Hershey’s Enterprise Essay

This assignment involves reading two case studies and answering both questions under â€Å"Discussion Case 1† ( Chapter 1 Opening Case â€Å"Hershey’s Enterprise 21 Project† ) and answering the following questions for case 2 â€Å"Rolls Royce’s ERP Implementation† (Chapter 1) that are listed on page 34 in the text which are the following: 1. What do you think of RR’s ERP Implementation Project? Did they select the right implementation strategy? 2. Discuss the Critical Success Factors of RR’s implementation strategy and the role of SME’s in the project. 3. What advice can you give to RR’s technical team on their approach of migrating legacy system, with the SAP software? Please submit the answers to the three above questions in either a PDF or word document via the eLearning Assignment 8. Please do not forget to answer the two questions listed under Discussion Case 1 directly there. Do not put these answers in the document with the 3 questions above from the Rolls Royce’s case study! 1. What do you think about Hershey’s ERP strategy? (1) Hershey made a poor strategy when implement the ERP (2) They start the implementation of ERP when they lacked the necessary people at the top management level to make decisions on the implementation plan (3) Implement too many changes too fast (4) Hershey’s employee were not trained for the data entry when the system change so sharp (5) Top management didn’t get involved in any implementation 2. What lessons can be learned from the Hershey experience? (1) Go slowly and use a phased- in approach (2) Train the worker to get use to the rigid data required system (3) A team  of top management must steer the launch of software (4) Keep simple and limit the number of software application once a time (5) Functional group must communicate with IT on data request (6) Get worker involved in process map 1. What do you think of RR’s ERP Implementation project? Did they select the right implementation strategy? The RR’s ERP Implementation is innevitable since the need of handle the volume of data and growth of the company, however the success cause of right implementation strategy and excellent IT team. 2. Discuss the Critical Success Factors of RR’s implementation strategy and the role of SMEs in the project. (1) The critical success factor is RR had an excellent ERP team both EDS personnel and SAP confultants to impelement the SAP smoothly from legacy system and identified problem of implementation of ERP beforehand First, they hired SAP consultant help with implementation  Sec, SME know cross- functional business relationships and experience of the old legacy systems Third, OBU responsible for working changes and training (2) The role of SME The SAP the rigid business process structure,is complicated, new to the company user at first that may cause lots of resistance out out of the working practices and low efficent with the experience of cross- functional business relationships and experience of old legacy systems they enable the training and the user fully understand the utilize funtionality 3. What advice can you give to RR’s technical team on their approach of migrating legacy system with the SAP software? (1) To make sure the data retrieved from the legacy system is accurate (2) Technical should communitcate with functional group more through about their specific data requirement (3) Spend extra time to ensure the data from all the functional group before put into Linux system to test

Soren Kierkegaard

Project: Soren Kierkegaard: Mega Mind of the 19th Century Soren Kierkegaard: Mega Mind of the 19th Century As a man whose work spans across areas such as philosophy, theology, devotional literature, and more, Soren Kierkegaard is considered one of the mega-minds of philosophy and the 19th century. He was influenced by many people throughout his life, as well as influencing many people himself. With works that ranged from religious views all the way to developing a â€Å"new† way to view our surroundings, Kierkegaard was a very well-rounded and mentally profound man. There were few people that could influence such a profound mind at the time, but Kierkegaard found them both in church as well as in the realm of philosophy. As a whole Kierkegaard lead a rather boring life and was rarely seen away from his hometown of Copenhagen, Denmark. â€Å"[Kierkegaard] was educated at a prestigious boys' school (Borgerdydskolen), then attended Copenhagen University where he studied philosophy and theology. His teachers at the university included F. C. Sibbern, Poul Martin Moller, and H. L. Martensen (McDonald, 1996). † Moller had a major negative effect on Kierkegaard’s philosophic-literary development. In H. L. Martensen, he found the perfect match, someone who taught him in school and was involved in the church as well. â€Å"†¦when [Martensen] became Bishop Primate of the Danish People’s Church, Kierkegaard published a vitriolic attack on Martensen’s theological views (McDonald, 1996). † Martensen was considered one of Kierkegaard’s chief intellectual rivals. Another very important figure in Kierkegaard's life was J. L. Heiberg, the doyen of Copenhagen's literati (McDonald, 1996). † Heiberg influenced Kierkegaard to write his first major publication, â€Å"†¦From the Papers of One Still Living, [which] is largely an attempt to articulate a Heibergian aesthetics – which is a modified version of Hegel's aesthetics (McDonald, 1996). † Another group of people/entities that profoundly influenced Ki erkegaard were his mother, his father, and God. His mother had no visible impact on Kierkegaard’s writing, but â€Å"†¦for a writer who places so much emphasis on indirect communication, and on the semiotics of invisibility, we should regard this absence as significant (McDonald, 1996). † There was even another philosopher named Johannes Climacus that stated â€Å"†¦ ‘in Concluding Unscientific Postscript  remarks, ‘†¦ how deceptive then, that an omnipresent being should be recognisable precisely by being invisible’ (McDonald, 1996). † His father’s influence has been noted quite frequently in Kierkegaard’s works. Not only did Kierkegaard inherit his father's melancholy, his sense of guilt and anxiety, and his pietistic emphasis on the dour aspects of Christian faith, but he also inherited his talents for philosophical argument and creative imagination (McDonald, 1996). Kierkegaard was a very religious man, even though he did not attend church on a regular basis. â€Å"He perceived God and existence of life from a humanistic view emphasizing the total autonomy of man (Philosopher Kierkegaard, 2011). As almost a lone man standing, Kierkegaard was in seclusion publishing his writings for most of his adult life, due to the atheism of fellow philosophers of his time. â€Å"[Kierkegaard’s] legacy was his belief that our response to God should be one of unrestrained passion toward our beloved (Philosopher Kierkegaard, 2011). † During his later years Kierkegaard felt that the Christian religion had become corrupt through secular and political involvement, so he started to attack Christ endom saying that the individual is fully responsible for their faith in God without doctrinal influence. The Christian ideal, according to Kierkegaard, is even more exacting since the totality of an individual's existence is the artefact on the basis of which s/he is judged by God for h/er eternal validity. Of course a writer's work is an important part of h/er existence, but for the purpose of judgment we should focus on the whole life not just on one part (McDonald, 1996) Kierkegaard influenced others as well with his works that were published and unpublished throughout his lifetime. Kierkegaard’s Christian philosophy may have been rejected by clergy, but he certainly influenced individual Christians who became enamored with his theology. Most notably are American theologians Paul Tillich and Lincoln Swain, and philosophers from Europe — Karl Jaspers, Gabriel Marcel, Miguel de Unamuno — and from Russia Nikolai Berdyaev (Philosopher Kierkegaard, 2011) Kierkegaard is known as one of the fathers of existentialism. Existentialists are characterized by: * They are obsessed with how to live one's life and believe that philosophical and psychological inquiry can help. They believe there are certain questions that everyone must deal with (if they are to take human life seriously), and that these are special — existential — questions. Questions such as death, the meaning of human existence, the place of God in human existence, the meaning of value, interpersonal relationship, the place of self-reflective conscious knowledge of one's self in existing. Note that the existentialists on this characterization don't pay much attention to â€Å"social† questions such as the politics of life and what â€Å"social† responsibility the society or state has. They focus almost exclusively on the individual. By and large Existentialists believe that life is very difficult and that it doesn't have an â€Å"objective† or universally known value, but that the individual must create value by affirming it and living it, not by talking about it. Existential choices and values are primarily demonstrated in ACT not in words. Given that one is focusing on individual existence and the â€Å"existential† struggles (that is, in making decisions that are meaningful in everyday life), they often find that literary characterizations rather than more abstract philosophical thinking, are the best ways to elucidate existential struggles. They tend to take freedom of the will, the human power to do or not do, as absolutely obvious. Now and again there are arguments for free will in Existentialist literature, but even in these arguments, one gets the distinct sense that the arguments are not for themselves, but for â€Å"outsiders. † Inside the movement, free will is axiomatic, it is intuitively obvious, it is the backdrop of all else that goes on. There are certainly exceptions to each of these things, but this is sort of a placing of the existentialist-like positions. Corbett, 1985) Kierkegaard contributed to this movement with his works due to the influence of his father and others that are previously mentioned, with a melancholy typed self actualization mind set. Kierkegaard did not believe that everyone on earth had the same plan for life, or that they were all here for the same reason, in fact he believed the exact opposite, all people on earth have a different life path, whether that be Christianity or at heism, â€Å"plumber or surgeon†, smart or dumb, he believed that the individual has the power to fulfill whatever destiny they please. One xistential quote found was posted by an anonymous user stated, there is no luck, no fate, no ultimate plan in life, there is just determination†¦100% determination to succeed and make something of yourself. As one of the founding fathers of existentialism and a great mind of his time Soren Kierkegaard is now remembered as a mega-mind of the 19th century. With influences galore and a self actualizing personality, he formed a great reputation for himself. Maybe not recognized in his time, Soren Kierkegaard is by far one of the most influential philosophers of the modern world. References Corbett, B. (1985, March). What is Existentialism? Retrieved November 10, 2011, from Webster. edu website: http://www. webster. edu/? ~corbetre/? philosophy/? existentialism/? whatis. html McDonald, W. (1996, December 3). 1. Kierkegaard’s Life. In Soren Kierkegaard. Retrieved November 10, 2011, from Stanford Encyclopedia of Philosophy website: http://plato. stanford. edu/? entries/? kierkegaard/? #Chron Philosopher Kierkegaard. (2011). Retrieved November 10, 2011, from AllAboutPhilosophy. org website: http://www. allaboutphilosophy. org/? philosopher-kierkegaard-faq. htm

