Help Me Write My Wedding Vows

Write My Wedding Vows for Me Congratulations! Soon you will pledge a commitment to the most special person in your life. The uttered words will reverberate around the room, bounce against the crystal chandeliers, and enter two flaming hearts transforming them forever. Your wedding vows are powerful spells making everyone around a bit (or a lot) giddy. They should be perfect. Otherwise, they will wink out of existence without the slightest trace. Guests won’t grab for tissues; your partner won’t experience a giant dose of joy delivered straight into her or his heart. Crafting the words of a binding commitment is a consequential and complicated task. No wonder then, that people on the cusp of a wedding realize a terrible thing: â€Å"I can’t write my wedding vows.† If you also wonder â€Å"how should I write my vows,† we’ve got great news: we can write them for you. Our talented writers are here to help you declare your love and commitment to your partner. They can make your wedding vows poetic; they can add a faith-based angle; they can give them a traditional or a modern polish. Chat with our writers, and they will help you organize your bliss and express your feelings in a candid and memorable way. Order professionally-written wedding vows to make your special day even more special. GET WEDDING VOWS NOW! Should I Write My Own Vows? â€Å"Do I have to write my own vows?† you wonder. Well, it depends. If you can easily find the words to describe feelings, emotions, and moments you and your partner have shared together and know how to profess your love to them in a simple and memorable way, then, sure, go ahead. Professional writers and journalists also don’t need our assistance. They can wield their words with elegance and ease. If, however, you haven’t been blessed with the gift of eloquence, you might ruin the whole ceremony if you try to write the high-stakes speech on your own. A poorly-written vow can become a blot blemishing the otherwise perfect day. Do you want your wedding vow to be a blot or a blast? Here’s how to decide whether you need writing assistance. Concentrate on this thought: â€Å"I have to write my own wedding vows.† Does it calm you or give you chills? If shivers start zigzagging down your spine, you should consider getting our help. Reasons Not to Write My Own Vows Your wedding is around the corner. Does it mean that you should start baking a wedding cake and learn how to use a fancy DSLR camera? Unless you’ve been marooned on a desert island with a person of your dreams, you shouldn’t. Planning a wedding ceremony is important, which is why brides and grooms often do it on their own. But doing everything on your own is way too much. So, when it comes to the speech, and you wonder Can I write my own vows in a Catholic wedding?, youd better think again. Couples pick the processional music and let professional musicians play it. They don’t approach the marriage officiant with violins in their hands. In the same vein, it is absolutely normal to ask someone â€Å"Please, help write my wedding vows† and read it yourself. You shouldn’t write the vows on your own if: You aren’t sure that the words will flow together in a pleasing and candid way; You don’t want to blush while watching a wedding video later; You don’t want to mar the perfect day. Don’t play roulette with the most important day of your life. Let us help you craft perfect personally-worded wedding vows! GET BEAUTIFUL VOWS Reasons to Ask Us â€Å"Write My Vows for Me† With all the pressure and confusion of wedding preparation, it is difficult to find your bearings speaking nothing of writing vows of everlasting commitment. Pre-wedding buzz is a fog in which beautiful thoughts and words are getting lost. But you need those beautiful words. You need them now more than ever. It is precisely for this reason that you should find someone to help you out. By asking us â€Å"write my wedding vows,† you give yourself some breathing room. You give yourself a chance to express your feelings as accurately as possible. Don’t neglect this chance. Once you realize â€Å"I don’t want to write my own vows,† place an order here. Our experienced writers will craft you breath-taking words of love everyone will remember forever. Here’s why you should ask us â€Å"Write my vows†: 10 Years of Experience We have been helping couples to find the right words for more than ten years. Having amassed requisite expertise, we are well-equipped to help you express your commitment and love. 3-Hour Delivery If your wedding day is approaching fast and you cannot afford to wait, there is no better way to get perfect vows than to order them here. Your vows can be written in only 3 hours! Affordable Prices You won’t have to break the bank to get professional writing help. Our prices are quite reasonable, and there are no hidden costs. You will be pleasantly surprised to discover how little you will have to pay for beautiful vows. Free Revisions You can ask us to revise your wedding vows up to three times absolutely for free. Together, we will make them perfect. Anonymity Guarantee No one has to know about the authorship of the high-stakes speech. Money-Back Guarantee We want nothing more than your complete satisfaction with our service. Therefore, we are willing to give your money back if it falls short of your expectations. Order custom wedding vows in less than 5 minutes! GET CUSTOM WEDDING VOWS I Can’t Write My Vows: What Should I Do? If your attempts to use time-worn write my own wedding vows examples on the Web have not been crowned with success, use our help. Mesmerizing wedding vows can be ordered in three simple steps: Fill out an order form at the top of your screen. Pay for the vows using the secure payment processor of your choice. Download custom vows on your computer. We will write your wedding vows with care and consideration. You will read them with passion and dedication. GET WEDDING VOWS NOW!

Human Immunodeficiency Virus Infection And Acquired Immune...

Pathogenic Agent Identified Human immunodeficiency virus infection and acquired immune deficiency syndrome (HIV/AIDS) Virus after the infection of the human immunodeficiency virus (HIV), the immune system is damaged so the body become targets of many opportunistic diseases, which called syndrome, rather than just a type of disease. [1] History of Pathogenic Agent The clinical of AIDS was first observed by the US Centers for Disease Control and Prevention in 1981. [2] The region most recent outbreak is In 2005, Sub-Saharan Africa. An estimated 22.9 million of HIV cases and 1.2 million of all deaths occurred in this region. [3] Figure 1-The estimated number of AIDS patients countries Stages and Symptoms of the Disease: There is three†¦show more content†¦Some people stay in this state, while another part of the patient will develop severe AIDS. [4] Anatomy of the Pathogen: The size of an HIV virus particle is about 0.1 micrometre, it has a circular shape Figure2-structure of HIV. [5] The viral envelope, the outer coating of the virus, comprising two layers of lipids. HIV matrix proteins, is Between the envelope and core. Viral core contains the viral envelope protein p24 of HIV RNA surrounded by two single-stranded, for HIV replication enzymes. [5] Figure 3-Scanning electron micrograph of HIV-1 Physiology of the Pathogen: The virus spread from person to person, but only by a few means to spread. The most common are: the exchange of body fluids during sexual intercourse and sharing used needles. [6] Once the HIV virus enters a new host, aims to infect target cells and hijacking. The most widely recognized of these target cells are the T cells, which are most relevant of the immune system. When HIV-infected T cells, it will not kill it. On the contrary, it is parasitic in the cells, using it to produce more HIV. [6] Both HIV-1 and HIV-2 is considered to be derived from the West, Central Africa

Professional Research Alchemist Inc Free Essays

Specifically, it says that the existence dad et of the termination plan (I. E. The communication date) occurs when the following critic aria have been met and communicated to employees: (1) management have committed to the term nomination plan, (2) the plan identifies which employees will be terminated and the expected com lotion date, (3) the plan establishes the benefits arrangement in sufficient detail, and (4) it is unlike Ely that the plan will be withdrawn. We will write a custom essay sample on Professional Research Alchemist Inc or any similar topic only for you Order Now In this case, termination plans exist for Plant A and B noon management employees on August 15, 2004 because on this date, each termination plan (1 ) has been approved by the board, (2) identifies the employees to be terminated, (3) identifies the b infinite paid per employee, and (4) is unlikely to change. In other words, August 1 5, 2004 is the communication date for the management termination plans for both Plant A and Plant B. FAST ASS 42010258 then indicates that if employees will not be retained to r ender service beyond the minimum retention period (I. E. The legal notification period d), then a liability for the termination benefits shall be recognized at the communication date. I n accordance with 42010305, this liability should be measured at its fair value at the communicate ion date. Thus, the termination benefits for Plant A management employees, who will not be retained past the day notification period, should be recorded as a liability on August 15, 2 004, measured at the fair value of the benefits as of August 15 Using the example from FAST ASS 42010553, We find that we can multiply the $5,000 per employee by the number Of term anted employees who are expected to remain at the termination date in order to estimate fair v alee. The expected transaction could be as follows: Termination Benefit Loss Termination Benefit Liability FAST ASS 42010259 States that if employees are required to provide service u until they are terminated in order to receive termination benefits and will be retain De to provide service beyond the minimum retention period, then a liability for the terminate ion benefits should e measured at the communication date. According to FAST ASS 42010306, t his liability should be measured based on the fair value of the liability as of the terminate on date and should be recognized ratable over the future service period. This applies to the term nation plan at Plant B, where management desires to retain the management employees past the day notification period. Thus, Alchemist should measure a liability for the Plant B management termination benefits on August 15, 2004 and this liability will be measured at TTS fair value as of December 30, 2004 (the termination date). Using the example in FAST ASS 42010555, we find that the fair value of the liability for the termination plan at Plant B can b e found by using an expected present value technique. Furthermore, the liability should be recognized ratable by Alchemist in each month during the future service period (the daddy period ended 12/30/2004). Now that we have addressed the termination benefits to management e employees, we need to address the severance benefits to management employees at Plant A and B. For the severance benefits paid to management, FAST ASS 71210052 indicates that the benefits fall under the â€Å"contractual termination benefits† literature because the benefits a re required if a specified event, such as a plant closing, causes employees to be involuntarily t ruminated. FAST ASS 71210252 then indicates that an employer who provides contractual term nomination benefits should recognize a liability and a loss when it is probable that employees will be entitled to benefits and the amount can be reasonably estimated. In this case, It is probe blew that the liability has been incurred on August 15, 2004 because the termination Of the plant m management is almost retain and the board has stated that the severance benefits will be provided. In addition, the loss can be reasonably estimated because the benefits are outlined by the employ e benefit website. Thus, Alchemist should recognize a loss and a liability for the management Severna CE benefits on August 15, 2004. In accordance with FAST ASS 71210252, the liability and loss shall include the amount of any lumps payments and the present value of any e expected future payments. The general transaction is shown below: Severance Benefit Loss Severance Benefit Liability Early Termination of the Lease We were then asked to address the appropriate accounting treatment for the early termination of the lease. FAST ASS 42010251 1 indicates that costs to terminate e an operating lease can include costs that will continue to be incurred under the lease control act when there is no economic benefit to the entity of the lease. This applies in the case of Alchemy SST, who is terminating the use of the plant, but is unable to cancel the operating lease. F CAB ASS 42010308 then states that a liability for these incalculable operating lease co SST should be recognized at the causes date. Furthermore, FAST ASS 42010308 and 4201 309 indicate that the fair value of the liability at the causes date should be deter mined based on the remaining lease rental payments, adjusted for any prepaid or deferred items, and reduced by estimated sublease rental payments that could be reasonably obtained (whet her or not the entity enters the sublease). For Alchemist, the causes date is December 30, 2004. Thus, on December 30, 2004, Alchemist would recognize a liability equal to the fair value e of the remaining lease payments ($4 million per year) reduced by the estimated subs ease payments ($1 million per year) as of December 30th. The transaction would be as follows: Rental Expense Rental Liability Other Costs (Plant Security Cost) Lastly, we were asked to address the appropriate accounting treatment for the e security costs associated with protecting plant B premises. FAST ASS 420102514 and 4 20102515 give us a guideline for the recognition of other costs (e. G. Plant security costs) associated with an exit or disposal activity. Since Alchemist anticipates hiring plant securities fate r plant Bi’s termination, the estimation of the cost is regarded as a liability and should be recognized in the period when the guarding service is received. In addition, FAST ASS 4201030 10 indicates that such liability shall be measured at its fair value in the period it is incurred . That is, Alchemist should recognized the incremental cost of $1 after December ere 30, 2014 when the plant B is closed. Disclosure As stated in FAST ASS 42010501, all events related to exit or disposal activities shall be disclosed in notes to financial statements. Therefore, the amount expected to be incurred in connection with employee termination benefits, contract termination costs, a ND other associated costs should be disclosed accordingly. To be more specific, the total amount e expected to be incurred, the amount incurred in this period, and the cumulative amount incur red to date associated with contractual termination benefits, the operating lease costs, as well as the plan t securities cost, should be disclosed in notes to financial statements. Literature Appendix: Employee Termination Literature 420 Exit or Disposal Cost Obligations 10 overall General 42010051 The Exit or Disposal Cost Obligations Topic addresses financial accounting an reporting for costs associated with exit or disposal activities. An exit activity in eludes but is not limited to a restructuring 42010052 Those costs include, but are not limited to, the following: a. Involuntary employee termination benefits pursuant to a onetime benefit arrangement that, in substance, is not an ongoing benefit arrangement or an individual deferred compensation contract b. Costs to terminate a contract that is not a capital lease c. Other associated costs, including costs to consolidate or close facilities and relocate employees. Transactions 42010153 The guidance in the Exit or Disposal Cost Obligations Topic applies to the following transactions and activities: a. Termination benefits provided to current employees that are involuntarily terminated under the terms of a benefit arrangement that, in substance, is not an ongoing been fit arrangement or an individual deferred compensation contract (referred to as onetime employee termination benefits b. Costs to terminate a contract that is not a capital lease (see paragraphs 420102511 through 251 3 for further description of contract termination costs and paragraph 84030401 for terminations of a capital lease) c. Costs to consolidate facilities or relocate employees d. Costs associated with a disposal activity covered by Subtopic 20520 . Costs associated with an exit activity, including exit activities associated wit h an entity newly acquired in a business combination or an acquisition by a interoffice entity OneTime Employee Termination Benefits 42010254 An arrangement for onetime employee termination benefits exists at the date the plan of termination meets all Of the following criteria and has been com enunciated to employees (referred to as the communication date a. Management, having the authority to approve the action, commits to a plan n of termination. How to cite Professional Research Alchemist Inc, Essays

