational institutes & etc. are not uncommon these days especially in well developed countries like America where the demographic rate comprises more of ethnic & racial minority groups. This fact ultimately poses a great challenge for all professional & educational organizations. Since it is not very easy, to create a healthy & happy environment among diverse groups. The reason for that are different beliefs & traditions of each group may not mix well with the other, hence, sprouting problems among colleagues. CULTURAL DISPARITY:    Cultural competency maybe defined as a combination of multiple thoughts, behaviors & personality traits belonging to a number of cross cultural members, however following the same patterns thus increasing the proficiency of an organization or group. The main issues that are faced often in cross cultural groups causing cultural disparity are the diverse ethnic & religious beliefs of its members. In educational institutes this problem is significantly in attendance, causing psychological differences among the students & even the teachers. The course outline may or may not reflect each individual’s values & beliefs, hence disturbing the social harmony. It is vital to form a non judgmental & respectful attitude in the organization in order to achieve harmony.   Ã‚   Racial, ethnic & even gender bias is present in every society & institution. Many a times the female students face difficulties in accomplishing their goals & presenting their thoughts on various women related issues due to strong opposition from the male members of the group. It is a dilemma not just present in our society but around the globe that men are considered to be the highest decree of human race & women are believed as their contrary. This contemplation creates a rift among the male & female members of any group. The same goes with ethnic minorities who face criticism on their appearance & different accent making them feel isolated & disparaged from the society.    When dealing with multicultural clients, it often trigger discrepancies among the worker & the client as a result of contrasting opinions due to miscellany in areas like religion, culture, race, gender, family backgrounds & ethics. The reasons for these disagreements are usually the rejection of one’s expectations, therefore resulting in the failure of venture. Learning from one’s past mistakes is the best way to improve. Helping & respecting each other will result in a constructive outcome. The educational institutes should take care in designing a study course, so that it suits to every individual’s mind no matter which culture he or she belongs to. Cultural knowledge s should be a part of studies so that students may learn about different values & customs & learn to respect them.    Being multilingual, having different skin color or following a diverse religion does not make an individual different from others. Being a human being, it is the responsibility of every person to respect & support each other. This approach will surely create an amicable environment in work places, educational institutes etc. every organization should have some ethical code regarding minority groups, but not to make them feel segregated or disparate from their colleagues. Dealing with multi cultural clients involve tact & proper accord of their priorities & decisions. Culture plays an essential role in developing one’s mind & thought pattern. Revolutionizing the behaviors & policies of employees will help create cultural competence successfully.