Brain Structures involved in Risk-Taking

Evolutionarily speaking, humans, as a species, may long have possessed a risk-taking personality (Zuckerman, 2000). Being risk-takers, our ancestors have been able to survive and pass on their genes to their offspring. Their primary means of survival, which is hunting for wild animals for food, and also their means for propagating their genes, mating, are examples of risky behaviors manifested by humans of centuries ago. However, despite our innate nature of being risk-takers, individuals differ in their levels of risk-taking trait, believed to be a function of heredity.According to Zuckerman (2000), the sensation-seeking trait which encapsulates the risk-taking behaviors, is 60% genetic –higher than the average, which points to 30% to 50%. But aside from genetics, he also mentioned that other factors which might affect a person’s level of risk-taking are the biochemistry of neurotransmitter systems and the structure and function of the brain. Brain structures There has been a significant amount of research covering the relationship of various areas of the brain with risk-taking behavior.Most of them have identified particular brain structures as being connected with the persistence of risky behavior in humans. The primary structures that have been identified are located in the Frontal and Parietal lobes, suggesting the involvement of working memory and imagery in the selection process, respectively. Risks were found to produce higher activation than certain alternatives in both of these lobes (Gonzalez et. al. , 2005). This indicates that considerably more cognitive effort is involved in the selection of a risky gain than that of a guaranteed one.In particular, structures such as the: (1) inferior pre-frontal cortex (Paulus et al. , 2001), (2) nucleus accumbens, (3) orbital frontal cortex, (4) the insula (Critchley et al. , 2001), (5) the ventrolateral and ventromedial frontal cortices (Elliott et al. , 1999; Rogers et al. , 1999; Elliott et al. , 2000), (6) the amygdala (Trepel, et al. , 2005), (6) the anterior cingulate cortex (Elliott et al. , 2000), and the (6) parietal cortex (Paulus et al. , 2001) have been reported to be activated in studies on risk-taking.The pre-frontal cortex, located in the frontal lobe, was found to affect the estimation of future outcomes and appraisal of risky choices. Significant prefrontal activation was observed in many other risk-taking studies (Ernst et al. , 2002; Paulus et al. , 2003; Krain et al. , 2006; Van Leijenhorst et al. , 2006). The dorsolateral pre-frontal cortex, in particular, was found to be responsible for a person’s ability to plan for future actions –a required step in a decision-making task under a risky situation. On the other hand, the ventromedial prefrontal cortex has another specific function in decision-making under risk.This area of the brain is activated when the person faced with a risky decision-making task anticipates losses in the said task (Tre pel, et al. , 2005). However, this area may be less influential than another area identified, the nucleus accumbens (located in the brainstem), in terms of evaluating reward (Galvan et. al. , 2006). This area of the brain was found to be correlated with subsequent risk-taking behaviors since the activation of the nucleus accumbens is consistent with the idea that risk-taking behavior may be reinforcing.This is due to the findings that anticipation of risky outcomes activates reward-related systems (Kuhnen & Knutson, 2005). The amygdala, on the other hand, is also responsible for emotion and learning (Trepel, et al. , 2005). It is one of the areas that influence reward processing in risk-taking tasks (Steinberg, 2007). According to Trepel (2005), people who have lesions in this structure are more prone to choose the option which entails more risk.This is because the amygdala is shown to be an essential structure in the anticipation of losses in a risky decision-making situation. The right insula was observed to have significantly stronger activation in subjects who selected a risky response in a risky-gains task. In addition, the degree of activation of the insula was correlated to the probability of selecting a safe response after a punished response. The degree of harm avoidance and neuroticism of the subjects’ affected the activation of the insula as well (Paulus et. al. , 2003). Objectives of the StudyThis research study aims to demonstrate the differences in activation in the brain structures of people from different developmental stages and genders while perceiving or engaging in a risky behavior using an fMRI imaging technique. Also, the participants’ risk-taking behaviors will be assessed through a scale and the results will then be compared with those of the results of the fMRI scan. The researchers would also like to determine if there are certain brain structures that have developed further because of individuals heightened tendency to engage in risky decision-making.It is hypothesized that results of this experiment will be similar to the findings of the previous researches, that the prefrontal cortex and other associated regions would be the areas responsible for risky decision-making. Also, it is assumed that there would be differences based on the participants’ ages, when it comes to risk-taking trait and that these differences would also manifest in the development of the certain brain parts responsible for their behavior. For the people assessed as risk-takers, those areas that are responsible for their increase in risk-taking behavior are more developed than the other parts of the brain.METHODOLOGY Participants A total of 18 participants will take part in this experiment. This will comprise of six adolescents (age 7-11), six young adults (age 21-29) and six middle-aged adults (age 38-50). Each group will be further composed of three males and three females. Adolescents are defined as participants age d 7 to 11, while adults are those aged 23-29. Subjects would be screened to make sure that they have no history of neurological or psychiatric disorder. Adolescent participants will be volunteers from the Psych 101 subject pool while the adult participants will be volunteers from internet advertisements sent by the researchers.Participants below 18 years old would be required to have their parents’ consent before participating. Materials Cognitive Appraisals of Risky Events Scale (CARE). The CARE is a 30-item self-report measure that consists of six factor-analytically derived scales that represent six categories of risk-taking behavior (Fromme, Katz, & Rivet, 1997; Appendix B). Its scales involve (1) Illicit Drug Use, (2) Aggressive/Illegal Behaviors, (3) Risky Sexual Activities, (4) Heavy Drinking, (5) High Risk Sports, and (6) Academic/Work Behaviors.The CARE uses a seven point Likert scale (1=not at all likely; 7=extremely likely) to rate three types of outcome expectanci es: (1) Expected Risk (ER) or likelihood of a negative consequence, (2) Expected Benefit (EB) or likelihood of a positive consequence, and (3) Expected Involvement (EI) or the likelihood of engaging in the activity in the next six months. The CARE has also been used to assess participation in prior risk-taking behavior (Katz et al. , 2000). Risk Perception Questionnaire.The risk perception questionnaire will measure the risk perception or the perceived adverse consequence and risk preference which describes whether one believes the benefits inherent in an activity outweigh the costs, or vice versa (Gardner & Steinberg, 2005). Along with the CARE, participants will be asked to rate the risk involved in engaging to these behaviors. For each scenario, the participants will be asked to provide a rating from 1 to 7: (1) If you did this activity, how scary are the things that could happen?(1 = Risks are not scary at all; 7 = Risks are very scary); (2) If you did this activity, how much ar e you at risk for something bad happening? (1 = I would be very much at risk; 7 = I would not be at risk); (3) How would you compare the benefits (or pleasures) of this activity with the risks (1 = Risks much greater than the benefits; 4 = Risks equal the benefits; 7 = Benefits are much greater than the risks); (4) If something bad happened because of this activity, how serious would it be? (1 = Not at all serious; 7 = Very serious).The higher the ratings for each scenario would mean higher risk and risk perception for the behavior to elicit. Procedure – Pretest The aim of the pretest is to come up with one highly representative scenario for each of the six domains of risky behaviors used in the study of Fromme, et al (1997). After consolidating as much scenarios possible of risk taking in coordination with the domains from literature, the researchers will administer a pretest mechanism to figure out which scenario to use for the fMRI part of the experiment.A very brief prete st form will be given to the participants asking the scenarios that come to mind when they imagine each of the six domains. The question for the preliminary form will be very direct and open-ended in questioning. This pretest sheet will be administered to at least 50 adolescents, 30 young adults, and 30 middle-aged adults – different from the pool that the researchers will use for the fMRI part. Once all data are consolidated, the researchers will determine the central themes that are used to depict any of the six domains.The central themes that come up will be used as the scenarios that will be read aloud for the participant when they become asked to appraise different risk-taking situation during the fMRI task. Procedure – Experiment A brief introduction to the research will be given to the participants. The participants will then be asked to fill up a written consent form. The participants will be asked to be tested in the Clinical Neuropsychology Research. They wil l be led to a private room and, after giving out informed consent and completing a demographic questionnaire.When the participant enters the experiment area, he or she will be asked to complete the Cognitive Appraisal of Risky Events Scale (CARE) (Fromme, Katz & Rivet, 1997) with the Risk Perception Questionnaire. The participants will be asked to rate the following factors: Risky Sexual Behavior, Heavy Drinking, Illicit Drug Use, Aggressive and Illegal Behaviors, Irresponsible Academic/Work Behaviors and High Risk Sports in terms of expected risk, expected benefit and expected frequency of behavior. After the pen and paper part of the experiment, the participants will then be asked to schedule an fMRI.They will be asked their contact numbers so that the researches can remind them of the schedule for their interviews. The researchers will ensure that confidentiality and anonymity will be granted for the participants of the experiment. During the fMRI session proper, the researchers will explain thoroughly the process that they will go under. Each participant will be asked to take off all metal accessories that they may have because it might disrupt the data that will be collected by the machine, both seen at the Appendix at the end of this proposal.They will also be asked to wear a hospital gown when they go under the fMRI machine. They will be instructed that they must avoid movement because it might also disrupt the data that would be collected. Once inside the fMRI machine, the researchers along with licensed medical practitioners will give instructions to the participant via microphone in an adjacent room filled with the controls for the machine. The researchers will narrate the scenarios which were found to be most fitting according to the pretest and then ask the participants to think of what they will do in those situations.So that the researchers are assured that the participants will really appraise the tasks, they will be told that they must know the ir answers fully after being inside the machine because they will be asked to explain them to a panel. They will also be given two minutes for each situation to think about what they will do. Six situations will be presented, each will reflect the domains of risk-taking as provided by literature. During the time given for them to think, the machine will take images of their brain.As what research claims as optimal (Horwitz, 2000), images will be taken 2-3 mm apart for every 5-7 seconds to maximize spatial and temporal resolution respectively. This aims to see which brain areas are used when thinking about what they would do in risky situations. After the images of brain activation are taken using the fMRI, the participants will be briefed fully on the nature of the experiment. At the end of the experiment, the data from both the questionnaire and the fMRI images will then be assessed for analysis.The researchers will try to determine whether the results from the self-report translat e to the activation of certain brain parts that have been found to take part in the decision making process of risk taking and appraisal. The areas that the researchers will look out for are orbito-frontal cortex, the prefrontal cortex, the nucleus accumbens. The insula, the ventrolateral and ventromedial frontal cortices, the anterior cingulated cortex and the parietal cortex. Supporting structures like the calcarine sulcus, precuneus, thalamus, cingulated gyrus and superior temporal gyrus will also be closely observed for activation in the brain image.The data will then be compared to the responses of the participants in the CARE scale and the Risk Perception Questionnaire. The cumulative score of each participant should correspond to the brain areas that are hypothesized to be related to the decision making processes involved in risk taking behaviors like the prefrontal cortex (for estimation of future outcome), the nucleus accumbens (for the activation of reward-related system d uring risky-gains situation), the right insula (for harm avoidance and risk appraisal).