Contributory Negligence Samples for Students †MyAssignmenthelp.com

Question: Discuss about the Contributory Negligence. Answer: The issue at hand in this case that has been presented is that of negligence. In this case, Ruth claims that she was injured after of what is as a result of work that had been undertaken by Keith. Keith had purported that he was a qualified carpenter prompting Ruth to believe in his work. It is important to understand that a professional carpenter must be able to know that a rotting timber tread may be dangerous and that the same must be replaced by treated timber. As a result of the actions of Keith it can be recorded that Ruth suffered injuries and lost her job which resulted into increased injuries. It is essential to understand that in order for one to file for a negligencelaw suit their must be damages as it is in the case of the Ruth. By reference to the facts that have been provided, Ruth can file for contributory negligence in order to ensure that he is awarded partial damages as a result of the injuries he suffered. It is essential to understand that in contributory negligence there is no single party that is blamed for an injury caused but rather the blame is distributed equally among all the parties that were part of the actions that resulted to the injury (Robinette Sherland, 2003). In this case, Ruth can absorb Keith from all the blame of the injuries that were as a result of his poor work and request to have the blame distributed equally on both parties. However, there are a number of elements that Ruth must be able to satisfy in order to effectively put up a case. It must be understood that the burden of proof in this case lies entirely on the Plaintiff and they must convince the court without any reasonable doubt that the actions of the defendant contributed to the injury that occurred to them. First, it is essential to understand that in a contributory case, the plaintiff does not entirely place the blame on the defendant but rather on their part also (Rowe, 2009). Ruth should be able to explain to the court that her failure to inspect the work and take care of herself while walking on the tread had resulted to her injuries. This will have the court understand that she is sincere in her quest and that she is not out there just trying to take advantage of her circumstances to fleece Keith of his money. The case of Davies V Swan Motor co. is one of the cases that contributory negligence has been blamed partly on the plaintiff (Dange es, Occupiers). In the case the plaintiff had caused their injury by dangerously standing on a moving lorry. Although the lorry driver was partly to blame for driving while there was a person dangerously hanging from it was important that they considered the same would cause harm to the person. Proof of negligence is also a very important factor that should be considered in order to try and convince the court to award damages. The proof of negligence also requires to be proven by taking into consideration a number of aspects (McDonald, 2007). One of the aspects that can be used while trying to prove negligence is that of going against a statute. In most cases, statues outline how people should act in various situations and the standard of care that is required. If anyone goes against this standards they can be assumed to be negligent and the same used against them. Keiths actions in this case however do not go against any set statute that directly instructs carpenters to replace rotten woods with new ones. Experts on certain areas can also be approached to provide their evidence on whether or not the defendant was negligent while undertaking their duties (Magnus et al., 2004). This testimony can be used in favor or against the defendant depending on its nature. Ruth can req uest the services of experienced carpenters to testify to the court whether Keith was negligent or not on how he handled the repairs yet he claimed to be an expert on the same. Customs is also another factor that can be used in trying to determine whether or not a defendant was negligent or not. If there is a custom whereby certain activities are undertaken in a similar manner it is important to note that the same can be used against or for the benefit of the defendant (Levy et al., 2016). Therefore in this case, it is customary for carpenters to replace rotting wood with new treated wood in order to ensure the safety of the people. Keith failed to undertake this and as a result Ruth was injured. The other element that should be proven in the court in the case is that of the defendant owing the plaintiff the duty of care (Stewart Stuhmcke, 2009). It is essential to understand that according to the natural laws of justice while people are undertaking services they should owe the other party the duty of care. In this case Keith owed Ruth the duty of care by ensuring that the repairs he undertook were safe and not endangering her life. However, the same did not happen since Keith did not replace the rotten wood which would thereafter cause injury to Ruth. Ruth can try and present to the court that if it was not for Keiths actions of claiming to be a qualified carpenter the injuries would have not occurred. In Barrett v MOD The duty of care arose whereby the ministry of defence did not take care of the plaintiff husbands leading to excessive drinking (People v. Barrett, 943 N.E.2d 329, 373 Ill. App. 3d 1144 (App. Ct. 2007). The facts of the case were that the plaintiffs husband had been celebrating a recent promotion as well as his birthday whereby he indulged in excessive drinking at the duty free bar. After a couple of drinks he passed out whereby the commanding officer instructed a junior officer to go and take care of him. After some time he realized that the officer was not breathing. The wife sued claiming that the Ministry of Defense had the duty of care to ensure that army officers at the base did not dangerously get drunk. The court ruled that the Ministry of defense was reluctant to enforce the excessive drinking rules thus resulting into the officers death. Due to this action the defendant was accused of contributory negligence and the damages deducted by 25%. It is also essential to point out that the law refrains anybody from undertaking part in activities that endanger the lives of others. This is a duty of care that ensures that people are safe from having their lives endangered and everybody should adhere to the same (Sergienko, 2006). In t his case, Keith failed the duty of care due to the fact that he endangered the life of Ruth by covering the rotten timber yet he very well knew that the same was a threat to her. The court should therefore take into consideration this fact in order to ensure that Ruth the required justice. The plaintiff must also present to the court that the defendant failed to act in a reasonable way. It is important to understand that if the defendant failed to act in a reasonable manner (Giliker Beckwith, 2009). Keith had the duty to understand that it would only be reasonable to replace the rotten wood with a new one. Therefore, in this case, it would be deemed that a reasonable person would be able to understand that the failure to replace the rotten wood would result to injury to a person who would walk on it. In his case Keith failed to act as a reasonable person resulting to the accident. There are a number of factors that are considered when trying to determine what who a reasonable person is depending on different situations. One of the factors that are considered when trying to prove the element of reasonable person in contributory negligence is that of special skills. When an action is undertaken it is important to understand whether the person undertaking the same needed any special skills yet the plaintiff did not consider the same at the first place (Schwartz Rowe, 2010). In this case, we can see that Keith claimed to be a skilled carpenter and won Ruths heart and got the job. Therefore, it is important to understand that Ruth expected the job undertaken to be within the standards that any professional carpenter can undertake. The other aspect that is considered when trying to figure out who is a reasonable person is that of age. One cannot sue children with contributory negligence due to their actions (Zirkel Clark, 2007). According to the law, children are not regarded as reasonable people. Keith in this case was not a child and therefore the aspect of a reasonable person cannot be ruled out. It is also important to ensure that the mental capacity of the person being sued is assessed in order to get a better understanding of the person. People with mental disorders cannot be sued for their actions and it is very important to understand that a mental capacity test should be undertaken on Keith. This is because he lied on an advert that he was a qualified carpenter prompting Ruth to award her the job yet he was not qualified to undertake such a job. Apart from the mental capacities the other factor that is highly considered while trying to determine a reasonable person is that of physical characteristics (Schwartz Rowe, 2010). It is important to understand that people with some physical deformities may not be able to undertake some tasks and it is up to the plaintiff to consider this while awarding someone a job in order to prevent future disputed. For example, Ruth should not have expected that Keith would be able to complete the work if he was blind. However, in this case there is no mental incapability that has been noted and it is expected that Keith should have presented his work to the required standards. It is also essential to understand that the court also needs to understand that the defendant was aware that there actions would result in to injury. As a carpenter Keith should have been able to ensure that the work delivered is of the highest standards possible. Therefore in this case, it is deemed appropriate to state that Keith understood the consequences of the poor work that he delivered to his client and this case should be able to face the consequences. The other element that Ruth must be able to satisfy the court with is the fact that she actually experienced injury as a result of the negligence of the plaintiff (Little, 2007). In this case, we can see that Ruth suffered a number of injuries and financial damage as a result of the injuries incurred. In this case, the defendant must be able to partially refund Ruth for some of the damages incurred in order to enable get herself to the initial places that she was at. In conclusion, it is essential to understand that one can sue a party for contributory negligence in order to be awarded damages. In this case, Ruth suffered injuries that were partly caused by her lack to take note of the unskilled work as well as the poor work that Keith had undertaken. As noted Keith had purported to be a skilled carpenter in an advert yet he was not and as a reason of this he delivered substandard work. However in order to prove contributory negligence, Ruth must be able to prove a number of contributory negligence elements. One of the elements that must be proven is that proof of negligence (McMillan, 2005). There is need to showcase the court that there was actual negligence that happened due to an act or omission of the defendant. There is also the need to ensure that there was damage that resulted as a cause of the defendants actions. Ruth can present to the court evidence of the injuries she suffered and job loss in order to pray for damages. In this case, i t is important to understand in contributory negligence that it is also important for the defendant to present to the court that their actions also were part of the cause of the damage incurred. References Robinette, C.J. and Sherland, P.G., 2003. Contributory or Comparative: Which Is the Optimal Negligence Rule.N. Ill. UL Rev.,24, p.41.herland, 2003) Rowe, E.A., 2009. Contributory negligence, technology, and trade secrets. Magnus, U., Martn-Casals, M. and van Boom, W.H., 2004.Unification of tort law: contributory negligence(Vol. 8). Kluwer Law International. Levy, N.M., Golden, M.M. and Sacks, L., 2016.Comparative Negligence, Assumption of the Risk, and Related Defenses(Vol. 1). California Torts. Stewart, P.E. and Stuhmcke, A.G., 2009.Australian principles of tort law. The Federation Press. Giliker, P. and Beckwith, S., 2000.Tort. Sweet and Maxwell. Zirkel, P.A. and Clark, J.H., 2007. School negligence case law trends.S. Ill. ULJ,32, p.345. Schwartz, V.E. and Rowe, E.F., 2010.Comparative negligence. LexisNexis. Little, W.B., 2007. It Is Much Easier to Find Fault with Others, Than to be Faultless Ourselves: Contributory Negligence as a Bar to Claim for Breach of the Implied Warranty of Merchantability.Campbell L. Rev.,30, p.81. McMillan, J. (2005). Contributory Negligence and Statutory Damage Limits-An Old Alternative to a Contemporary Movement.Idaho L. Rev.,42, 269. McDonald, B., 2007. The Impact of the Civil Liability Legislation on Fundamental Policies and Principles of the Common Law of Negligence. Sergienko, G.S., 2006. Assumption of Risk as a Defense to Negligence.W. St. UL Rev.,34, p.1. DANGEESOCCUPIER'S, T.N.I.U., Students may also like to refer to Yachuk v. Oliver Blais Co., Ltd.[1949] AC 386a Privy Council case of a like nature. JGF. People v. Barrett, 943 N.E.2d 329, 373 Ill. App. 3d 1144 (App. Ct. 2007).