Organisation structured by product and organisation which is organised Assignment

Organisation structured by product and organisation which is organised by function - Assignment Example is divided into three main divisions: lighters, pens and razors, and Hewlett Packard that is divided into five main divisions: image and printing group, personal system group, enterprise group, HP services and finally HP financial services (Biz/ed 2006 and Business case studies 2014). Each business structure has its advantages and disadvantages. Among the advantages of product structured business includes specialization, accountability and clarity. Specialization allows every division to focus and concentrate on one line of product that is its own work. Accountability is an advantage because the structure makes it clear who is responsible for that department. Clarity plays in where everybody knows not just their role but also the roles of others. On the other side organization structure by product has down sides. Among the downsides are communication, rigidity and coordination. Such a structure encourages closed communication that may lead to lack of focus. Due to the fact that departments are divided upon what they do, some may end up becoming resistant to change. This structure also makes coordination difficult as there is a big gap between the top and the bottom which may make coordination take too long (Biz/ed 2006). Structuring by function is simply done by dividing the organization into departments with similar specializations such as marketing, finance and accounts, human resources, and many others. The marketing department for instance will have marketers who are charged the responsibility to market the company’s products. This type of structure best suits companies that make standard goods and services in large quantities at prices that are considered low. Another characteristic is that they have a large degree of formalization that leads to reliance by each function on standardized way (Businessmate.org 2010 and). An example of a business with functional structure is ABC which has its departments divided into accounting department, corporate

On Orientalism Movie Review Example | Topics and Well Written Essays - 1250 words

On Orientalism - Movie Review Example The theme of Orientalism and empire is rooted in the reasons used to justify the colonization of the East by the European imperial powers (wings.buffalo.edu). The Palestine question is another intriguing aspect of how the orientalist trend by the West has created an ideal middle east in modern Orientalism. The media coverage of Palestinian people gives a distorted image of Palestine, which depicts its inhabitants as irrational, unreasonable and violent people. The practice of irresponsible journalism by the Western media thrusts the stone throwing brand on Palestine as violent country (wings.buffalo.edu). The Oklahoma City bombing is quintessentially a guiding experience of how the West has a misunderstanding of the Middle East as a terrorist region. The media, especially the London Sunday Times portrayed racist phrases. For instance, the attack was described as â€Å"match made in Mecca†. Said explores the impact of Orientalism in the production of information on a restrained framework that ignorant of the diversity of the Islamic world. Furthermore, the Oklahoma City bombing was not Middle East attack. In fact, the attack was reported to be from a deep-seated Christian origin (wings.buffalo.edu). The American Orientalism is rooted in American, foreign policy mainly influenced by political and economic interests in the East. The American Orientalism features along the theme of barbaric stereotypes of the Middle East inhabitants. The U.S views the Middle East with the notion that it is a terror region with the mission of disrupting peace and stability of the American people. Modern America experiences challenging diplomatic relations with the Middle East that began in the twentieth century demonizing the Muslims and Arabs as anti-western terrorists (wings.buffalo.edu). The Palestinian question is quintessentially an enlightening scenario that ushers modern Orientalism

Human resource management Essay Example | Topics and Well Written Essays - 1500 words

Human resource management - Essay Example As such, delving deep into aspects which link reward and motivation with enhanced employee and organizational performance is of prime importance in contemporary business practice. Rewards defined Armstrong (2009) asserts that rewards emanate as a constituent of strategic human resource management which subsequently form the basis for competitive strategy. Employees are appreciated and rewarded for their creativity, innovations and commitment. This fosters a sense of satisfaction, motivation and consistency in work. It ultimately establishes link with quality management proposition of the organization and leads to enhanced performance, better customer service and greater value for money. Total reward strategy Earlier, rewards constituted only financial aspects of pay, share ownership and tangible benefits. However, with increased prevalence of intangibles in the employee satisfaction criteria, incorporating retention strategy within human resources strategy and developing employer-emp loyee relation on informal lines, total reward strategy now includes learning, career planning and development, cooperative environment and quality of work as cornerstones to better employee performance and commitment (Figure 1). Figure 1: Total Reward Components Performance management theories and models are replete of mention and contribution of rewards as means of giving due credit to employees for their contribution and efforts and develop the trust and cooperation factors by nurturing a high performance work system in place. Jiang et al. (2009) summarize the theoretical basis behind rewards linked to higher motivation and consequently high performance. Taking examples of motivational theories propounded by eminent researchers like Maslow, Herzberg and Adam’s, the author has anchored the fact that total rewards strategy serves two major purposes- with the help of extrinsic rewards; basic amenities requirements of workers are fulfilled which suffices the monetary and futur e security needs of people. With the help of intrinsic rewards in terms of learning and positive workplace, individual growth is encouraged which satisfies the career development, recognition, status, leadership and work-life balance criteria of employee retention. As a result, squarely growth and improved performance is achieved in terms of satisfied internal (employees) and external customers and higher productivity from all the resources used by organization. Case of Holiday Limited Company The development of reward system at Holiday Limited Company (HLC) highlights the urgency to introduce rewards strategy as a means to retain and develop talents within the organization and bridge gaps between expected and perceived service quality for customers. HLC, being a service intensive company was in greater need to implement rewards strategy and reap its benefits in terms of improved performance through increased motivational level (Analoui 2007:246). However, the implementation and con ceptualization of rewards strategy at HLC suffers from certain limitations and flaws (Refer to Appendix 1 for complete facts of the

RCM Essay Example | Topics and Well Written Essays - 1500 words

RCM - Essay Example RCM covers both the risk of physical and operational failure and considers events that could reasonably cause an asset to cease performing any of its desired functions (Mutual Consultants Ltd 2009). Proper maintenance of assets while important for both households and businesses is fundamental to the operating efficiency of businesses. The failure of a critical asset can have devastating consequences for a business if it cannot be repaired or replaced quickly. In order to ensure that adequate maintenance takes place a maintenance program needs to be implemented for all equipment in use. This program should be capable of predicting the degradation or failure of an equipment before it happens. An RCM program can lead to increased operating performance, reduced maintenance costs and reduced energy bills (Chimack et al n.d.). 2.0 Operating context ‘RCM is a maintenance perspective in an operational context’ and so understanding the goals and needs of the organisation is funda mental in the development of a maintenance strategy to optimise business outcomes in the context of the goals of the business (August 1999). The asset that is being analysed is a Daiken split air conditioning system which is located in an office of 54 square metres. It provides cool air at a temperature differential (TD) of between 8 and 11oC and as a secondary function helps to eliminate or reduce unwanted particulate or gaseous substances from the air being supplied to the office. The office operates six (6) days per week at an average of seven (7) hours per day providing customer service to internet users and students doing research. On average about five to seven customers are being served at any one time and approximately 36 in any one day. The air conditioner is switched on and off using a remote control when the temperature gets too cold. The room temperature normally gets cold when only one or two customers are in the office. However, it is normally set at a temperature gaug e of 26oC. It is flushed once every three (3) months and the air filter is also cleaned by the office staff. The air conditioner is only serviced by a trained technician in reaction to a fault that causes it to malfunction. In addition to its primary function of providing cool air at low noise levels it also removes dust and other particles from the air. 2.1 Working principle Airconditioning-and-heating.com (n.d.), the air conditioning system circulates a compressed gas refrigerant in a closed â€Å"split† system to cool and condition inside air in order to make its occupants comfortable. This refrigerant has to be re-cooled and condensed, and the air outside is generally the medium that is used to facilitate this process. Split airconditioning.com (n.d.) also states that the air conditioning system also controls the purity of the air by reducing or eliminating unwanted particul

The structure of the suggested Central Bank for GCC Assignment

The structure of the suggested Central Bank for GCC - Assignment Example Additionally, the Gulf States generate wealth from their vast oil and gas resources that allows their economies to operate above unprecedented development. The empirical research in this study provides information that supports creation of a well-developed financial system. One of the issues captured in this report tends to answer the question on the better options that are required for economic growth within different regions. The GCC region supports bank-oriented financial system that is contrary to market-oriented financial systems supported by the United States and United Kingdom. According to Demirguc-Kunt and Ross (1999), the structure of financial system and overall level of development is crucial for establishment of suggested Central Bank for GCC. However, financial development majorly depends on legal and political institutions. Based on Structure-Conduct-Performance (SCP) model, the study explores implication of structure and conduct on overall performance of suggested GCC financial institution. According to theory of Industrial Organization, structure refers to the extent of concentration of market shares within the market while conduct refers to general behavior of firms measured by efficiency and profitability (Demirguc-Kunt and Ross, 1999). The banking sector is considered one of the major conduit for economic activities within GCC region. Growth of GCC countries is dependent on critical valuation of the structure, conduct as well as performance of banking industry. Monetary union presents an important cornerstone of an economic union based on chosen political power. The structure of the GCC central bank should be based on sound technical basis and at the same time considered a strategic goal (Strum and Siegfried, 2005). A realistic step towards such a goal involves formation of monetary union that ultimately realigns different political systems. In the European case, monetary union was

Live Theatre performance Review Assignment Example | Topics and Well Written Essays - 750 words

Live Theatre performance Review - Assignment Example Summary of the Play The plot of the play is based on a story by Agatha Christie revolving on a murder mystery. It began showing in 1952 and till now has been playing repeatedly in West London and other numerous cities and countries including the USA. The play is based on two acts. The first act is based on two scenes, with the first scene being titled as The Great Hall, Late Afternoon, where four guests arrive at the Monkswell Manor. A murder has been reported in the local paper and with the arrival of the fifth stranger; these guests grow uneasy as they become stranded in the snow. The next scene is titled as ‘The Same, The following day after lunch’ where conflicts between the guests increase and Sergeant Trotter comes to inform about the murderer at loose. Even as the guests began fearing each other, one of them is murdered. The second and last act of the play is titled, ‘The Same, Ten Minutes Later’ and in this act the identity of the murderer is reveale d after investigations conducted by Sergeant Trotter. The play ends in a weird twist where one finds that Sergeant Trotter himself is the actual murderer. Critique Acting The actors of the play were seasoned actors who have already done acting for many other plays. For this reason, they were quite believable and had the power of conviction towards their roles. The actor, Matt Patton who played the role of Christopher Wren was my favorite. The reason behind this was the way Patton allowed his own distinctive personality to be obvious in the role of Christopher Wren, without affecting the credibility of the character. Patton made quite an impression on the audience despite his small role in the actual play. Another actor worth commenting was Candyce Hinkle who played the role of the passionate Mrs. Boyle. Hinkle developed a good understanding of the character and she induced the spirit in the play that is specially needed for theatre performances. Hinkle brought the required spirit in the play through her intense body language which stole the limelight from the rest of the characters to a certain extent. Also Hinkle was able to perfectly manage the articulation and volume of her script so that her character became more believable as ever. Sergeant Trotter played by Don Bolinger was also one of my favorites. This was because Bolinger was as believable as a sergeant as he was as a murderer. The body language and gestures lend credibility to the actor as a whole. However, there were few actors who failed to give their best to the script. One of them was Eric Harrison who played the role of Major Metcalf. Eric Harrison was not able to develop his distinctive personality in such a short time and remained in the background on account of the acting skills of Mrs. Boyle who overshadowed Major Metcalf. The Design The set of the play is one of the most important aspects of the play. Since the play was written in 1952, the director and set designer had to relate to that ti me period. They did their best to incorporate a general theme of that era but to a certain extent they failed as modern objects were also placed in the set, including the decoration pieces. One could easy feel that the director placed more importance on the actual acting rather than the set design of the play. The director however was able to use the lights properly to convey the mood of the play. The play required intense dark lights at certain point while at other times a bright halo had to cast such as at