Compare And Contrast Essays (473 words) - Over, Vicki Fowler

Compare And Contrast 10/02/00 English 119 Assignment # 2 Comparison and Contrast I have never really thought about my experiences with the birth in a comparison before. I have shared or swapped stories with other mom's picking out our likenesses. So taking on this assignment has made me see the differences that have occurred between the births of my children. My second pregnancy was the most ungratifyling experience. I was only 18 years old and married because it was the right thing to do. On that fateful evening I was eating chocolate chip cookies and drinking milk, when I stood up right in front of my father-in-law and felt a huge rush of water (or urine, as I thought I had just lost control). I was horrified. Immediately I began what I considered to be major league pain. I went to Lamaze, but it didn't really sink in. I wasn't ready for the pain that I would face over the next 17 hours. At the hospital I was treated poorly. This I concluded was do to my age. I was scared. I wasn't able to dilate, so a c-section was ordered. No one explained the reasons behind this course of action, nor explained the procedure. I felt like a third person. Soon the ordeal would be over and I had a BEAUTIFUL baby girl. My third pregnancy I was 2 years older and just a bit wiser. I read everything and tried to stay at work and eat well. All the things I thought would be better for me. I wanted to change the outcome. I didn't remember the pain I had previously in a physical sense, but in a mental way. I wanted to make the choices and be in on all the decisions. Many things were different for me. I couldn't stay at work and was put on bed rest. It hurt to carry the baby. I had a lot of pressure on my pelvis. Close to my due date the doctor let me choose to get induced. I gladly accepted so I could be done with the pregnancy because once again, things didn't go the way I wanted. The induction didn't work and I had another c-section. I had another HANDSOME boy. She had some breathing problems and had to go to Sacramento for a week. Because of this, I made myself get up quicker and move around instead of resting like you should. In conclusion, I did compare my second pregnancy to my third. I now can see how truly different they both are. I think that is what makes them so unique! My first and fourth (last) births were boys they were not so horrible easy labor, little computation with my last birth. I have four children now, three boys and one girl and all is well. English Essays

Free Essays on Mexico

Mexico Country Profile Country Formal Name: United Mexican States (Estados Unidos Mexicans). Short Form: Mexico. Term for Citizen(s): Mexican(s). Capital: Mexico City (called Mà ©Ãƒ ©xico or Ciudad de Mà ©Ãƒ ©xico in country). Date of Independence: September 16, 1810 (from Spain). National Holidays: May 5, commemorating the victory over the French at the Battle of Puebla; September 16, Independence Day. Mexico Geography Size: 1,972,550 square kilometersthird largest nation in Latin America (after Brazil and Argentina). Topography: Various massive mountain ranges including Sierra Madre Occidental in west, Sierra Madre Oriental in east, Cordillera Neovolcnica in center, and Sierra Madre del Sur in south; lowlands largely along coasts and in Yucatan Peninsula. Interior of country high plateau. Frequent seismic activity. Drainage: Few navigable rivers. Most rivers short and run from mountain ranges to coast. Climate: Great variations owing to considerable north-south extension and variations in altitude. Most of the country has two seasons: wet (June-September) and dry (October-April). Generally low rainfall in interior and north. Abundant rainfall along east coast, in south, and in Yucatan Peninsula. Society Population: Estimated population of 94.8 million persons in mid-1996. Annual rate of growth 1.96 percent. Language: Spanish official language, spoken by nearly all. About 8 percent of population speaks an indigenous language; most of these people speak Spanish as second language. Knowledge of English increasing rapidly, especially among business people, the middle class, returned emigrants, and the young. Ethnic Groups: Predominantly mestizo society (60 percent); 30 percent indigenous; 9 percent European; 1 percent other. Education and Literacy: Secretariat of Public Education has overall responsibility for all levels of education system. Compulsory education to age sixteen; public education ... Free Essays on Mexico Free Essays on Mexico Mexico Country Profile Country Formal Name: United Mexican States (Estados Unidos Mexicans). Short Form: Mexico. Term for Citizen(s): Mexican(s). Capital: Mexico City (called Mà ©Ãƒ ©xico or Ciudad de Mà ©Ãƒ ©xico in country). Date of Independence: September 16, 1810 (from Spain). National Holidays: May 5, commemorating the victory over the French at the Battle of Puebla; September 16, Independence Day. Mexico Geography Size: 1,972,550 square kilometersthird largest nation in Latin America (after Brazil and Argentina). Topography: Various massive mountain ranges including Sierra Madre Occidental in west, Sierra Madre Oriental in east, Cordillera Neovolcnica in center, and Sierra Madre del Sur in south; lowlands largely along coasts and in Yucatan Peninsula. Interior of country high plateau. Frequent seismic activity. Drainage: Few navigable rivers. Most rivers short and run from mountain ranges to coast. Climate: Great variations owing to considerable north-south extension and variations in altitude. Most of the country has two seasons: wet (June-September) and dry (October-April). Generally low rainfall in interior and north. Abundant rainfall along east coast, in south, and in Yucatan Peninsula. Society Population: Estimated population of 94.8 million persons in mid-1996. Annual rate of growth 1.96 percent. Language: Spanish official language, spoken by nearly all. About 8 percent of population speaks an indigenous language; most of these people speak Spanish as second language. Knowledge of English increasing rapidly, especially among business people, the middle class, returned emigrants, and the young. Ethnic Groups: Predominantly mestizo society (60 percent); 30 percent indigenous; 9 percent European; 1 percent other. Education and Literacy: Secretariat of Public Education has overall responsibility for all levels of education system. Compulsory education to age sixteen; public education ... Free Essays on Mexico Mexican Economy I. Historical, Population, Culture, Political, and Economic Information History Mexico was the site of some of the earliest and most advanced civilizations in the western hemisphere. The Mayan culture, according to archaeological research, attained its greatest development about the 6th century AD. Another group, the Toltec, established an empire in the Valley of Mexico and developed a great civilization still evidenced by the ruins of magnificent buildings and monuments. The leading tribe, the Aztec, built great cities and developed an intricate social, political, and religious organization. Their civilization was highly developed, both intellectually and artistically. The first European explorer to visit Mexican territory was Francisco Fernndez de Cà ³rdoba, who in 1517 discovered traces of the Maya in Yucatn. In 1535, some years after the fall of the Aztec capital, the basic form of colonial government in Mexico was instituted with the appointment of the first Spanish viceroy, Antonio de Mendoza. A distinguishing characteristic of colonial Mexico was the exp loitation of the Native Americans. Although thousands of them were killed during the Spanish conquest, they continued to be the great majority of inhabitants of what was referred to as New Spain, speaking their own languages and retaining much of their native culture. Inevitably they became the laboring class. Their plight was the result of the 'encomienda' system, by which Spanish nobles, priests, and soldiers were granted not only large tracts of land but also jurisdiction over all Native American residents. A second characteristic of colonial Mexico was the position and power of the Roman Catholic church. Franciscan, Augustinian, Dominican, and Jesuit missionaries entered the country with the conquistadores. The Mexican church became enormously wealthy through gifts and bequests that could be held in perpetuity. Before 1859, when church holdings were n... Free Essays on Mexico Mexico is an interesting place to visit. There’s so many things to do and places to see it’s unbelievable. Mexico is made up of 24 states which are Baja California Norte, Baja California Sur, Sonora, Chihuahua, Coahuila, Nuevo Leon, Durango, Sinaloa, Zacatecas, Tamaulipas, San Luis Potosi, Jalisco, Guanajuato, Mexico City, Colima, Michoacan, Veracruz, Guerrero, Oaxaca, Tabasco, Chipas, Cameche, Quintana Roo, and Yucatan. The weather is not always great in Mexico. It’s either going to be extremely hot or extremely cold. May thru October seem to be the hot spots. The temperature can go up to 110 degrees. It gets to that point from June to August. May, September, and October it gets to 99-100 degrees. December to April it can get extremely cold. December and January are the coldest months. A lot of people fear these months because they have no heaters or boilers to keep them warm. People who don’t have boilers must heat their water in a bucket on the stove to get hot water. They have no fireplace to keep them warm either. During the summer they just settle taking showers with cold water which isn’t to bad considering the heat. The weather varies a lot as far as rain. It’s kind of like Houston. One day it’s sunshine and the next day it’s stormy and raining hard. It’s unpredictable, but you will know when it is summer and when it is winter. Education in Mexico is extremely strict. No one takes advantage. What I mean by that is that it being a poor country everyone wants to come on top. Of course everyone wants to do something with himself or herself, but Mexican parents are strict towards their children's education. Their education is more advanced than ours. What we learn our freshmen year they have learned it in eight grade. You recite the pledge of Allegiance every Monday. Everyone must stand up and honor their country. If you slack off you get suspended which looks extremely bad on your transcript. T here’s no air cond... Free Essays on Mexico A. Introduction Mexico is an often-overlooked country. It seems as if nothing important happens there that’s big enough for the media to cover. But when you look at Mexico today in an in-depth way, you find a very fascinating people and country. B. Population The Mexican population is divided into three main groups, the people of European descent, the Native Americans, and the people mixed with European and Native American descent or better known as Mestizos. Of these groups, the Mestizos are by far the Largest, making up about 60% of the people of Mexico. The Native Americans are the next largest with 30% and the Europeans the smallest with only 10%. The society is semi-industrial. The population of Mexico in the 1995 census was 93,670,000 giving the country an estimated person for about every 4 square miles. About 75% of people live in urban areas. Mexico consists of 32 administrative divisions, 31 states and the Federal District. The capital and cultural center of Mexico is Mexico City, with a population of 8,236,960 in 1990. Other important cities are Gaudalajara, population 1,628,617, Netzahaulcoyotl, population 1,256,115, Monterrey, population 1,064,197, Puebla, population 1,054,921, Leon, population 758,279, Cuidad Jaurez, population 798,499, and Tijuana. C. Climate Mexico is bisected by the tropic of Cancer; therefore, the Southern half is included in the Torrid Zone. In general, climate varies with elevation. The Tierra Caliante (hot land) includes the low coastal plains, extending from sea level to about 3000ft. Weather is extremely humid, with temperatures varying from 60-120 degrees. The Tierra Templata (temperature land) extends from about 3000-6000 ft. with average temperatures of 62-70 degrees. The Tierra Friar (cold land) extends from 6000-9000 ft. with average temperatures of 53-65 degrees. Mexico is a wonderful place....

The Korean War Research Paper Example | Topics and Well Written Essays - 2500 words

The Korean War - Research Paper Example The two countries survived under dictatorial regimes that extended hostility to the citizens of both countries. In mid 1950, North Korea invaded the south surprisingly seeking to topple the southern authority and successfully unite the two countries under communism authority, and most probably under, Kim IL Sung leadership. The following statement describes the events leading to the battle, the battlefield, and the involvement of other authorities to the war (International, 2005). Invasion On the July 14, the north staged a very critical front at the border of South Korea to provoke a battle. The southerners felt the pressure but assumed competence and superiority over the North, thus deploying the army to the battlefront, without proper analysis on their aggressive neighbor (Dutton, 2007). North Korean army owned superior armament from the soviets and this gave them a confidence stance. Some of the South Korean citizens supported the process of unification, relating the plight preva iling between the two countries as resulting from separation. They related their country’s situation to that of China, which slowly recollected all fallen states under the leadership of Mao. Therefore, on the dawn of the first day of invasion, the southern authorities announced their success in tackling the northern troops, which was a lie but seeking loyalty from the southern citizens. On the other hand, the north seized the opportunity to invade further into the southern territory, and combating the weaker southern troops (Kang & Rigoulot, 2001). North Korea advanced towards South Korea, fighting relentlessly despite the South Korean president’s remarks that his armies were outweighing the enemy’s capacity, thus, provoking a battle over territorial rights. The North was fully prepared to war unlike their neighbors with whom they caught unawares. Although both countries lived in hostility, none could tell when the opponent would engage in a battle (Dutton, 2007 ). Whilst in the battlefield, the South Korean troops staged a fierce battle but all in vain, since the Northern troops reigned in superior artillery and ammunition. President Syng-Man Rhee observed the weakness in his army, and associated to lack of military training, equipment, personnel, and preparedness, as the Northern strike was a surprise one (Dutton, 2007). Southern capabilities President Syng-Man Rhee of the Republic of South Korea, realized that his troops lacked military skills and weaponry, thus despite their struggle, chances of success over the enemy remained minute as the north outshined them with all aspects, ranging from artillery to personnel. The South Koreans further pleaded for help and the U.S.A offered two-week training to the Korean army. After the two weeks training, America applauded South Korean Military and commented on their degree of integrity and the skill, they now possessed to retaliate against the enemy. The South Koreans, overwhelmed by the praises , proceeded to the battlefield with a lion heart, as they perceived a win over an enemy they did not analyze. The battlefront was at the north of South Korea .South Koreans depended fully on guns, while their enemy had the best weaponry from the Soviets. Approximately, the north possessed over 34 tanks each with 88mm caliber. However, this did not distract the Southerners as they