Ancient Japan Reform Essay Example | Topics and Well Written Essays - 1000 words

Ancient Japan Reform - Essay Example However, the reforms had a far more reaching effect apart from strengthening the imperial family. They also created a good system. Although some people argue that these changes were ineffective, I think they rather led to the creation of a more efficient and refined system. As such, I will support this argument/stand from facts drawn from class reading and other sources. Ritsuryo is basically a historical system in japan founded on Chinese legalism and Confucianism philosophies (de Bary 22). RitsuryÃ… -sei is a term often used to refer to the system (political) in accordance to the Ritsuryo. Another significant term often used in this period or analysis is the kyaku, whuch refers to the Ritsuryo amendments whereas enactments were termed as shiki. Most of Japan’s reforms commenced during thhe Asuka period and extended into the nara period. The capital of japan was moved to Asuka in this period (538-710). Asuka was located on plains and it bordered nara. This period is mostly known and remembered for its vital social, political and artistic transformations. These transformations had their roots in the kofun era. The Yamato nation changed considerably during this era, adopting social and political systems from china. Their primary goal was to make the imperial family stronger and legitimate. Shotoku Taishi in 603 implemented a Confucian organization made up of 12 court ranks. Subsequently, he established the seventeen article constitution in 604, which explicitly highlighted the rights and duties of government ministers, people and the ruler. Taika reform preceded these transformations. The Taika reform took place between 645 to 649 and led to the creation of the Ritsuryo. The Ritsuryo was an organization and system comprised of fiscal, administrative and social institutions in japan commencing from the 7th to 10th century. During the Asuka era, Daoism and Buddhism were introduced into japan. Consequently, these religions eventually were syncretized with the

CPTED principles Essay Example for Free

CPTED principles Essay I. The following are the Four CPTED Principles arranged in their relative importance: 1. Surveillance- Surveillance for me is the most important of the four CPTED principles. This approach is direct; a person will avoid performing a crime when they feel that they can be observed. It is also important because it allows some level of control from the owner and other concerned parties. For example, a person is committing a crime, with surveillance, there is a high probability that the owner or other concerned citizens will see him, thus an immediate response can be done. 2. Territoriality- This is next to surveillance because it also shows control. Distinguishing private areas from public will discourage people from approaching the area without a purpose. It shows that the proprietor knows and cares for his area of responsibility and any intruder is subject to the proprietor’s discretion. 3. Image- After the territory is marked, the image of the palace must be developed to strengthen it. By maintaining a positive image of the area, the owner is establishing it as a holistic area where good natured and productive deeds are done thus, showing that wrongdoings are not welcomed and will not be tolerated. 4. Environment-Maintenance of the environment ranks last not because it is least effective but rather because it is collaboration, a concern not only of a single owner but of the entire surroundings. An owner might want to implement it but no matter what his/her effort is, it is useless if the neighbors are uncontrollable or do not want to cooperate. Also, state if you believe CPTED and its associated principles are valid and successful crime prevention strategies. Remember to support your answer with adequate details from the text and academic research. I believe that CPTED is a valid crime prevention strategy. Oscar Newman (1972) determined that crime rates vary according to the four principles stated above. Surveillance is may be the most effective of all the approach since it can be easily installed. The most common form of this is the CCTV surveillance. In a study conducted in June 1997, Nieto concluded that â€Å"CCTV video surveillance is successful in reducing and preventing crimes and is helpful in prosecuting individuals caught in the act of committing a crime†(para. 4). He added that it is cost saving. The other three principles, territoriality, image and environment serve as reliable guide for designing the safety of the place. It is important to note that crimes vary with the location of the institution. As Patricia and Paul Brantingham (1981) said, crimes like murder and assault occur in areas of economic decline and neglect, whereas white-collar crimes occur in area in which a high number of potential victims exist†(160-171). CPTED may have its drawback when implemented poorly but proper preparation for its implementation in an area definitely helps may it be in the prevention, an immediate response or a post-analysis of a crime. As stated in the website of the Los Angeles Police Department(2010), â€Å"experience strongly suggests that application of CPTED in combination with other Department crime prevention programs will help reduce crime and fear of crime in the community†(para 14). Part II. Choose four of the physical security countermeasures listed in Box 10. 2 of the Security Operations text and identify the best location to utilize your selected countermeasures. Alarm Systems Alarm systems work best in facilities inside large buildings. The area must be large enough so that the function of the alarm system will be maximized, small areas often does not need such a system. Alarm systems are effective indoors because sensors are programmed to react with some variations in the conditions of the environment. Indoors are much more controlled than in the outdoors. Strength of this countermeasure is that the alarm communicates fast through out the facilities so that everybody can know if something wrong is happening. Also, it can be easily designed to suit the facility where it will be installed without adding much cost in the design. Weaknesses of this as Mc Crie (2007) stated is that the wires or cables that are used to transmit signal can be cut easily either intentional or by accident. The usual costs associated are for installation cost and maintenance. Based on Table 10. 2 (Mc Crie, 2007), the total cost is relatively high. Signs This countermeasure is useful in areas that do not require much protection that is when the harm that can be done is small. A good example is private properties that are under construction or not yet in use. Signs that say no trespassing and indicating the corresponding penalties are useful enough to lessen the probability of having intruders. The strength of this is that it incurs very low cost (the cost is only for making the sign) and seldom needs follow-up maintenance. However, planned and determined offense can not be prevented by this measure. Access Control System The best location to use this countermeasure is in restricted areas where only few personnel are allowed to enter. It must be located in all access points such as the entrance and exits as well as in other machines and facilities. Such areas are the research facilities of companies. The access to such areas needs to be limited because the operations performed are critical and confidential. As stated on Table 10. 2 (Mc Crie, 2007), it can deter, delay and detect. The strength of this system lies in the fast growth of technologies available to facilitate such measure. With these technologies, a company can choose from a variety of system that can fit their needs and budget. The weakness of this is some access controls can be stolen from the authorized person. This involves IDs and sometimes passwords. System that uses biometric features can also malfunction at times. Common errors are in the processing of the data. â€Å"False-positive (also called Type I or A) errors occurs when an authorized person accesses a restricted facility where he or she should have been allowed† (Mc Crie, 2007 p. 305) and he or she is denied access. On the other hand, the â€Å"false-negative (also called Type II or B) errors allow admission to someone who should not be admitted but is† (Mc Crie, 2007 p. 305). Associated cost is relatively high and includes the installation of the system, training for the concerned personnel. Lighting Systems Hallways are the area where lighting systems have important effect in terms of security measures. It works in two ways: it protects the employees from accidents with the fixtures of the area and personal assaults; it also protects the facility from intruders. This can be easily implemented in almost any condition and a tried and tested way of increasing security of a place. The weakness of this is that it is only a deterrent; it cannot stop an ongoing offense unless a security personnel is watching the place. So, it is important that with good lighting, the visibility of the area to other personnel is also ensured in the design consideration. Associated cost is low; it includes the installation, electricity cost and maintenance such as replacement of bulbs and repairs. III. Security Operations Management. Chapter #10, Question #2: Why must security planners be involved early in facility design? What is the expected payoff from such involvement? Security planners must be involved early in facility design because if the physical and technology based security measures will be done after the structure is designed or built, it will disrupt the existing situation and may cause the employees to feel that â€Å"the management is putting systems above people† (Mc Crie, 2007 p. 285). Most of the effective security measures such as proper lighting need to be incorporated in the design of facilities in order to incur lesser cost and to blend well with the over-all plan. However, well-designed and executed security measures may result to requirement of lesser number of security personnel. It will also gather support from the employees because at the very start of operations, the goal for a secured workplace is already established. References: Brantingham, P. J. , Brantingham, P. L. (1981). Environmental Criminology. Beverly Hills, CA: Sage Publications McCrie, R. (2007). Security Operations Management (2nd ed. ). Burlington, USA: Elsevier Inc Nieto, M. (1997). Public Video Surveillance: Is It An Effective Crime Prevention Tool? (CRB-97-0050). Sacramento, CA: California Research Bureau. Retrieved May 16,2010, from http:/www. library. ca. gov/CRB/97/05 Newman, O. (1972). Defensible Space: Crime Prevention through Urban Design. New York, NY: Macmillan The Los Angeles Police Department. (2010). Crime Prevention Through Environmental Design. Retrieved May 16, 2010, http://www. lapdonline. org/prevent_crime/content_basic_view/7726