The use of children in the Cambodian genocide Essay

The use of children in the Cambodian genocide - Essay Example The farms today are known as the 'killing fields' as so many died through over work, hunger or slaughter. Amongst the victims were the children who were taken away from their families and made to live in communal groups where the only family they were to consider was that of the Khmer Rouge. This essay sets out to show the lives these children led The Khmer Rouge wanted to eradicate anyone suspected of "involvement in free-market activities" including professionals, almost everyone with an education and who had connections to government and those who lived in the cities. The regime did not want the risk of anybody having the consciousness to rebel against their movement. The country was predominantly Buddhist and its monks were disrobed, half of them were killed and the rest forced to work in the harsh agricultural labor camps and Christianity was also abolished. They also believed that parents were corrupted by capitalism and felt that children should be separated from their families in order to ensure that they were swathed in socialist ideology. Children were taught methods of torture and were instrumental to the leadership of the communist dictatorship. The regime saw that children could be molded and indoctrinated to their political ideology; they were able to condition the children to believe that they were not the enemy and in doing so developed a community of children who were not able to identify with any other than the Khmer Rouge. The intention was to destroy the family values that were part of their culture and irradiate the trust that is held within family and community networks. Community and family members were expected and given incentives to spy on each other and this shattered networks and dissolved any trust through imbedding deeply rooted fear [1]. The young minds of children were easier to manipulate and the regime were able to brainwash children to such an extent that they would report back to the regime if their own parents were being antagonistic, the regime taught them to believe that they were their family and that their own kin were their enemies. Slogans such as 'I'm not killing my mother -I'm killing my enemy' were planted into their minds [2]. A propaganda song entitled, "We Children Love Angkar boundlessly," compared pre-revolutionary children to orphans abandoned by "the enemy", their parents, an excerpt from the song follows: [1] Colletta, N. J., & Cullen, M. L. (2000). The nexus between violent conflict, social capital and social cohesion: Case studies from Cambodia and Rwanda [electronic version]. [2] Martin, M. A. (1994). Cambodia: A shattered society. Berkeley, California: University of California Press Before the revolution, children were poor and lived lives of misery, Living like animals, suffering as orphans. The enemy abandoned all thought of us Now the glorious revolution supports us all [3]. The book the 'Children of Cambodia's Killing Fields' contains 29 essays from children who suffered at the hands of the regime. The children speak about their astonishing and painful experiences at the hands of the Khmer Rouge, how their families were torn apart to assist the social engineering plan of the regime, how

Can Viral Marketing Replace All Other Forms Of Advertising Research Paper

Can Viral Marketing Replace All Other Forms Of Advertising - Research Paper Example This paper illustrates that various people have cited the negative effects of this method of advertising as compared to the traditional means of advertising. Looking at the two methods of advertising and analyzing them is important because it helps in understanding the best manner in which to market commodities. Without looking at the negative aspects that involve this form of advertising, it is vital to remain subtle when analyzing this method. Viral marketing is a credible way to replace all other forms of advertising and it is appropriate to review the various ways of doing this while still reviewing the benefits. One effective manner in which this method of advertising can replace other methods of advertising is through comfort when advertising. Many methods of advertising are hectic and require an individual to move from one position to another with the aim of attracting customers. However, viral advertising just requires an individual to use their gadgets such as phones or lapt ops to post the products they want to the internet. Posting these photographs on the internet is simply because it can be carried out from the comfort of a person’s home without any hectic activities being involved. Another advantage of viral marketing that can assist people to view its value as compared to the normal methods of advertising is its economical nature. Other methods of advertising normally involve the people or rather the advertisers engaging in the marketing of their products by posting them in media providers such as televisions, radios or even the print media. These services are very costly and they involve the product owners paying a lot of money for these products to receive quality marketing. Viral marketing, as opposed to this method of advertising, is very cheap as the only amount of money spent is that used to pay service providers for the internet. When compared with the print media method of advertising, this method is very economical.

Depression Anxiety in Older Adults: Gaps in the Knowledge

Depression Anxiety in Older Adults: Gaps in the Knowledge Depression and Anxiety in Older Adults:Â  Are there gaps in current knowledge regarding diagnosis and treatment? Introduction Mental health problems in older adults can cause a massive social impact, often bringing about poor quality of life, isolation and exclusion. Depression is one of the most debilitating mental health disorders worldwide, affecting approximately 7% of the elderly population (Global Health Data Exchange, 2010). Despite this, it is also one of the most underdiagnosed and undertreated conditions in the primary care setting. Even with estimates of approximately 25% of over 65’s living in the community having depressive symptoms severe enough to warrant medical intervention, only one third discuss their symptoms with their GP. Of those that do, only 50% receive treatment as symptoms of depression within this population often coincide with other later life problems ( IAPT, 2009; World Health Organisation (WHO), 2004). Chapter 2: Literature Review 2.1: Depression and Anxiety in older adults Many misconceptions surround ageing including the fact that depression is a normal part of the ageing process. Actual evidence indicates that other physical health issues often supersede the presentation of depressive symptoms in older adults which may suggest that the development of depression is highly influenced by deteriorating physical health (Baldwin, 2008; Baldwin et al, 2002). Depression may present differently in older adults in comparison to adolescents or even working age adults. Although the same disorder may be present throughout different stages of the lifespan, in older adults certain symptoms of depression may be accentuated, such as somatic or psychotic symptoms and memory complaints, or suppressed, such as the feelings of sadness, in comparison to younger people with the same disorder (Baldwin, 2008; Chiu, Tam Chiu, 2008). O’Connor et al (2001) carried out a study into ‘the influence of age on the response of major depression to electroconvulsive thera py’ and found that when confounding variables are controlled (age at the beginning of a study), there is no difference in the remission rates for depression in both younger and older adults, however, relapse rates remain higher for older adults. Backing this up, Brodaty et al (1993) conducted a qualitative naturalistic study into the prognosis of depression in older adults in comparison to younger adults and again confirmed that the prognosis and remission for depression in older adults is not significantly worse than for younger adults. However, the rigor of a qualitative naturalistic study is argued by proponents as being value-laden in nature, while criticisms of this study approach highlight it as being subjective, anecdotal and subject to researcher bias (Koch, 2006). In addition to depression, anxiety disorders are also common among older adults, often presenting as a comorbid condition. In 2007, 2.28 million people were diagnosed as having an anxiety disorder, with 13% of those individuals aged 65 and over. By 2026, the projected number of people diagnosed with an anxiety disorder is expected to rise by 12.7% to 2.56 million with the greatest increase expected to be seen in the older adult population (King’s Fund, 2008). Despite the prevalence rate, anxiety is poorly researched in comparison to other psychiatric disorders in older people (Wetherell et al, 2005). Of the anxiety disorders, phobic disorders and generalised anxiety disorder (GAD) are the two most common in older people (Bryant et al, 2008). It wasn’t until 1980 that the American Psychiatric Association (APA) published the Diagnostic and Statistical Manual of Mental Disorders (DSM) 3rd Edition which introduced Generalised Anxiety Disorder (GAD) into the psychiatric nome nclature, distinguishing it from other anxiety disorders for the first time (APA, 1980). MCManus et al (2009) estimate that in England alone, as many as 4.4% of people in England suffer with GAD with prevalence rates between 1.2 and 2.5 times higher for women than men (Prajapati, 2012). Post-Traumatic Stress Disorder (PTSD) has received more clinical interest lately, correlating with individuals from the Second World War, Holocaust and Vietnam Veterans reaching or being well into old age and increasing recognition of PTSD. Despite this, data relating to prevalence rates still remains limited with research tending to focus on specific populations as opposed to community figures, for example, with regards to UK war veterans, approximately 30% will develop PTSD (pickingupthepieces.org.au, 2014). Unfortunately, stigma tends to misrepresent PTSD statistics as sufferers tend not to seek diagnosis or researcher bias is present. Britt (2000) found that many service personal within the military stated that admitting to a mental health problem was not only more stigmatising that admitting to a physical health problem but they also believed it would have a more detrimental impact on their career prospects. Furthermore, Mueller (2009) conducted a study into disclosure attitudes in which it was concluded that these attitudes can strongly predict symptom severity. With this in mind, it is important to stress the importance of practicing within the limits of NMC (2008) code of conduct in which unconditional positive regards must be show by all nursing staff whilst incorporating a non-bias attitude in practice. Anxiety and depression comorbidity is well established. A longitudinal study, noted for its beneficial adaptability in enabling the researcher to look at changes over time, conducted by Balkom et al (2000) found that in a random community sample of adults (55 and older), who were diagnosed as having an anxiety disorder, 13% also met the criteria of major depressive disorder (MDD). Adding weight to the evidence of anxiety and depression comorbidity in older adults, Schaub (2000) who also conducted a longitudinal study, found that 29.4% of a sample of older adults in a German community met the criteria for a depressive disorder. Longitudinal studies are thought to vary in their validity due to the attrition of randomly assigned participants during the course of the study, thus producing a final sample that is not a true representation of the population sampled (Rivet-Amico, 2009). King-Kallimanis, Gum and Kohn (2009) examined current and lifetime comorbidity of anxiety with depression. Within a 12 month period they found 51.8% of older adults with MDD in the United States also met the diagnostic criteria for an anxiety disorder. There is evidence to suggest that the first presentation of anxiety symptoms in older adults suggests an underlying depressive disorder (Chiu et al, 2008). Unfortunately, comorbid anxiety and depression in older adults is associated with much higher risks of suicidal symptoms (Bartels et al, 2002; Lenze et al, 2000) in addition to increased reports of more severe psychiatric and somatic symptoms and poorer social functioning when compared to depression alone (Lenze et al, 2000; Schoevers et al, 2003). 2.2 Diagnosis and Screening Tools APP TO PRACTICE Dementia, along with depression and other priority mental disorders are included in the WHO Mental Health Gap Action Programme (mhGAP). This programme aims to improve care for mental, neurological and substance use disorders through providing guidance and tools to develop health services in resource poor areas. Synthesis and utilization of empirical research is an important aspect of evidence-based care. Only within the context of the holistic assessment, can the highest quality of care be achieved. References: Baldwin, R., Chiu, E., Katona, C., and Graham, N. 2002. Guidelines on depression in older people: Practising the evidence. London: Martin Dunitz Ltd. Baldwin, R. 2008. Mood disorders: depressive disorders. In: Jacob R et al, Oxford Textbook of Older Age Psychiatry. Oxford: Oxford University Press. Balkom, V., Beekman , A., de Beurs, E., et al. Comorbidity of the anxiety disorders in a community-based older population in the Netherlands [Online]. Acta Psychiatrica Scandinavica 101(-). Pp 37–45. Available at: https://www-swetswise-com.abc.cardiff.ac.uk/FullTextProxy/swproxy?url=http://onlinelibrary.wiley.coc/resolve/doi/pdf?DOI=10.1034/j.1600-0447.2000.101001037.xts=1409279416128cs=1533436201userName=0000884.ipdireciemCondId=884articleID=25446758yevoID=1585273titleID=2498remoteAddr=131.251.137.64hostType=PRO [Accessed: 29th August 2014]. Bartels, S., Coakley, E., Oxman, T., et al. 2002. Suicidal and death ideation in older primary care patients with depression, anxiety, and at-risk alcohol use. American Journal of Psychiatry.159(10) pp.417–427. Brodaty, H., Harris, L., Peters, K., Wilhelm, K., Hickie, I., Boyce, P., Mitchell, P., Parker, G., and Eyers, K. 1993. Prognosis of depression in the elderly. A comparison with younger patients [Online]. The British Journal of Psychiatry 163(-) pp589-596. Available at: http://bjp.rcpsych.org/content/163/5/589#BIBL [Accessed 27th August 2014]. Chiu, H., Tam,W., and Chiu, E. 2008. WPA educational program on depressive disorders: Depressive disorders in older persons. World Psychiatric Association (WPA). King’s Fund. 2008. Paying the price: The cost of mental health care in England to 2026 [Online]. London: King’s Fund. Available at: http://www.kingsfund.org.uk/sites/files/kf/Paying-the-Price-the-cost-of-mental-health-care-England-2026-McCrone-Dhanasiri-Patel-Knapp-Lawton-Smith-Kings-Fund-May-2008_0.pdf [Accessed: 17th August 2014]. Koch, T. 2006. Establishing rigour in qualitative research: the decision trail. Journal of Advanced Nursing 53(1) pp. 91-100 Lenze, E., Mulsant, B., Shear M, et al. 2000. Comorbid anxiety disorders in depressed elderly patients [Online]. American Journal of Psychiatry. 157(-): pp.722–728. Available at: http://ajp.psychiatryonline.org.abc.cardiff.ac.uk/data/Journals/AJP/3712/722.pdf?resultClick=3 [Accessed: 29th August 2014]. O’Connor, M., Knapp, R., Husain, M., et al. 2001. The influence of age on the response of major depression to electroconvulsive therapy: a CORE report. American Journal of Geriatric Psychiatry. 9(-): pp. 382–390 Rivet-Amico, K. 2009. Percent Total Attrition: A Poor Metric for Study Rigor in Hosted Intervention Designs [Online]. American Journal of Public Health 99(9): pp 1567-1575. Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2724469/ [Accessed 22nd August 2014]. Schaub, R., Linden, M. 2000. Anxiety and anxiety disorders in the old and very old—results from the Berlin Aging Study (BASE) [Online]. Comprehensive Psychiatry. 41(-) pp 48–54. Available at: http://ac.els-cdn.com.abc.cardiff.ac.uk/S0010440X00800085/1-s2.0-S0010440X00800085-main.pdf?_tid=25fb884e-2f25-11e4-ae4a-00000aab0f6bacdnat=1409279912_0012d28347b6791e31a8b5199f3daaa1 [Accessed: 29th August 2014]. Schoevers, R., Beekman, A., Deeg, D., et al. 2003. The natural history of late-life depression: results from the Amsterdam Study of the Elderly (AMSTEL) [Online]. Journal of Affective Disorders.76(1): pp 5–14. Available at: http://ac.els-cdn.com.abc.cardiff.ac.uk/S0165032702000605/1-s2.0-S0165032702000605-main.pdf?_tid=1814aa80-2f34-11e4-a381-00000aab0f27acdnat=1409286331_4cb7efb58af9c004b37dc4825f8831d5 [Accessed 19th August 2014].

What Happened to Ward and June Cleaver Essay -- essays research papers

What Happened to Ward and June Cleaver? Single parent homes, broken families, and divorce are rampant in today’s society. Marriage is no longer the revered union that it once was. Divorce is clearly on the rise since the days of yesteryear that depicted happy families in the favorable image of Ward and June Cleaver. Unlike the June Cleaver’s of days gone by, the women of today now busily juggle careers, family and household responsibilities, and play the role of â€Å"soccer mom† among many other things. Now that June is swept away with her many responsibilities, together with her earning capacity, reduces her need to rely on Ward ultimately making it easier, and more likely, that their children, Wally and Beaver will become the unfortunate products of a broken home and divorce. Rather than dealing with so many divorces and trying to battle the issue of broken homes from the back end where the damage is irreparable, why not attempt preventative measures instead? According to the Council on Families In America, â€Å"for the average American, the probability that a marriage taking place today will end in divorce or permanent separation is calculated to be a staggering 60% and more than half of divorcing couples have children under the age of 18. The odds that a child today will witness the divorce of their parents, is twice as great as a generation ago, with as many as half of all children likely to experience a parental divorce before they leave home.† Many states, now concerned with the rise in numbers of broken homes and divorce rates, have decided to take measures to reduce this epidemic by implementing mandatory waiting periods when obtaining a marriage license, and mandating programs and educational seminars similar to post-divorce programs now enforced by almost every court systems across the nation. The controversy, however, lies in the argument from critics that restricting couples from marriage or imposing fines or penalties is unjust. Jennifer Daw, a therapist with the American Association for Marriage and Family Therapy quoted an article from USA Today wherein opponents argued that, â€Å"divorce regulations or restrictions would create messier divorces, not prevent them and tougher restrictions on divorce could endanger women in abusive marriages.† People were once required to negotiate in divorce. The â€Å"No Fault Divorce† has changed that and takes the ground... ..., healthier, everlasting relationships fostered by good-old fashioned communication? Works Cited Council on Families in America. "Divorce Harms Society." Marriage and Divorce. Eds. Tamara L. Roleff and Mary E. Williams. Current Controversies Series. Greenhaven Press, 1997. Excerpted from â€Å"Marriage in America: A Report to the Nation by the Council on Families in America,† March 1995. Rpt. by permission of the Institute for Family Values. Opposing Viewpoints Resource Center. Thompson Gale. 15 June 2005 . Daw, Jennifer. â€Å"Saving Marriages: How to do it?† American Association for Marriage and Family Therapy. 16 June 2005. 16 June 2005 . McManus, Mike. â€Å"Modesto’s Valentine: Divorce Rate Plunges 47.6%† Marriage Savers. 2001. 8 July 2005 . Plunkett, Robert L. â€Å"Divorce Laws Should Be Reformed.† Marriage and Divorce. Eds. Tamara L. Roleff and Mary E. Williams. Current Controversies Series. Greenhaven Press, 1997. From Robert L. Plunkett, "Vow for Now," National Review, May 29, 1995; (c) 1995 by National Review, New York, NY. Rpt. by permission. Opposing Viewpoints Resource Center. Thompson Gale. 15 June 2005 .

Case Study Nivea

Case Study #8: NIVEA NIVEA, one of the largest skin and face care brands in the world, was established in 1912 and introduced to the German markets. Germany has long been a center for skin care and cosmetics, and NIVEA was the leader and has continued to be one of the most recognized products in the market. With its brand image based on its products being clean, fresh, and natural it has become a timeless product recognized by its blue tin and white type face.Its first introduced NIVEA Creme in 1912, and became the base of their brand and was known as the â€Å"caretaker† of skin. For most of the lifespan of NIVEA Creme it was essentially the sole competitor in the face cream market, and so the consumers were able to get to know the brand and develop a close relationship to the brand. It did not face competition until 1960 when another German company launched Creme 21. Although it was an identical product to NIVEA’s Creme, Creme 21 was backed by a large amount of advert ising aimed at the mass market.It is through this competition that NIVEA was forced to evaluate their business strategy and brand image. While they were happy that their brand image was recognized and understood by the market, they were shown how their brand had an â€Å"older† image and was not viewed as young, dynamic, and modern like the new competitors were. NIVEA’s decades of branding and assimilation into the everyday lives of its consumers had built the equity for them that allowed them to maintain the market advantage for as long as they have.It is this brand equity they had built over so many decades that had allowed them to adjust their branding strategy. Though sales of NIVEA Creme had become stagnant, the company developed a strategy which was twofold and allowed for stabilizing the market position of NIVEA and expands the strength of NIVEA Creme by transferring its brand equity to other product classes. NIVEA wanted to preserve their reputation for skin ca re and the market position for NIVEA Creme while it was also differentiating it from the competition.To do this they realized that while most ads showed NIVEA products being used, they had never directly specified the products benefits. By addressing these product benefits they are negating the competitor’s claims. The second portion of this plan was to introduce new products. They targeted new and growing market segments in which they could extend the NIVEA brand. They wanted to use these to compliment and broaden the meaning of the NIVEA brand name and use the equity already gained by NIVEA Creme.This theme is carried through the brand hierarchy as well. A set of seven different criteria was set to ensure that all products reflected the desired NIVEA brand image and were consistent with the philosophy of providing high quality skin care products. NIVEA Creme was considered the company’s most important product because it established the brand and its identity. Sub-bra nds have the advantage of advertising the mother brand, establishing brand loyalty across multiple segments, and monopolize the market from competitors.The problem with sub-brands is that they can have a negative impact or take away from the sales of the mother brand. â€Å"The role of the sub-brands was to continue to cater to specific skin care and personal care needs of their target market segments and contribute back their particular product class associations to reinforce and elaborate on the image of NIVEA as a skin care specialist. † With this direction NIVEA should operate under an umbrella ad for all of their products.An umbrella brand essentially covers diverse products which are more or less related to each other, and with NIVEA’s small advertising budget, this would be the best way to maximize their marketing efforts with different product categories all carrying the NIVEA brand name. The umbrella strategy also fits in with the NIVEA Creme advertising becau se with their values of timeless, ageless, motherhood and happy family; honesty and trustworthiness and the product benefits of mildness and quality they can transfer all of these core brand qualities through the NIVEA name to its sub-brands.The problem that NIVEA had was that all of their sub-brands were being handled as separate advertising plans, while they all were in line with the core values; they did nothing to incorporate each of their branding strategies together. By using the umbrella branding strategy they can bring all of their products under one name and make a more cohesive branding strategy that will benefit all of their sub-categories.One thing that I believe is holding the NIVEA brand back is that they are so focused on not losing touch with the original product of NIVEA Creme, when really they want to hold onto the core values which came with it. I believe they need to look at the market strategy and implement the core values that were derived from this original pr oduct but also look at the market and see if they are still being successful. If not, then they need to re-evaluate NIVEA Creme’s placement in the market and see whether or not it should be dropped or downgraded in their grand scheme market and advertising strategies.