Lilypads Hotels Essay Example for Free

Lilypads Hotels Essay According to the Court, the Fourth Amendment is mute about undercover searches (inside the home or out), inspections of welfare mothers and probationers homes, flyovers of curtilage and trespasses on property beyond it, surveillance of public movements, most compelled testing for drugs and alcohol, dog sniffs of cars and luggage, and rummaging through garbage. n1 Why don’t you contact me directly at natashagils at yahoo dot com and we can make this work one on one instead of going through middlemen to get assignments done. And the Amendment is close to irrelevant in a host [*604] of other situations, including third-party subpoenas for documents, checkpoints for drunk driving and illegal immigration, residential and business health and safety inspections, and searches of junkyards for stolen parts. n2 Under current constitutional doctrine, the government needs no justification to engage in the first set of actions, and so little to carry out the second that it is virtually unregulated. †¦ A crucial initial assumption in this essay is that, at bottom, neither the language nor the legislative history of the Fourth Amendment drives the analysis on this issue. †¦ I am looking for socio-political explanations for our current Fourth Amendment doctrine, not formalistic ones. The most obvious such explanation for the decisions referenced above is that the Supreme Court does not want to shackle government law enforcement efforts. Undoubtedly, that is a large part of the answer. But it is not the entire story. As I have suggested elsewhere n5 (and briefly explain again here), effective crime control and a more activist interpretation of the Fourth Amendment are not necessarily mutually exclusive. Other explanations for the Courts less-than-robust reading of the Fourth Amendment focus on the ironic consequences of decisions, mostly generated by [*605] the relatively liberal Warren Court, that were meant to expand its scope. For instance, it is fashionable to place much of the blame for todays law on the Warren Courts adoption of privacy as the core value protected by the Fourth Amendment. This move, in Katz v. United States, n6 was hailed at the time as a major enhancement of constitutional protection against government intrusion. As many have pointed out, however, because privacy is a manipulable concept, the Court has since found it easy to declare that a large array of police actions-ranging from use of informants to public surveillance and school and workplace drug testing-either do not implicate or are only limply protected by the Fourth Amendment. n7 This diagnosis has some attraction as well, but fails to explain why even the more liberal justices have often gone along with many of the privacy-diminishing holdings of the Court. In this essay, I too suggest that the modern Courts early expansive stances on the Fourth Amendment have ultimately led to its diminishment. But Katzs expectation-of-privacy formulation is not the culprit. Rather, three other liberal dogmas-what I call the probable-cause-forever position, the individualized suspicion mantra, and the obsession with exclusion as a remedy-are the primary reasons we have a Fourth Amendment Lite. The end-logic of these three dogmas produce such unappealing results that even moderate and liberal justices have balked at them, leaving us with a search and seizure jurisprudence that is much less than it could be. When a search requires probable cause to be constitutional, courts are naturally more reluctant to denominate every police attempt to find evidence a search. When suspicion must be individualized, they are more likely to gloss over the harms caused by investigations of groups. And when the sole serious sanction for an illegal search or seizure is suppression at trial, many judges have less sympathy for viable claims, because they cannot stomach dismissal of criminal charges against guilty people. I. Probable Cause Forever Of course, probable cause is not required for every police action that is called a search or seizure. Terry v. Ohio, n8 a Warren Court decision, stands for the proposition that both detentions short of arrest and patdowns of outer clothing are permissible on reasonable suspicion, which represents a certainty level somewhere below the even-chance threshold often associated with probable cause. The Terry Court was willing to relax Fourth Amendment strictures with respect to stops and frisks because the governments interest in effective crime prevention and [*606] detection on the streets justified the brief, though far from inconsiderable, intrusion upon the sanctity of the person that these actions occasion. n9 In the seizure context, the post-Warren Court has routinely relied on this balancing approach-or what I have called the proportionality principle-in holding that several different types of detentions short of an arrest may take place on less than probable cause. n10 In the search context, however, it has been much less willing to follow this route. Instead, the Court has insisted, in the words of Justice Stewart in Katz, that searches conducted . . . without prior approval by judge or magistrate [and therefore without probable cause], are per se unreasonable under the Fourth Amendment, subject only to a few specifically established and well- delineated exceptions. n11 †¦ [In] T. L. O. .. [the Court] then went on to hold that probable cause was not required to search a school childs purse for evidence of disciplinary infractions, thereby creating the one major exception (other than Terrys frisk rule) to the probable-cause-forever dogma. Labeled the special needs doctrine, a phrase taken from Justice Blackmuns concurrence in T. L. O. , the exception, when it applies, requires only that government action be reasonable, n14 which in practice has meant that neither a warrant nor probable cause is required. But the special needs exception is usually only applicable when, as in T. L. O. , those conducting the government action are not police and are pursuing some end other than ordinary criminal law enforcement (e. g. , school disciplinary searches, drug testing for administrative purposes, checkpoints for immigrants, or inspections of businesses for regulatory, health and safety violations). n15 Indeed, the classic statement of the special needs paradigm is that it kicks in only when special needs, beyond the normal need for law enforcement, make the warrant and probable-cause requirement impracticable. n16 The Court has on several occasions called these special needs [*607] situations exceptional and limited. n17 In other words, outside of frisks, the usual law enforcement search for evidence of criminal activity requires probable cause. n18