An Overview of Security Essay Example

An Overview of Security Essay Example An Overview of Security Essay An Overview of Security Essay Security Introduction Security is the degree of impenetrability to, or insurance from, harm. It applies to any powerless and profitable resource, for illustration, an person, remaining, group, state, or association. As noted by the Institute for Security and Open Methodologies ( ISECOM ) in the OSSTMM 3, security gives a type of insurance where a division is made between the benefits and the danger. These dividers are nonexclusively called controls, and often integrated alterations to the advantage or the menace ( Herzoq, 2014 ) . Computer security is considered to be a security that is applied to calculating devices such as smartphones, computing machines every bit good as computing machine webs such as private and public webs, including the whole Internet. The calculating security covers all the processs and mechanisms by which information, digital equipment and services are protected from unauthorised entree, alteration or devastation, and are of turning importance in line with the lifting trust on computing machine systems of most societies worldwide ( Musa, 2014 ) . Interview An interview was conducted in order to broaden the positions: What is the difference between hypertext transfer protocol and hypertext transfer protocol? Hypertext Transfer Protocol ( HTTP ) is a convention utilized as a portion of systems disposal. When you write any web reference in your web plan, your plan goes approximately as a client, and the computing machine holding the asked for information goes approximately as a waiter. At the point when client demands for any informations from the waiter, it utilizes HTTP convention to make so. The waiter reacts once more to the client after the solicitation coatings. The reaction comes as site page which you see merely in the aftermath of composing the web reference and imperativeness Enter . Hypertext Transfer Protocol Secure ( HTTPS ) is a mix of two separate conventions. It is more unafraid attack to acquire to the web. It is blend of Hypertext Transfer Protocol ( HTTPS ) and SSL/TLS convention. It is more unafraid attack to directing entreaty to server from a client, to boot the correspondence is perfectly scrambled which implies cipher can acknowledge what you are seeking for. This kind of correspondence is utilized for acquiring to those sites where security is needed. What is the difference encryption, encoding and hashing? The intent behind encoding is to alter information with the end that it can be lawfully ( and firmly ) devoured by an alternate kind of model, e.g. dual information being sent over electronic mail, or reexamine alone characters on a site page. The aim is non to maintain informations enigma, but alternatively to vouch that it’s ready to be lawfully devoured. Encoding alterations information into an alternate organisation using a program that is openly accessible so it can without much of a stretch is turned about. It does nt compel a key as the chief thing needed to interpret it is the computation that was utilized to encode it. The motive behind encoding is to alter information to maintain it mystery from others, e.g. directing person a enigma missive that merely they ought to hold the capacity to peruse, or safely directing a war cry over the Internet. Alternatively of concentrating on easiness of usage, the aim is to vouch the information ca nt be devoured by anybody other than the planned receiver ( s ) . Encoding alterations information into an alternate agreement in such a way, to the point that merely peculiar person ( s ) can invert the alteration. It utilizes a key, which is unbroken enigma, in concurrence with the plaintext and the computation, maintaining in head the terminal end to execute the encoding operation. All things considered, the cypher text, computation, and key are all needed to come back to the plaintext. Hashing fills the demand of vouching trustiness, i.e. doing it so if something is transformed you can recognize that its changed. Actually, hashing takes subjective include and bring forth an altered length twine that has the attach toing qualities: The same information will faithfully make the same output. Different dissimilar inputs ought non present the same output. It ought non to be imaginable to travel from the output to the info. Any accommodation of a given informations ought to convey about utmost alteration to the hash. Hashing is utilized as a portion of concurrence with verification to make solid cogent evidence that a given message has non been adjusted. This is adept by taking given information, encoding it with a given key, hashing it, and after that scrambling the key with the donee s unfastened key and taging the hash with the transmitter s private key. At the point when the donee opens the message, they can so unscramble the key with their private key, which permits them to decrypt the message. They so hash the message themselves and contrast it with the hash that was marked by the transmitter. In the event that they match it is an unmodified message, sent by the right person. Why hackers are a measure in front from security? Moderate size organisations are in a tight topographic point. As their capacity to garner client information expands, so overly does the problem of guaranting that information. Besides during a period when computerized informations systematically ventures by agencies of cell phones and in the cloud, a coder s right to derive entryway to that information multiplies. Normally the concern runs speedier than attempts to set up safety. Income originates from the concern, so there is usually a race [ for security ] to remain cognizant of the concern. On the off opportunity that there is another ability to do rapid income by using a cell phone or another portable computing machine or even another type of intent of offer in the field, by and large attempts to set up safety are non quickly contemplated. How make you cover after being attacked by a hacker? Hackers are winning the conflict against today s endeavor security squads. In the twelvemonth since Target suffered a record-breaking information breach, it has become clear that the lessons learned from that onslaught have non been widely applied. At the clip of composition, 636 affirmed information ruptures have happened in 2014, a 27 % enlargement over the same period a twelvemonth ago, with outstanding exploited people, for illustration, Home Depot, ebay, Jpmorgan Chase, Dairy Queen, Goodwill and legion others. The assault surface as it exists today is non at the boundary line, yet inside the IT environment. Programmers utilised O.K. enfranchisements to works charge card taking malware on a figure of Target s purpose of-offer ( POS ) frameworks. Truth be told, as indicated by the 2014 Verizon Data Breach Investigations Report, approved makings were utilized by coders as a portion of 76 % of all system breaks. When a client s enfranchisements have been traded off, coders can trave l along the side through a system wholly undetected without triping border based find scheduling. Why the security maintain the backup outside the metropolis? A study from Pandalabs found that 30 million new malware dangers were made in 2013 – a normal of 82,000 systematically. There is no existent manner to remain cognizant of this speedy rate of malware creative activity, which is continually developing. Firewalls and against infection Markss are sufficient to halt normal dangers, nevertheless do nil to halt an attacker with legitimate enfranchisements copying a client. Rather, IT groups need to remain one phase in forepart of coders by look intoing the making usage for leery client action as a effect of stolen enfranchisements or noxious insider ( Staying one measure in front of hackers, 2014 ) . Which is the best op.system for security utilizing? There is a list of runing systems that are being widely used ; nevertheless the best operating system which is being used is one which has security focused. The one of runing systems is OpenBSD which is an unfastened beginning BSD operating system and is one which is to a great extent concerned with security. On the other manus, another operating system is EnGarde Secure Linux which is besides considered to be a unafraid platform designed for waiters. Mentions Staying one measure in front of hackers. ( 2014 ) . Retrieved 12 16, 2014, from IBM: hypertext transfer protocol: //www.ibm.com/midmarket/us/en/article_security_1402.html Herzoq, P. ( 2014 ) .Open Source Security Testing Methodology Manual. Retrieved 12 16, 2014, from isecom: hypertext transfer protocol: //www.isecom.org/research/osstmm.html Musa, S. ( 2014 ) .Cybersecurity: Understanding the Online Menace. Retrieved 12 16, 2014, from evollution: hypertext transfer protocol: //www.evolllution.com/opinions/cybersecurity-understanding-online-threat/

Fiction Writing Tips

Fiction Writing Tips Writing fiction is an art that is learned over time. One learns to write stories by writing and reading all the fiction writing tips that they can find. A good writer tends to be very observant of their surroundings and reads everything they can get their hands on. And most of all, they carve out a designated time every single day to write. Here is some fiction writing tips that any writer needs to know in order to produce a believable fiction that readers will enjoy reading. Fiction Writing Tip #1: Plot and character development. A good story will have a series of events that connect and unfold in a chronological order. Keep it tightly controlled without allowing it to stray off course in order to keep the readers interested. They’ll keep reading to see how all the different points in the story connect at the end. Fiction Writing Tip #2: Create memorable characters. The reader has to actually feel that the character could possibly be an actual person before they can identify with your story. Using dialogue, actions and thoughts to define the character for the readers. The reader should be able to create the image and idea of who your character is through their speech, mannerisms and thoughts rather than have every single detail spelled out for them. Fiction Writing Tip #3: Without proper setting the reader is likely to get lost in the story. The writer needs to be able to weave the setting by using atmosphere, location and mood into the story line. This way the reader stays grounded by knowing where the story is taking place and what the general atmosphere is like. Fiction Writing Tip #4: Make dialogue realistic and close to real life. However, this is one of the trickier fiction writing tip. If dialogue is made to mirror true life too much, it will make for a boring and tedious read. Use dialogue to describe characters, show personality and even to project events. Fiction writing tips show that interesting dialogue will grab a reader and carry them through the story. Don’t try to get too creative with dialect or slang especially with the main characters for this can slow down the story too much. It is good fiction writing tips to show the character by using varying forms of dialogue to show the character but too much of it can slow things down dramatically. Fiction Writing Tip #5: Establish point of view. Decide how the story is going to be told; if it’s going to be in third person or first person, you need to make that decision before you ever set pen to paper. Certain stories have to stay on a certain track depending on how the point of view is determined. First person has to be told strictly from the first person point of view, which means it’s basically all about the main character. Third person allows for the actions of all the characters but limits the narrator from describing the inner thoughts or feelings about them. Fiction Writing Tip #6: Craft your own writing style. It’s basically how the writer decides to tell the story. Short concise sentences that make strong statements are desirable. Avoid getting too wordy and fanatical about the English language. The smoother the story flows, the easier it will be for the reader to read along with it. These fiction writing tips are good for any writer to know and utilize in their craft. By following these simple fiction writing tips, one can create a successful story that everyone will enjoy reading.

Explain the relationship between sociology and modernity. How relevant Essay

Explain the relationship between sociology and modernity. How relevant is this relationship today - Essay Example The main key for the eradication of inequality is education. His views made sociology the discipline of societal and individual progress by means of the spread of knowledge and its cultural dissemination. (Ward, 1994) Sociology is known as the rigorous and scientific study of individual and community behavior in a given society. Sociology focuses on society. Anthropology focuses on man. However, these two disciplines are inherently intertwined and closely linked. The roots of sociology are entrenched in the soil of the Enlightenment. The Enlightenment discussed the natural philosophy of the human condition. The drive to improve the human condition shaped the self-conscious purposes of analyzing society. (Dentler, 2002) Condorcet had an opportunity to witness the suffering of the people. However, their analyses were lacking. The first basic principle of the Enlightenment was toleration of man, irrespective of race, religion and ethnicity. The second one is freedom as opposed to feudal restraints to behavior. The third one is uniformity of human nature. The fourth one is secularism which emphasized that secular knowledge must be free from the constraints of religious orthodoxy. (Ward, 1994). The nineteenth century started the move for a concrete analysis of society. The developments of Darwinian Theory became the main feature of the nineteenth century. It paved the way to the emerging social sciences which focused on the concrete analysis of social, economic, and psychological events. There were efforts to map and describe contemporary societies. The general school curriculum was changed by the analytical depictions of the current civilization. (Marsh and Keating, 2005) The industrial and democratic revolutions are sometimes seen as the social phenomena constituting modernity. (Wagner, 1994). The notion of modernity affirms, sociologically and historically, that there was a discontinuity in the discourses on

Sixth Amendment Essay Example | Topics and Well Written Essays - 500 words

Sixth Amendment - Essay Example The right to a speedy trial is calculated to ensure that the accused is not unduly remanded in custody while awaiting trial. It safeguards against the possibility that an innocent person should have a criminal charge hanging over his head for an unreasonable period of time. (Head) The requirement for a public trial ensures that the judicial process is accountable and that under public scrutiny a public record of the trial will aid in judicial review of the process via the appellate system. The right to an impartial jury is calculated to further ensure that the criminal trial process is free of prejudices and unfairness. Jury selection as practiced reflects the intent of the Sixth Amendment by providing a vetting process that safeguard against jurors serving who might be predisposed to prejudices against the accused person, the victims or the criminal process in general. (Head) It also attempts to aid in the selection of a jurors who have not been or will not be influenced by media re ports so that the accused will only be judged by the facts presented in evidence at his or her trial. The right to confront witnesses is crucial to the element of fairness within the ambit of the Sixth Amendment. It lays the groundwork by which the prosecution is required to meet the burden of proof. At a trial the witnesses are required to provide sworn testimony of the criminal claim with the accused present. The right to confront those witnesses gives way to the practice in which the accused if he decides may either by himself or through his legal council cross-examine those witnesses. The idea is to test the veracity of the evidence and to ensure that the witnesses are credible. By the same measure the accused is entitled to call his own witnesses if he deems necessary. For instance he might be able to present alibi evidence capable of proving that he could not have committed the crime since he was not in the vicinity of the

M Sc Dissertation Proposal ( Dividend policy) Essay

M Sc Dissertation Proposal ( Dividend policy) - Essay Example The dividend policies to be undertaken are based on the present and future financial attitudes of the company. The inclination and direction of the investors are also considered. A company may select any of the following three types of dividend policies; The disbursement and amount of dividends are factors for debate for quiet a long time now. Black (1976) states that, â€Å"Under conditions of symmetric information and taxes, dividends have been dubbed a puzzle†. A number of authors model dividend policy based on the assumption that info is dealt out asymmetrically between managers and capitalists. Bhattacharya (1979, 1980) indicates that firms pay dividends since dividends indicate the private information of directors and thus it assists market players evaluate about the firm accordingly. Some of the major oil producing companies in the UK and those listed in the stock exchanges is taken as sample for the research work. Their dividend policies and the percentage of pay out in these firms of the oil sector are considered for the research analysis. The study will follow the ‘Research Process’. Collis and Hussey explain, ‘Research is a process of enquiry and investigation that is conducted in a systematic and methodical way with a view to increasing knowledge’ (Collis and Hussey, 2009). In simple terms the research process can be understood in four steps, a) Plan Search, b) do the research, c) Collect info, and d) Evaluate and reflect. The research will be based on a secondary research. The rationale of the research is to analyse the dividend policy of the oil sector for the last five years. Based on the analysis, a conclusion of the dividend policy of the company will be figured out. The Lintners model on dividend policy will be surveyed to identify and explain the dividend policy of the oil sector. The analysis of the research would be to examine the number of firms which had

Personal Learning Managemet Essay Example for Free

Personal Learning Managemet Essay Abstract Kindler, E.; Krivy, I. (2011). Object-Oriented Simulation of systems with sophisticated control. International Journal of General Systems. pp. 313–343 Haas, J. (n.d.). Modular programming. Retrieved from http://www.about.com Personal Learning Management As course assignments, assigned reading, assigned and interest-based research, and other learning activities are completed, the learner may recognize the economic value of what has been learned. Knowledge gained through learning can be forgotten if concepts are not reviewed on a regular basis. It is possible to design an application to record high economic value learning tasks and insights that will allow for periodic review. This application will help solve the issue of knowledge being forgotten by allowing the information and concepts to be kept in front of the individual for regular review. The application that must be programmed will be a simple user friendly app that will allow the user to see and record progress over a given class which will give the user the ability to not only see what has been done but to have it brought back to the forefront of what they already went over in course assignments, reading and researches for a particular class. So in essence the program will help each student record each task and can, ever so many days allow the student to review what they covered and done to keep the information fresh. The information that we will be recording is assignments for the course, any assigned reading for the course, research both assigned and interest-based, and other learning activities. By getting this information from the user the program will store this information and recall it to the user on a time and scheduled output as well as show what still needs to be done in the course. The first step in creating such a program is that we need to identify the desired results we are looking for in this program which is to help the user retain course information by helping them review the material often. Next we will design the program and this will start by having the program gather the information required from the user and how often the user wants this information brought back up either every week or every 3 days. This step will be more complex as the developing of the application continues. Once we have step-by-step for designing the program to solve the problem stated in the beginning we will began to code the program. This is when we decide which programming language we will use such as C#, C ++ and more to deliver the best solution. After we program the application we will test the program to ensure that it is free of errors and that it does indeed solve the given problem. This is known as the programming development cycle which means at any given point in this cycle we may have revisit a particular step to ensure that we get the results that we need. This program will be developed as an object-oriented approach which is according to Kindler, E.; Krivy, I. (2011) â€Å"a programming paradigm that represents concepts as â€Å"objects† that have data fields (attributes that describe the object) and associated procedures known as methods. Objects, which are usually instances of classes, are used to interact with one another to design applications and computer programs.† We are taking this approach with a modular approach due to the complexity of the program and want to make many objects that will have methods and classes with in the object. We fill this is the best way to approach the problem with various strings and arrays so that our coding will not be confusing and easy to troubleshoot should we run into any issues. Modular programming emphasizes separating the functionality of a program into independent, interchangeable modules, such that each contains everything necessary to execute only one aspect of the desired functionality. (Haas, n.d.) This will improve maintainability by enforcing logical boundaries between components. The modular design will allow us to build into one executable file per module which also allows us to reduce the size of future patches for only the module that needs it. In conclusion we have discussed the problem of users forgetting knowledge gained through learning and will be creating a program that will keep the information fresh and allow periodic review of course assignments, assigned reading, assigned and interest-based research, and other learning activities. Our approach and the necessary steps outlined until the final test has been done and the application is functional.

The History Of American Football Physical Education Essay

The History Of American Football Physical Education Essay American football  resulted from several major divergences from rugby, most notably the rule changes instituted by  Walter Camp, considered the Father of American Football. Among these important changes were the introduction of the  line of scrimmage  and of  down-and-distancerules.  In the late 19th and early 20th centuries, gameplay developments by college coaches such as  Eddie Cochems,  Amos Alonzo Stagg,  Knute Rockne, and  Glenn Pop Warner  helped take advantage of the newly introduced  forward pass. The popularity of  collegiate football  grew as it became the dominant version of the sport in the United States for the first half of the twentieth century.  Bowl games, a college football tradition, attracted a national audience for collegiate teams. Bolstered by fierce  rivalries, college football still holds widespread appeal in the US. The origin of  professional football  can be traced back to 1892, with  William Pudge Heffelfingers  $500 contract to play in a game for theAllegheny Athletic Association  against the Pittsburgh Athletic Club. In 1920 the American Professional Football Association was formed. This league changed its name to the  National Football League  (NFL) two years later, and eventually became the  major league  of American football. Primarily a sport of Midwestern industrial towns in the United States, professional football eventually became a national phenomenon. Footballs increasing popularity is usually traced to the  1958 NFL Championship Game, a contest that has been dubbed the Greatest Game Ever Played. A rival league to the NFL, the  American Football League  (AFL), began play in 1960; the pressure it put on the senior league led to a  merger  between the two leagues and the creation of the  Super Bowl, which has become the most watched television event in t he United States on an annual basis. First games Although there are mentions of  Native Americans  playing ball games, modern American football has its origins in traditional ball games played at villages and schools in Europe for many centuries before America was settled by Europeans. There are reports of early  settlers  atJamestown, Virginia  playing games with inflated balls in the early 17th century. Early games appear to have had much in common with the traditional mob football played in England, especially on  Shrove Tuesday. The games remained largely unorganized until the 19th century, when  intramural  games of football began to be played on college campuses. Each school played its own variety of football.  Princeton  students played a game called ballown as early as 1820. A  Harvard  tradition known as Bloody Monday began in 1827, which consisted of a mass ballgame between the freshman and sophomore classes.  Dartmouthplayed its own version called Old division football, the rules of which were first published in 1871, though the game dates to at least the 1830s. All of these games, and others, shared certain commonalities. They remained largely mob style games, with huge numbers of players attempting to advance the ball into a goal area, often by any means necessary. Rules were simple and violence and injury were common.  The violence of these mob-style ga mes led to widespread protests and a decision to abandon them.  Yale, under pressure from the city of  New Haven, banned the play of all forms of football in 1860, while Harvard followed suit in 1861. Boston game While the game was being banned in colleges, it was growing in popularity in various  east coast  prep schools. In 1855, manufactured inflatable balls were introduced. These were much more regular in shape than the handmade balls of earlier times, making kicking and carrying easier. Two general types of football had evolved by this time: kicking games and running (or carrying) games. A hybrid of the two, known as the Boston game, was played by a group known as the  Oneida Football Club. The club, considered by some historians as the first formal  football club  in the United States, was formed in 1862 by schoolboys who played the Boston game on  Boston Common. They played mostly between themselves, though they organized a team of non-members to play a game in November 1863, which the Oneidas won easily. The game caught the attention of the press, and the Boston game continued to spread throughout the 1860s. The game began to return to college campuses by the late 1860s. Yale, Princeton,  Rutgers, and  Brown  all began playing kicking games during this time. In 1867, Princeton used rules based on those of the English  Football Association.  A running game, resembling rugby, was taken up by the  Montreal Football Club  in Canada in 1868. Intercollegiate football Rutgers v. Princeton (1869) http://upload.wikimedia.org/wikipedia/en/thumb/2/2f/Firstfootballgame.jpg/200px-Firstfootballgame.jpg On November 6, 1869,  Rutgers University  faced  Princeton University  in a game that is often regarded as the first game of  intercollegiate football.  The game was played at a Rutgers field under Rutgers rules. Two teams of 25 players attempted to score by kicking the ball into the opposing teams goal. Throwing or carrying the ball was not allowed. The first team to reach six goals was declared the winner. Rutgers won by a score of six to four. A rematch was played at Princeton a week later under Princeton rules (one notable difference was the awarding of a free kick to any player that caught the ball on the fly). Princeton won that game by a score of eight to zero.  Columbia  joined the series in 1870, and by 1872 several schools were fielding intercollegiate teams, including  Yale  and  Stevens Institute of Technology. Rules standardization (1873-1880) On October 19, 1873, representatives from Yale, Columbia, Princeton, and Rutgers met at the Fifth Avenue Hotel in  New York City  to codify the first set of intercollegiate football rules. Before this meeting, each school had its own set of rules and games were usually played using the home teams own particular code. At this meeting, a list of rules, based more on soccer than on rugby, was drawn up for intercollegiate football games. Harvard, which played the Boston game, a version of football that allowed carrying, refused to attend this rules conference and continued to play under its own code. While Harvards voluntary absence from the meeting made it hard for them to schedule games against other American universities, it agreed to a challenge to play  McGill University, from  Montreal, in a two-game series. The McGill team traveled to  Cambridge  to meet Harvard. On May 14, 1874, the first game, played under Boston rules, was won by Harvard with a score of 3-0. The next day, the two teams played rugby to a scoreless tie. http://upload.wikimedia.org/wikipedia/commons/thumb/b/b9/1882RutgersFootballTeam.jpg/180px-1882RutgersFootballTeam.jpg The  Rutgers College  football team of 1882, wearing uniforms typical of the period Harvard quickly took a liking to the rugby game, and its use of the  try  which, until that time, was not used in American football. The try would later evolve into the score known as the  touchdown. In late 1874, the Harvard team traveled to Montrà ©al to play McGill in rugby, and won by three tries. A year later, on June 4, 1875, Harvard faced  Tufts University  in the first game between two American colleges played under rules similar to the McGill/Harvard contest, which was won by Tufts 1-0.  The first edition of  The Game-the annual contest between Harvard and Yale-was played on November 13, 1875, under a modified set of rugby rules known as The Concessionary Rules. Yale lost 4-0, but found that it too preferred the rugby style game. Spectators from Princeton carried the game back home, where it also became popular. On November 23, 1876, representatives from Harvard, Yale, Princeton, and Columbia met at the Massasoit House in  Springfield, Massachusetts  to standardize a new code of rules based on the rugby game first introduced to Harvard by McGill University in 1874. The rules were based largely on theRugby Football Unions code from England, though one important difference was the replacement of a kicked goal with a touchdown as the primary means of scoring (a change that would later occur in rugby itself, favoring the  try  as the main scoring event). Three of the schools-Harvard, Columbia, and Princeton-formed the  Intercollegiate Football Association, as a result of the meeting. Yale did not join the group until 1879, because of an early disagreement about the number of players per team. Walter Camp: Father of American football Walter Camp  is widely considered to be the most important figure in the development of American football. http://upload.wikimedia.org/wikipedia/commons/thumb/3/30/Walter_Camp_-_Project_Gutenberg_eText_18048.jpg/180px-Walter_Camp_-_Project_Gutenberg_eText_18048.jpg Walter Camp, the Father of American Football, pictured here in 1878 as the captain of the Yale football team As a youth, he excelled in sports like  track,  baseball, and soccer, and after enrolling at Yale in 1876, he earned varsity honors in every sport the school offered. Camp became a fixture at the Massasoit House conventions where rules were debated and changed. He proposed his first rule change at the first meeting he attended in 1878: a reduction from fifteen players to eleven. The motion was rejected at that time but passed in 1880. The effect was to open up the game and emphasize speed over strength. Camps most famous change, the establishment of the  line of scrimmage  and the  snap  from  center  toquarterback, was also passed in 1880. Originally, the snap was executed with the foot of the center. Later changes made it possible to snap the ball with the hands, either through the air or by a direct hand-to-hand pass. Camps new scrimmage rules revolutionized the game, though not always as intended. Princeton, in particular, used scrimmage play to slow the game, making incremental progress towards the end zone during each  down. Rather than increase scoring, which had been Camps original intent, the rule was exploited to maintain control of the ball for the entire game, resulting in slow, unexciting contests. At the 1882 rules meeting, Camp proposed that a team be required to advance the ball a minimum of five yards within three downs. These down-and-distance rules, combined with the establishment of the line of scrimmage, transformed the game from a variation of rugby or soccer into the distinct sport of American football. Camp was central to several more significant rule changes that came to define American football. In 1881, the field was reduced in size to its modern dimensions of 120 by 53 1/3 yards (109.7 by 48.8 meters). Several times in 1883, Camp tinkered with the scoring rules, finally arriving at four points for a touchdown, two points for  kicks after touchdowns, two points for safeties, and five for  field goals. In 1887, gametime was set at two halves of 45 minutes each. Also in 1887, two paid officials-a  referee  and an  umpire-were mandated for each game. A year later, the rules were changed to allow tackling below the waist, and in 1889, the officials were given whistles and stopwatches. After leaving Yale in 1882, Camp was employed by the New Haven Clock Company until his death in 1925. Though no longer a player, he remained a fixture at annual rules meetings for most of his life, and he personally selected an annual  All-American team  every year from 1898 through 1924. TheWalter Camp Football Foundation  continues to select All-American teams in his honor. Rules Field and players http://upload.wikimedia.org/wikipedia/commons/thumb/c/c5/AmFBfield.svg/250px-AmFBfield.svg.png The numbers on the field indicate the number ofyards  to the nearest end zone. American football is played on a field 360 by 160 feet (109.7 by 48.8 m). The longer boundary lines are  sidelines, while the shorter boundary lines are  end lines. Sidelines and end lines are out of bounds. Near each end of the field is a  goal line; they are 100  yards (91.4  m) apart. A scoring area called an  end zone  extends 10  yards (9.1  m) beyond each goal line to each end line. The end zone includes the goal line but not the end line.  While the playing field is effectively flat, it is common for a field to be built with a slight crown-with the middle of the field higher than the sides-to allow water to drain from the field. Yard lines  cross the field every 5  yards (4.6  m), and are numbered every 10 yards from each goal line to the 50-yard line, or midfield (similar to a typical  rugby league  field). Two rows of short lines, known as inbounds lines or  hash marks, run at 1-yard (91.4  cm) intervals perpendicular to the sidelines near the middle of the field. All plays start with the ball on or between the hash marks. Because of the arrangement of the lines, the field is occasionally referred to as a gridiron. At the back of each end zone are two  goalposts  (also called  uprights) connected by a crossbar 10  feet (3.05  m) from the ground. For high skill levels, the posts are 222  inches (5.64  m) apart. For lower skill levels, these are widened to 280  inches (7.11  m). Each team has 11 players on the field at a time. However, teams may substitute for any or all of their players, if time allows, during the break between plays. As a result, players have very specialized roles, and, sometimes (although rarely) almost all of the (at least) 46 active players on an NFL team will play in any given game. Thus, teams are divided into three separate units: the  offense, the  defense  and the  special teams. Start of halves Similarly to  association football, the game begins with a  coin toss  to determine which team will kick off to begin the game and which goal each team will defend.  The options are presented again to start the second half; the choices for the first half do not automatically determine the start of the second half. The referee conducts the coin toss with the captains (or sometimes coaches) of the opposing teams. The team that wins the coin toss has three options: They may choose whether to kick or receive the opening kickoff. They may choose which goal to defend. They may choose to  defer  the first choice to the other team and have first choice to start the second half. Whatever the first team chooses, the second team has the option on the other choice (for example, if the first team elects to receive at the start of the game, the second team can decide which goal to defend). At the start of the second half, the options to kick, receive, or choose a goal to defend are presented to the captains again. The team which did not choose first to start the first half (or which deferred its privilege to choose first) now gets first choice of options. Game duration A standard football game consists of four 15-minute quarters (12-minute quarters in high-school football and often shorter at lower levels),  with a 12 minute  half-time  intermission after the second quarter.  