Second Language Learning And Age Related Factors English Language Essay

Second Language Learning And Age Related Factors English Language Essay Age is one of the most important affective factors in Second Language Acquisition(SLA). There is some consensus among SLA researchers that age as an affective factor that brings about different performance stages in second language learning. Most experts also agree that individual learners learn differently depending on many variables like learning opportunities, the motivation to learn, individual differences and learning styles in second language acquisition. However, there is little consensus as to how far individuals of the same age group of learners follow a similar and/or linear pattern of language acquisition. The question of how developmental stages interact with individual learning differences is still a question of great debate. It is generally believed that younger learners have certain advantages over older learners in language learning. The common notion is that younger children learn L2 easily and quickly in comparison to older children (Ellis, 2008; Larsen-Freeman, 200 8; Mayberry Lock, 2003). The relationship between age and success in SLA, though complex in nature, is linked to the Critical Period Hypothesis (CPH). CPH, also known as the sensitive period, is defined as the period during which a child can acquire language easily, rapidly, perfectly, and without instruction(Richards Schmidt, 2002, p.145). The CPH suggests that a period of time, between birth and somewhere around the age when a child enters puberty, exists in which the learning a second language can be accomplished more rapidly and easily than times falling outside of this period i.e. post puberty (Larsen-Freeman Long, 2008).SLA theories and research have explained the impact of age in second language acquisition. As reported by Light bown and Spada (2008), learning depends on learners characteristics and the environment. Their findings suggested that older learners have a higher level of problem solving and metalinguistics abilities than younger learners. Researchers discoveries Researchers have focused on learners pronunciation, syntax and grammatical morphemes. Mark Patkowski (1982) examined the level of spoken English of sixty-seven immigrants to the U.S. His finding was that pre-puberty learners acquire second language better than post-puberty learners. He also pointed out that two other factors-length of residence and amount of instruction-are inseparable from the age factor. Johnson and Newport (quoted in Light bown Spada, 2008) found native-like language abilities and the performance levels lower in older children than younger in a study of forty-six Chinese and Koreans speakers. On the other hand, Snow and Hoefnagel-Hohle (1982), from their research carried in Holland, concluded that adults learned faster than children and the rate of second language learning was higher. David Singleton(2003) also declared that the tendency for younger learners to do better in the long run in the matter of second language lexical acquisition is no more than a tendenc y (p. 22). In this paper, an attempt is made to study and analyze the age related research on the basis of critical period hypothesis and other relevant variables. The key question in this paper is how age affects second language acquisition. Do people of the same age group possess the same learning characteristics and learn in the same ratio in SLA? Are there any certain features that the researchers have agreed upon regarding the age factor in SLA and CPH? Critical period The notion of critical period for a second language acquisition has been associated with several hypotheses. Some researchers have focused on the view that the younger learners as the better learners whereas others opine the older learners as the better learners. However, there are different perspectives on how the children and adults learn a foreign or second language. Adults naturally find themselves in such situations that demand more complex language and expression of more complicated ideas whereas children lack pressure and maturity in second language learning. The Experiments David Singleton (1989) offered a number of proposals related to age and second language acquisition. The most popular notions are the younger =the better and the older =the better (Singleton, p. 31). He, on the basis of previous studies and research on age factor, focused on learners pronunciation skill and other linguistics features. There are a number of research to support the younger the better hypothesis. Yamanda et al. (qtd. in Singleton, 1989) studied 30Japanese elementary school pupils of seven to ten ages old. These students did not have any previous experience of English. The researchers used a list of 40 English words and recorded the rate of success of the students. Their finding was that more than average older learners decreased with age i.e. the older the age the lower the score. Furthermore, Mark S. Patkowski (1982) carried out a research on 67 highly educated immigrants to the United States from various backgrounds. In his control subjects, 33 subjects were those who had come to the United States before the age of 15 (pre-puberty group) and 34 subjects who were post-puberty group with similar backgrounds. He examined the spoken English of the subjects, and analyzed a difference between learners who began to learn English before puberty and those who began learning English later after puberty (Patkowski, 1982, p.58). His results showed a strong negative relationship between age of arrival and syntactic rating. He concluded that the pre-puberty group was better in language learning than the post-puberty group. He further addressed: à ¢Ã¢â€š ¬Ã‚ ¦the only factor which was highly associated with the level of syntactic proficiency attained by learners was the age at which acquisition of English began. Practice and instructional variables showed little or no association with the dependent variables. The result, then, appeared to strongly support the hypothesis of an age-related limitation on the ability to acquire full command of a second language. (Patkowski, 1982, p. 59) He also concluded that the age factor is highly related to other several factors like the numbers of years spent in the United States, amount of information exposure to English and amount of formal instruction in English. One of the supporting evidences in the field of second language acquisition comes from the experience of immigrants. A group of researchers have shown a relationship between age of entry, length of residence and level of language acquisition (Singleton 1989; Ekstrand 1982; Asher Gracia 1989; Lightbown Spada 2008). Asher and Gracia examined acquisition of pronunciation of 71 Cuban immigrants to California. The subjects were of aged groups from seven to 19 years. The majority of them had been in the United States for about five years. They concluded that not one of the 71 Cuban subjects was judged to have American native pronunciation (qtd. in Singleton, 1989, p. 83). They also figured out a fact that the younger a child had been when entering the United States, the higher the probability of a native like accent. The Lenneburgian notion of CPH that puberty as a milestone for SLA has been reversed by the other researchers. Carroll (1963) suggested that the ability to acquire a native like accent declines toward puberty. Ekstrand (1982) carried out a research on age and length of residence of 2400 Swedish pupils. The test consisted of six areas including pronunciation, diction, listening, reading, oral and written production. Ekstrand grouped the total population into 26 categories according to third month of year of birth and observed effects of age and effects of length of residence in the process of second language. He found that language learning ability goes almost linearly with age. He also noticed that social and emotional adjustment did not seem to be related to age. He deduced that age was strongly correlated with grade levels because quality and quantity of instruction was an important factor in second language learning. For Ekstrand, the more developed the brain was, the better it was suited for second language learning. Susan Oyama (1976) studied 60 male Italian immigrants who entered to the United States at ages ranging from six to 20. She examined the degree of American accent and proficiency in English listening. She concluded that age is as an important factor to achieve native like accent. The youngest arrivals performed a better accent. She has shown the relation of age and listening comprehension as follows: à ¢Ã¢â€š ¬Ã‚ ¦those subjects who began learning English before age 11 showed comprehension score similar to those of native speakers, whereas later arrivals did less well; those who arrived after the age of 16 showed markedly lower comprehension scores than the native. (Oyama, 1982, p. 23) A further immigrant study appeared in support of the younger the better hypothesis. Johnson and Newport (qtd. in Lightbown Spada, 2008) selected 46 Chinese and Korean experimental subjects in their research. They tested some rules of English morphology and syntax among the participants of aged groups from three to 15 and with those aged groups from 17 to39. The result was that those who began learning later did not have native like language abilities and their performance on the test varied more widely. Robert Dekeyser (2000) conducted a replication of the Johnson and Newport with a group of Hungarian immigrants to the United States. On the contrary, he concluded that adult learners were better than the younger ones. The second strong hypothesis is that older learners are more successful that than younger language learners in SLA. This notion was highly supported by a number of short term experimental researchers. These studies and research were based on teaching projects and second language immersion programs. Some of these studies have highlighted adolescents and adults of different ages where results have indicated that the older learners are far better than the younger ones. In 1967 Ashor and Price (as cited in Singleton, 1989) have carried out an experiment with96 students from the second, fourth and eighth grades of a school and 37 undergraduate students from a college. The subjects did not have any previous knowledge of Russian, the targeted language. After three short trainings conducted in Russian language, the results showed that the eight graders performed significantly better than the second graders and the fourth graders. They also noticed a consistently positive relationship with advancing age because of above average mental ability of the adults. Politzer and Weiss (as quoted in Singleton, 1989) have conducted another study in which they found that an advantage of SLA for older learners than younger ones. Their subjects were second, fifth, seventh and ninth graders. The experimental procedures were consisted of an auditory discrimination test, a pronunciation test and a reading test among 257 pupils. They recorded a gradual improvement of scores with an increase age in all three tests. Similarly, Olson and Samuel in the 1970s (qtd. in Singleton, 1989) have investigated the relative capacity of native English speakers in three different age groups on 20 elementary pupils, 20 junior high school pupils and 20 college students. On the test of pronunciation, it was found that two older groups performed significantly better than the elementary age group. In other studies on age and SLA, many researchers have mentioned a similar finding that adult subjects performed better than the children (Bland Keislar, 1966; Smith Braine, 1973; Burstall her colleagues, 1974; Singleton, 1989). Bland and Keislar took six fifth graders and four kindergartners in their study. They conducted an individualized program of oral French. They mentioned that amongst the fifth graders this time ranged from 4.5 to 11 hours, the mean being 6.9 hours, whereas amongst the kindergarteners the ranges from 12.5 to 17.5 hours and the mean was 15.1 hours (Qtd. in Singleton 1989, p. 98). In other words, the younger learners took more than twice as long as the older learners. A large scale experiment was conducted by Burstall and her colleagues (Qtd. in Singleton 1989) in the 1970s. The study included three age groups of pupils from selected primary schools in England and Wales. Among the 11 year old, 13 year old and 16 year old students, the results indicated that older students dramatically achieved higher score in listening and speaking tests than the younger ones. Other researchers of SLA interested in assessing phonological skills of learners suggest a common belief that younger learners acquire a native like accent in the target language. Dunkel and Pillet (reported in Singleton, 1989) compared the proficiency in French between elementary school pupils and beginning students of French from the university. They found that the younger learners pronunciation was better than that of the older ones. However, in both written and aural tests, the university students had better performance than the younger ones. In another study, Fathman and Precup (reported in Singleton, 1989) tested oral proficiency in English on 20 children and 20 adults in a formal setting in Mexico. Their finding also brought a similar conclusion that the children scored better in English pronunciation than the adults but the adults scored better then the children in syntax. Some studies, on the other hand, have focused on the issues of culture and variations of accent among the speakers of the same language. Lobov (1920) has claimed that people rarely acquire the accent of a particular region if they move into that region after puberty (qtd. in Singleton, 1989, p. 111). While considering younger learners in long run, Stephen Krashen (1979) has forwarded three proposals in the domain of morph syntax. Krashens positions in SLA are as following: à ¢Ã¢â€š ¬Ã‚ ¢ Adults proceed through early stages of syntactic and morphological development faster than children (where time and exposure are held constant). à ¢Ã¢â€š ¬Ã‚ ¢ Older children acquire faster than younger children (again time and exposure are held constant). à ¢Ã¢â€š ¬Ã‚ ¢ Acquirers who begin natural exposure to second languages during childhood generally achieve higher second language proficiency than those beginning as adults. (qtd. In Singleton, 1989, p. 117) Krashen et al. studied syntax and morphology of children in formal and informal learning contexts. They claimed that older learners proceed through the early stages of second language grammatical development more quickly than younger learners. Anan Fathman (1982) observed a difference in the rate of learning English phonology, morphology and syntax based on the differences in age. She focused on the children aged 11 to 15 years who received significantly higher scores in learning the morphology and syntax of a second language than those children of aged six to ten years. One of the most significant studies related to age and SLA comes from the research of Catherine E. Snow and Marian Hoefnagel-Hohle (1982). They investigated 51 English subjects in five age groups whose target language was Dutch. The subjects accomplishments at three points in the Netherlands were compared with the accomplishments of two advanced speakers of Dutch and native speakers. The beginners were tested three times at 4 to 5 month intervals, but the advanced learners were tested only once. The subjects were tested individually at school or at home in various categories-pronunciation, auditory discrimination, morphology, sentence repetition, sentence translation, sentence judgment, Peabody picture vocabulary test, story comprehension and storytelling. The results of their study gave strong evidence against the critical period hypothesis. All the tests showed a rapid learning by the 12 to 15 years old and adults during the first few months of acquisition. T hey mentioned: The adultsà ¢Ã¢â€š ¬Ã‚ ¦fell increasingly behind because their subsequent improvement was very slow. The teenagers had achieved almost native performance extremely quickly, within a few months of starting to speak Dutchà ¢Ã¢â€š ¬Ã‚ ¦.The crucial findings of relevance for evaluating the CPH were that the 3 to 5 years old scored consistently worse than the older groups on all the test and that the 12 to 15 years old showed the most rapid acquisition of all the skills tested. (Snow Hoefnagel-Hohle, 1982, p. 103) The Results Their finding rejected the notion of younger learners as better learners in L2 acquisition. In the second study, Snow and Hoefnagel-Hohle took 81 subjects. Of them, 51 were beginners and31were advanced learners. In the result, it was found that in all cases the adolescent and adult subjects outperformed the younger subjects. The research has shown non-liner relationship between age and second language acquisition. Whether the long term or short term studies are conducted on syntax and morphology or pronunciation of a second language, there are as many conflicting views as the researchers. To address this situation, it is opted to quote Singleton (1989) that beyond the strict terms of Krashen et. al.s hypothesis the evidence concerning short term versus long term language attainment is more confused (p.119) and there is no common argument agreed by all the research. David Birdsong (2006) has studied theoretical issues and empirical findings of age related research of second language acquisition. He had found that brain memory, learning conditions and second language processing speed are connected with age factor. He has pointed out that morphological changes and cognitive process are different in young and adult learners. The next component besides Critical Period Hypothesis of second language acquisition is the variables related to the age factor. These variables can be motivation, anxiety, self confidence, attitude, learning styles and so on. They are responsible in language acquisition in both children and adults. Their direct relationship to age as an indicator of language learning has been studied by various researchers. John Archibald (2005) has said that it is hard to say whether critical period exists or not. He argued that it is much more difficult to predict knowledge or ability in any of the other areas of communicative competence (syntax, cohesion, sociolinguistics, etc.) based on age of acquisition (Archibald, 2005, p. 420). Rather he valued individual differences, the L2 classroom, modified input, modified interaction, and learning environment in second language learning context. Mary Schleppegrell (2008) has focused on health, classroom practices and learning styles as age related factors in second language learning. She says that older adults learn a foreign language for a specific purpose to be more effective professionally, to be able to service in an anticipated foreign situation or for other instrumental reasons (Schleppegrell, 2008, p. 3). On the other hand, younger learners may not have extrinsic motivation or may not see a specific goal in learning another language. It is also noticed that children and adults do not always get the same quality and quantity of language input in both formal and informal learning settings (Lightbown Spada, 2008). It is also hard to say how these variables work as a filter or barrier in learning process of young and adults. As in Colliers study (1987) (qtd. in Singleton, 1989), the barrier of anxiety sometimes makes the adults less successful in second language. Language input is another factor linked to age. Stephen Krashen believes that the learner improves when he or she receives second language input at a level of comprehensible input (i+1). For Krashen the natural comprehension input has become the fundamental principle in SLA. This comprehensible input may change with age where older learners get an advantage over younger ones (Lightbown Spada, 2008). Conclusion Summing up, age is one of the characteristics that determine the way in which an individual learns second language. Age is highly associated with critical period in many research studies. There are a number of controversial issues related to second language acquisition and critical period hypothesis. As Singleton (2005) has predicted, a multiplicity of CPs, like mythical hydra, whose multiplicity of heads and capacity to produce new heads rendered it impossible to deal with (p. 288). He declares the end of critical period. Some researchers limited the CP between per inatality and puberty, while the others extended it after the puberty. In the realm of pedagogy, the researchers have advocated CPH into two main categories-the younger the better and the older the better. A group of researchers including Singleton, Yamanda et al., Carroll and et al, and Patkowski believed that the young learners have higher learning potentiality than the adults whereas Johnson and Newport, Dekeyser, Asher and Price, Politzer and Weiss, Olson and Samuel opined the opposite. The young learners are considered fluent in communication of the second language and achieve native like accent. Learners after the age of puberty do not acquire native like accent of a second language but have complex learning pattern. Research suggests that children and adults L2 learners pass through different developmental states in second language learning. Learning depends on the cognitive maturity and neurological factors. Julia Van Sickle and Sarah Ferris (as quoted in Singleton, 2005) have shown the relation between age and second language acquisition as, One of the dangers of the emphasis on critical periods is that it prompts us to pay too much attention to when learning occurs and too little attention to how learning might best occur (p. 105). Age is not everything in second language learning. However, factors related to the age, for example the learning opportunities, the motivation to learn, individual differences, and learning styles, are also important determining variables that affect the rate of second language learning in various developmental stages of the learners.

Female Genital Mutilation Essay -- History Human Rights Research Paper

Female Genital Mutilation Female Genital Mutilation is believed to have started in Egypt 2,000 years ago and spread from there. Only a few years ago, FGM was considered a cultural tradition, but now the United Nations has labeled it as a violation of human rights. Canada, Denmark, the Netherlands, and the United States has declared Female Genital Mutilation grounds for seeking asylum and is a punishable offense (1).   Ã‚  Ã‚  Ã‚  Ã‚  Many of us never heard of Female Genital Mutilation until the story of Kauziya Kasinga, a woman from West Africa. Her father did not believe in polygamy, forced marriage, or "female circumcision". He died when she was 17 and the father's sister inherited the home, banished the mother, ended Fauziya's schooling, and arranged a marriage as a fourth wife to a man she had never met. The aunt scheduled her for the circumcision and she ran with 3,000 dollars that one of her aunts had saved.   Ã‚  Ã‚  Ã‚  Ã‚  What is female circumcision? The female genital mutilation term covers three main varieties of genital mutilation (2). There is the "sunna circumcision"; this consists of removal of the prepuce and/or the tip of the clitoris. Ironically, sunna in Arabic means "tradition". This is done because it is believed that the clitoris is a very dangerous part of the female anatomy. In our culture, Freud stated in his book, Sexuality and the Psychology of Love, that the "elimination of clitoral sexuality is a necessary precondition for the development of femininity. In 1979, the "Love Surgery" was performed on women in the United Sates. Dr. James Burt, the "Love Surgeon", introduced "clitoral relocation" (sunna circumcision) to the medical field. He believed and acted upon the idea that excision does not prevent sexual pleasure, but enhances it. Dr. Burt practiced in Ohio for almost ten years before he was exposed after which he gave up his license.   Ã‚  Ã‚  Ã‚  Ã‚  Clitoridectomy, also referred to as excision, removes the entire clitoris and the removal of the labia. Thirdly, there is a procedure called an infibulation. This is the most extreme form of circumcision, it consists of the removal of the clitoris, the labia, and the joining of the scraped sides of the vulva across the vagina, where they are secured with thorns or sewn with thread. A small opening is kept to allow passage of urine and menstrual blood. A woman with this type of circumcision must be cut ... ...is "absolutely certain that if similar tortures were inflicted on boy children the whole world would rise up to stop it by all means". Works Cited 1. Atrocities Against Women: Female Genital Mutilation. Mason, Marcia L. Sept. 1995. HTTP://WWW.WORLDCITIZEN.ORG/ISSUES 2. FEMALE GENITAL MUTILATION: AN INTRODUCTION. National Organization of Circumcision Information Resource Centers FGM Awareness and Education Project. Box 2512 San Anselmo, CA 94979 3. Female Genital Mutilation. http://www.hollyfeld.org 4. Female Genital Mutilation. http://www.hollyfeld.org 5. Associated Press Article, Feb 1998, web site found at http://www.feminist.org/news/newsbyte/february98/0218.html 6. Female Mutilation in Africa, Middle East and Far East; anon. http://www.religioustolerance.org/fem_cirm.htm 7. ABU-SAHLIEH Sami, "To Mutilate in the Name of Jehovah or Allah: Legitimization of Male and Female Circumcision: available online at Http://wwwhollyfeld.org 8. Nawal El-Saadawi, "The Hidden Face of Eve, Women in the Arab World," translated and edited by Sherif Hettata, Zed Press, London, 1980, pg.33 9. The Women's Watch, Spring 1996 Vol. 22 No. 2, pg.44-49. Fran Hosken, Editor.

John Collier and the Indian New Deal Essay -- American History

John Collier and the Indian New Deal At the beginning of the 20th century, Native American culture was on the edge of extinction. Indians were at the bottom of the economic ladder. They had the lowest life expectancy rate, the highest infant mortality rate, the highest suicide rate and the highest rate of alcoholism than any other group in America. The Meriam Report of 1928, an 872-page study, laid the blame at the foot of the Federal Government. When President Franklin Delano Roosevelt took office 1933, a series of major reforms were implemented that would later come to be known as the â€Å"Indian New Deal†. An important chapter in contemporary Native American history was about to begin. This essay will outline the major elements of the Indian New Deal and examine its achievements, failures and criticism. A critical analysis of the Indian New Deal would not be complete without a brief history of its progenitor, John Collier. His career started in 1907 as a social worker with the People’s Institute in New York City. During his time with the institute, Collier developed a social ideology based on the preservation of cultural traditions and communal life. In 1920, he found himself among the Pueblo tribe of New Mexico. Collier became enchanted with their sense of community, believing it to be an affirmation of his views on social policy. From this point on, he was at the forefront of the Indian reform movement. In 1923, Collier and other reformers founded the American Indian Defense Association, an organization committed to ending land allotment and preserving Native American culture. At the request of Secretary of Interior Harold L. Ickes, President Roosevelt selected Collier to oversee the Bureau of Indian Affairs (BIA). Immedia... ...7. William T. Hagan, American Indians (Chicago: University of Chicago Press, 1993) 176. Vine Deloria, Jr. ed., American Indian Policy in the Twentieth Century (Norman: University of Oklahoma Press 1985) 43. Vine Deloria, Jr. and Clifford M. Lytle, American Indians, American Justice (Austin: University of Texas Press, 1983) 99. Emma R. Gross, Contemporary Federal Policy Towards American Indians (New York: Greenwood Press 1989) 20. U.S. Congress, Committee on Indian Affairs, Hearings on H.R. 7781: Indian Conditions and Affairs, 74th Congress, 1st Session, 1935, p.744. Terry L. Anderson, Sovereign Nations or Reservations? An Economic History of American Indians (San Francisco: Pacific Research Institute for Public Policy 1995) 144. Vine Deloria, Jr. ed., American Indian Policy in the Twentieth Century (Norman: University of Oklahoma Press 1985) 93.

Voluntary Testing for Pregnant Women Essay -- Pregnancy Birth Papers

Voluntary Testing for Pregnant Women During the past decade, the human immunodeficiency virus (HIV) has become a leading cause of mortality among women. This population is now accounting for the most rapid increase in cases of acquired immunodeficiency syndrome (AIDS) in recent years. As the numbers of cases of HIV infection have increased among women, particularly of childbearing age, increasing numbers of children have become infected as well. "Various studies conducted to date indicate that between 1/4 and 1/3 of infants born worldwide to women infected with HIV have become infected with the virus themselves" (HIV InSite, 1997). This is due to the route of transmission known as vertical transmission, from mother to infant. Thus, HIV infection has now also become a leading cause of mortality among young children, and virtually all of these infections can be attributed to vertical transmission. More than 4 million American women get pregnant each year, an estimated 8,000 of them HIV infected. (USA Today, 1999) HIV can be transmitted from an infected woman to her unborn fetus or newborn during pregnancy, during labor and delivery, and even during the postpartum period via breastfeeding. "Reports show vertical transmission rates ranging from 13% to 40%" (HIV InSite, 1995b). This translates into approximately 1,000-2,000 HIV-infected infants being born each year in the United States. Although transmission of HIV to a fetus can occur as early as the second month of development, research suggests that at least one half of vertically transmitted infections from non-breastfeeding women occur shortly after or during the birth process (HIV InSite, 1995a). Due to the seriousness of vertical transmission, there have been ... ...d the Physician-Patient Relationship." AIDS & Ethics. Ed. Reamer, Frederic G. New York: Columbia UP, 1991: 188-214. "PHS Guidelines for HIV Counseling and Voluntary Testing for Pregnant Women." Factsheet Public Health Service. CDC. July 1995. (Article, HIV InSite, HIVInSite.ucsf.edu/topics/women/). "Public Health Service Task Force Recommendations for the Use of Antiretroviral Drugs in Pregnant Women Infected with HIV-1 for Maternal Health and for Reducing Perinatal HIV-1 Transmission in the United States." MMWR Reports, Vol. 47, January 30, 1998: No. RR-2. (Article, HIV InSite, hivinsite.ucsf.edu/medical). "US Public Health Recommendations for Human Immunodeficiency Virus Counseling and Voluntary Testing for Pregnant Women." US Department of Health & Human Services—Public Health Service. July 7, 1995. (Article, HIV InSite, hivinsite.ucsf.edu/medical/).