The clock stops after certain plays; therefore, a game can last considerably longer (often more than three hours in real time), and if a game is broadcast on  television,TV timeouts  are taken at certain intervals of the game to broadcast  commercials  outside of game action. If an NFL game is tied after four quarters, the teams play an additional period lasting up to 15 minutes. In an NFL overtime game, the first team that scores wins, even if the other team does not get a possession; this is referred to as  sudden death. In a regular-season NFL game, if neither team scores in overtime, the game is a tie. In an NFL playoff game, additional overtime periods are played, as needed, to determine a winner. College overtime rules are more complicated and are descr ibed in  Overtime (sport). http://upload.wikimedia.org/wikipedia/commons/thumb/5/5c/NSU_Football.jpg/180px-NSU_Football.jpg A  line of scrimmage  on the 48-yard line. The offense is on the left. http://upload.wikimedia.org/wikipedia/commons/thumb/4/42/Nate_Longshore_prepares_to_pass_at_ASU_at_Cal_2008-10.04.jpg/180px-Nate_Longshore_prepares_to_pass_at_ASU_at_Cal_2008-10.04.jpg A  quarterback  searching for opportunity to throw a pass. http://upload.wikimedia.org/wikipedia/commons/thumb/d/d8/2006_Pro_Bowl_tackle.jpg/180px-2006_Pro_Bowl_tackle.jpg A  running back  being tackled when he tries to run with the ball. http://upload.wikimedia.org/wikipedia/commons/thumb/6/63/Shea_Smith-edit1.jpg/180px-Shea_Smith-edit1.jpg A quarterback preparing to throw a pass. http://upload.wikimedia.org/wikipedia/en/thumb/0/01/Orton_To_Wolfe.jpg/180px-Orton_To_Wolfe.jpg Forward pass in progress, during practice. http://upload.wikimedia.org/wikipedia/commons/thumb/0/0d/Alabama_Field-Goal.JPG/180px-Alabama_Field-Goal.JPG A kicker attempts an extra point. Advancing the ball Advancing the ball in American football resembles the  six-tackle rule  and the  play-the-ball  in  rugby league. The team that takes possession of the ball (the  offense) has four attempts, called  downs, in which to advance the ball at least 10  yards (9.1  m) toward their opponents (the  defenses) end zone. When the offense succeeds in gaining at least 10 yards, it gets a  first down, meaning the team has another set of four downs to gain yet another 10 yards or to score. If the offense fails to gain a first down (10 yards) after 4 downs, the other team gets possession of the ball at the point where the fourth down ended, beginning with their first down to advance the ball in the opposite direction. Except at the beginning of halves and after scores, the ball is always put into play by a  snap. Offensive players line up facing defensive players at theline of scrimmage  (the position on the field where the play begins). One offensive player, the  center, then passes (or snaps) the ball backwards between his legs to a teammate behind him, usually the  quarterback. Players can then advance the ball in two ways: By running with the ball, also known as  rushing. By throwing the ball to a teammate, known as a  forward pass  or as  passing  the football. The forward pass is a key factor distinguishing American and Canadian football from other football sports. The offense can throw the ball forward only once during a down and only from behind the line of scrimmage. The ball can be thrown, pitched, handed-off, or tossed sideways or backwards at any time. A down ends, and the ball becomes dead, after any of the following: The player with the ball is forced to the ground (a  tackle) or has his forward progress halted by members of the other team (as determined by anofficial). A forward pass flies beyond the dimensions of the field (out of bounds) or touches the ground before it is caught. This is known as an  incomplete pass. The ball is returned to the most recent line of scrimmage for the next down. The ball or the player with the ball goes out of bounds. A team scores. Officials blow a whistle to notify players that the down is over. Before each down, each team chooses a  play, or coordinated movements and actions, that the players should follow on a down. Sometimes, downs themselves are referred to as plays. Change of possession The offense maintains possession of the ball unless one of the following things occurs: The team fails to get a first down- i.e., in four downs they fail to move the ball past a line 10 yards ahead of where they got their last first down (it is possible to be downed behind the current line of scrimmage, losing yardage). The defensive team takes over the ball at the spot where the 4th-down play ends. A change of possession in this manner is commonly called a  turnover on downs, but is not credited as a defensive turnover in official statistics. Instead, it goes against the offenses 4th down efficiency percentage. The offense scores a touchdown or field goal. The team that scored then kicks the ball to the other team in a special play called a  kickoff. The offense punts the ball to the defense. A  punt  is a kick in which a player drops the ball and kicks it before it hits the ground. Punts are nearly always made on fourth down (though see  quick kick), when the offensive team does not want to risk giving up the ball to the other team at its current spot on the field (through a failed attempt to make a first down) and feels it is too far from the other teams goal posts to attempt a field goal. A defensive player catches a forward pass. This is called an  interception, and the player who makes the interception can run with the ball until he is tackled, forced out of bounds, or scores. An offensive player drops the ball (a  fumble) and a defensive player picks it up. As with interceptions, a player recovering a fumble can run with the ball until tackled, forced out of bounds, or scores. Backward passes that are not caught do not cause the down to end like incomplete forward passes do; instead the ball is still live as if it had been fumbled. Lost fumbles and interceptions are together known as  turnovers. The offensive team misses a field goal attempt. The defensive team gets the ball at the spot where the previous play began (or, in the NFL, at the spot of the kick). If the unsuccessful kick was attempted from within 20  yards (18.3  m) of the end zone, the other team gets the ball at its own 20 yard line (that is, 20 yards from the end zone). If a field goal is missed or blocked and the ball remains in the field of play, a defensive player may pick up the ball and attempt to advance it. While in his own end zone, an offensive ball carrier is tackled, forced out of bounds, loses the ball out of bounds, or the offense commits certain fouls. This fairly rare occurrence is called a  safety. An offensive ball carrier fumbles the ball forward into the opposing end zone, and then the ball goes out of bounds. This extremely rare occurrence leads to a  touchback, with the ball going over to the opposing team at their 20 yard line (Note that touchbacks during non-offensive speplays, such as punts and kickoffs, are quite common). Scoring A team scores points by the following plays: A  touchdown  (TD) is worth 6 points.  It is scored when a player runs the ball into or catches a pass in his opponents end zone.  A touchdown is analogous to a  try  in rugby. Unlike rugby, a player does not have to touch the ball to the ground to score; a touchdown is scored any time a player has possession of the ball while the ball is on or beyond the opponents goal line (or the plane above it). After a touchdown, the scoring team attempts a  try  (which is also analogous to the  conversion in rugby). The ball is placed at the other teams 3-yard (2.7  m) line (the 2-yard (1.8  m) line in the NFL). The team can attempt to kick it over the crossbar and through the goal posts in the manner of a field goal for 1 point (an  extra point  or  point-after touchdown (PAT)[19]), or run or pass it into the end zone in the manner of a touchdown for 2 points (a  two-point conversion). In college football, if the defense intercepts or recovers a fumble during a one or two point conversion attempt and returns it to the opposing end zone, the defensive team is awarded the two points. A  field goal  (FG) is worth 3 points, and it is scored by kicking the ball over the crossbar and through the goal posts (uprights).  Field goals may be placekicked (kicked when the ball is held vertically against the ground by a teammate) or  drop-kicked  (extremely uncommon in the modern game, with only two successes in sixty-plus years in the NFL). A field goal is usually attempted on fourth down instead of a punt when the ball is close to the opponents goal line, or, when there is little or no time left to otherwise score. A  safety, worth 2 points, is scored by the opposing team when the team in possession at the end of a down is responsible for the ball becoming dead behind its own goal line. For instance, a safety is scored by the defense if an offensive player is tackled, goes out of bounds, or fumbles the ball out of bounds in his own end zone.  Safeties are relatively rare. Note that, though even more rare, the team initially on offense during a down can score a safety if a player of the original defense gains possession of the ball in front of his own goal line and then carries the ball or fumbles it into his own end zone where it becomes dead. However, if the ball becomes dead behind the goal line of the team in possession and its opponent is responsible for the ball being there (for instance, if the defense intercepts a forward pass in its own end zone and the ball becomes dead before the ball is advanced out of the end zone) it is a touchback: no points are scored and the team last in pos session keeps possession with a first down at its own 20 yard line. In amateur football, in the extremely rare instance that a safety is scored on a try, it is worth only 1 point. Kickoffs and free kicks Each half begins with a  kickoff. Teams also kick off after scoring touchdowns and field goals. The ball is kicked using a kicking tee from the teams own 30-yard (27  m) line in the NFL and college football (as of the 2007 season). The other teams kick returner tries to catch the ball and advance it as far as possible. Where he is stopped is the point where the offense will begin its  drive, or series of offensive plays. If the kick returner catches the ball in his own end zone, he can either run with the ball, or elect for a  touchback  by kneeling in the end zone, in which case the receiving team then starts its offensive drive from its own 20 yard line. A touchback also occurs when the kick goes out-of-bounds in the end zone. A kickoff that goes out-of-bounds anywhere other than the end zone before being touched by the receiving team is a foul, and the ball will be placed where it went out of bounds or 30  yards (27  m) from the kickoff spot, depending on which is mo re advantageous to the opposite team.  Unlike with punts, once a kickoff goes 10 yards and the ball has hit the ground, it can be recovered by the kicking team.  A team, especially one who is losing, can try to take advantage of this by attempting an  onside kick. Punts and turnovers in the end zone can also end in a  touchback. After safeties, the team that gave up the points must  free kick  the ball to the other team from its own 20 yard line. Penalties Fouls (a type of rule violation) are punished with  penalties  against the offending team. Most penalties result in moving the football towards the offending teams end zone. If the penalty would move the ball more than half the distance towards the offenders end zone, the penalty becomes half the distance to the goal instead of its normal value. Most penalties result in replaying the down. Some defensive penalties give the offense an automatic first down.  Conversely, some offensive penalties result in loss of a down (loss of the right to repeat the down).  If a penalty gives the offensive team enough yardage to gain a first down, they get a first down, as usual. If a foul occurs during a down, an official throws a yellow  penalty flag  near the spot of the foul. When the down ends, the team that did not commit the foul has the option of accepting the penalty, or declining the penalty and accepting the result of the down. Variations Variations on these basic rules exist, particularly  touch  and  flag football, which are designed as non-contact or limited-contact alternatives to the relative  violence  of regular American football. In touch and flag football, tackling is not permitted. Offensive players are tackled when a defender tags them or removes a flag from their body, respectively. Both of these varieties are played mainly in informal settings such as  intramural  or youth games. Another variation is wrap, where a player is tackled when another player wraps his arms around the ball carrier. Professional, intercollegiate, and varsity-level high school football invariably use the standard tackling rules. Another variation is with the number of players on the field. In sparsely populated areas, it is not uncommon to find high school football teams playing  nine-man football,  eight-man footballor  six-man football. Players often play on offense as well as defense. The  Arena Football League  is a league that plays eight-man football, but also plays indoors and on a much smaller playing surface with rule changes to encourage a much more offensive game. Another variation often played by American children is called Catch and Run. In this game, the children split into two teams and line up at opposite sides of the playing field. One side throws the ball to the other side. If the opposing team catches the ball, that player tries to run to the throwing teams touchdown without being tagged/tackled. If no one catches the ball or if the player is tagged/tackled, then that team has to throw the ball to the opposing team. This repeats until the game (or recess period) is deemed over.