How to Make a Lava Lamp with Household Ingredients Essay

Edited by Sondra C, Nicole Willson, Jack Herrick, Krystle and 104 others Two Methods:With Vegetable Oil and WaterWith Mineral Oil and Alcohol Have you ever caught yourself being hypnotized by a lava lamp? You hold it in your hand, move it slightly, and watch as the liquid quivers and separates into different shapes and colors. Then you look at the price tag – and put it back. To do your wallet a favor and make a lava lamp with household ingredients, follow these instructions. Method 1 of 2: With Vegetable Oil and Water 1. Get a 16- or 64-oz soda or water bottle. Any tightly sealable container works, but you probably have an empty water bottle laying around somewhere. Ad 2. Add oil, water, and food coloring to the bottle. Fill the bottle 3/4 of the way full with vegetable oil, then top it off with water and about 10 drops of food coloring (or enough to make the solution appear fairly dark). 3. 3 Cut an Alka-Seltzer or Airborne tablet into pieces. You can either ration the pieces to make your lava lamp last longer or add more than one piece at a time for more interesting effects. 4 Add pieces of the tablet to the bottle. This will cause the mixture to bubble. Repeat every time the bubbling stops. Unfortunately, with this type of lava lamp, the effects are temporary. 5 Put the cap on and tip the bottle back and forth. This will cause the tiny droplets of colored water moving around inside the oil to join together, making bigger lava-squirt blobs. That’s what scientists call them, anyway. 6 Place a strong flashlight or search light under the bottle. This will illuminate the bubbles for maximum effect. But don’t leave your bottle on top of a heated surface! Plastic will melt and you’ll get oil everywhere. Method 2 of 2: With Mineral Oil and Alcohol Get a glass container. Glass can withstand heat if you want to keep your lava continuously moving — otherwise plastic will do just fine. Any container that you can seal up and shake is good. 2 Add in a combination of 70% rubbing alcohol, 90% isopropyl alcohol and water. You’ll need more 70% than 90% to get the right density and just a few tablespoons of water should do the trick. The water is heavier and makes it easier for the â€Å"lava† to flow through. Experiment with ratios to see what  warrants the best results. 3 Add in mineral oil as your lava. If you’d like it dyed, use artist’s oil paints or shred a permanent marker. Stop before it reaches the top and overflows! The mineral oil will not mix with the alcohol/water solution. Don’t worry. If you’d like to dye the water, add food coloring, which is also water soluble. However, the more variables you have, the more likely it is not to work. 4 Put it on top of a heat lamp or light. As it warms, the lava should move. If the lava isn’t cooperating, you may want to add Turpentine or another paint solvent to force it to coalesce. Be careful with dangerous chemicals — you don’t want anything all over your furniture, on your clothes, or eaten by the family dog. Top of Form Add your own method Save Bottom of Form Tips You can also add decorations like glitter, sequins, or tiny beads. If you don’t have Airborne or Alka-Seltzer, salt works as well. This experiment demonstrates some science you already know: that oil and water do not mix. Even if you try to really shake-up the bottle, the oil breaks up into small drops but will not mix with the water or the (water-based) food coloring. This will keep the oil distinct from the colored water, giving the lamp a nice effect. In addition, the Alka-Seltzer or Airborne tablet reacts with the water to make tiny bubbles of carbon dioxide gas. These bubbles attach themselves to the blobs of colored water and cause them to float to the surface. When the bubbles pop, the color blobs sink back to the bottom of the bottle. Salt is less expensive than Alka-Seltzer, but if you use salt, you will still have to add more to keep your lava lamp working. Lava lamps such as these are a great way to reuse empty jars such as those used for  peanut butter and jelly. They’re also great for science projects. OozingGoo.com has instructions on how to make several kinds of â€Å"heatable† lava lamps. Warnings Do not drink the contents. Do not heat the bottle like a normal lava lamp or allow it to become heated by holding the light underneath it for too long if using plastic. Hot oil in a plastic bottle is a definite hazard. Things You’ll Need With Vegetable Oil & Water 16 or 64-oz plastic soda bottle and cap, empty and clean Vegetable oil Food coloring An Alka-Seltzer or Airborne tablet Water With Mineral Oil & Alcohol 70% and 90% alcohol Water Container, sealable Mineral oil Artist’s oil paints Food coloring (optional) Light or heat lamp Related wikiHows How to Create a Science Fair Project How to Make a Lava Lamp from a Water Bottle How to Create Your Own 3D Glasses How to Test Insect Responses to Color How to Decorate a Lampshade How to Add Color to a Fluorescent Light How to Build a Lamp How to Make a Soda Bottle Volcano How to Make a Rainbow How to Make a Cloud in a Bottle How to Make a Light Bulb How to Make an Oil Lamp Sources and Citations http://www.oozinggoo.com/ll-form2.html SteveSpanglerScience.com is the original source of this article and has more instructions on this experiment. Article Info Featured Article Categories: Featured Articles | Candles Lamps and Fireplaces | Science Recent edits by: WritingEnthusiast14, Qimu, Souphead In other languages: Espaà ±ol: Cà ³mo crear una lampara de lava, Deutsch: Wie man eine Lavalampe aus Haushaltszutaten macht, Portuguà ªs: Como Fazer uma Là ¢mpada de Lava com Ingredientes Caseiros, Italiano: Come Costruire una Lampada di Lava con Ingredienti Casalinghi, Nederlands: een lavalamp maken, Franà §ais: Comment faire une lampe à   lave avec des ingrà ©dients mà ©nagers, Ð  Ã'Æ'Ã' Ã' Ã ºÃ ¸Ã ¹: Ã' Ã ´Ã µÃ »Ã °Ã'‚Ã'Å' Ð »Ã °Ã ²Ã ¾Ã ²Ã'Æ'Ã'Ž Ð »Ã °Ã ¼Ã ¿Ã'Æ' Ð ¸Ã · Ð ¿Ã ¾Ã ´Ã'€Ã'Æ'Ã'‡Ð ½Ã'‹Ã'… Ð ¼Ã °Ã'‚Ð µÃ'€Ð ¸Ã °Ã »Ã ¾Ã ² Discuss Meet a Community Member Meet Hinni, a wikiHowian from South Australia who has been active in the community for over a year. She’s started 122 articles and patrolled over 22,000 changes. She enjoys writing articles, answering requests, and patrolling recent changes. Her favorite article she’s worked on has been How to Make Leche Flan, and she’s proud of being a Featured Author. She loves how everyone in the wikHow community is so friendly and willing to help and answer questions. To new editors, she says: listen to advice from experienced wikiHowians; then pick topics that you like and start finding little ways to edit them and help out! Join The Community

The Silver Linings Playbook Chapter 27

As If He Were Yoda and I Were Luke Skywalker Training on the Dagobah System When we finish discussing our Kubb tournament victory and Mrs. Patel's extraordinary ability to render an exact likeness of Brian Dawkins's bust on the hood of a school bus, I pick the black recliner and tell Cliff I am a little depressed. â€Å"What's wrong?† he says, pulling the lever and raising his footrest. â€Å"Terrell Owens.† Cliff nods, as if he were expecting me to bring up the wide receiver's name. I did not want to talk about this earlier, but it was reported that Terrell Owens (or T.O.) tried to kill himself on September 26. News reports stated that T.O. overdosed on a pain medication. Later, after T.O. was released from the hospital, he said he did not try to kill himself, and then everyone began to think he was crazy. I remember T.O. as a young 49er, but Owens was not on the 49ers' roster when I watched the Eagles play in San Francisco a few weeks ago. What I learned from reading the sports pages was that T.O. had played for the Eagles when I was in the bad place, and he had helped the Birds get to Super Bowl XXXIX, which I do not remember at all. (Maybe this is good, since the Eagles lost, but not remembering still makes me feel crazy.) T.O. apparently held out for more money the next year, said bad things about Eagles QB Donovan McNabb, was suspended for the second half of the season, and then was actually cut from the team, so he signed with the very team Eagles fans hate most – the Cowboys. And because of this, everyone in Philadelphia currently hates T.O. more than just about anyone else on the planet. â€Å"T.O.? Don't worry about him,† Cliff says. â€Å"Dawkins is going to hit him so hard that Owens will be afraid to catch any balls at the Linc.† â€Å"I'm not worried about T.O. making catches and scoring touchdowns.† Cliff looks at me for a second, as if he does not know how to respond, and then says, â€Å"Tell me what worries you.† â€Å"My father refers to T.O. as a psychopathic pill popper. And on the phone this week, Jake also made jokes about T.O. taking pills, calling Owens a nutter.† â€Å"Why does this bother you?† â€Å"Well, the reports I read in the sports pages claimed that T.O. was possibly battling depression.† â€Å"Yes.† â€Å"Well,† I say, â€Å"that would suggest maybe he needs therapy.† â€Å"And?† â€Å"If Terrell Owens is really depressed or mentally unstable, why do the people I love use it as an excuse to talk badly about him?† Cliff takes a deep breath. â€Å"Hmmm.† â€Å"Doesn't my dad understand that I'm a psychopathic pill popper too?† â€Å"As your therapist, I can confirm that you are clearly not psychopathic, Pat.† â€Å"But I'm on all sorts of pills.† â€Å"And yet you are not abusing your medications.† I can see what Cliff means, but he doesn't really understand how I feel – which is a mix of very complicated and hard-to-convey emotions, I realize – so I drop the subject. When the Dallas Cowboys come to Philadelphia, the fat men's tent and the Asian Invasion bus are combined to create a super party that again features a Kubb tournament on Astroturf, satellite television, Indian kabobs, and much beer. But I cannot concentrate on the fun, because all around me is hatred. The first things I notice are the homemade T-shirts other tailgaters are buying and selling and wearing. So many different slogans and images. One has a cartoon of a small boy urinating on the Dallas star, and the caption reads dallas sucks. t.o. swallows †¦ pills. Another shirt has a large prescription bottle with the universal skull-and-crossbones poison symbol on the label and terrell owens written underneath. Yet another version features the pill bottle on the front and a gun on the back, under which the caption reads T.O., if at first you don't succeed, buy a gun. A nearby tailgater has nailed T.O.'s old Eagles jersey to a ten-foot cross, which is also covered with orange prescription bottles that look exactly like mine. People are burning their old T.O. jerseys in the parking lot; human-size dolls in T.O. jerseys are strung up so people can hit them with bats. And even though I do not like any Dallas Cowboy, I feel sort of bad for Terrell Owens because maybe he really is a sad guy who is having trouble with his mind. Who knows, maybe he really did try to kill himself? And yet everyone mocks him, as if his mental health is a joke – or maybe they want to push him over the edge and would like nothing more than to see T.O. dead. Because of my poor throws, Cliff and I get knocked out of the Kubb tournament early, losing the five bucks my brother fronted me, and this is when Cliff asks me to help him move some India Pale Ale out of the Asian Invasion bus. When we are inside of the bus, he closes the door and says, â€Å"What's wrong?† â€Å"Nothing,† I say. â€Å"You weren't even looking to see where your batons landed, you were so distracted during the Kubb games.† I say nothing. â€Å"What's wrong?† â€Å"You're not in your leather seat.† Cliff sits down, pats the bus seat, and says, â€Å"Pleather will have to do today.† I sit down in the seat across from Cliff and say, â€Å"I just feel bad for T.O. That's all.† â€Å"He's getting millions of dollars to endure this type of criticism. And he thrives on it. He brings it on himself with those touchdown dances and the hoopla. And these people don't really want T.O. to die; they just don't want him to perform well today. It's all in good fun.† Now, I know what Cliff means, but it doesn't seem like good fun to me. And regardless of whether T.O. is a millionaire or not, I'm not sure T-shirts encouraging anyone to shoot himself in the head should be condoned by my therapist. But I don't say anything. Back outside the bus I see that Jake and Ashwini are in the final game of the Kubb tournament, so I try to cheer for them and block out the hatred that surrounds me. Inside the Linc, all throughout the first half, the crowd sings, â€Å"O.D. – O.D., O.D., O.D. – O.D. – O.D.† Jake explains that the crowd used to sing, â€Å"T.O. – T.O., T.O., T.O. – T.O. – T.O.† back when Owens was an Eagle. I watch Owens on the sideline, and even though he doesn't have many catches yet, he seems to be dancing to the rhythm of the crowd's O.D. song, and I wonder if he is really so immune to seventy thousand people mocking his near overdose or if he really feels differently inside. Again I can't help feeling bad for the guy. I wonder what I would do if seventy thousand people mocked my forgetting the last few years of my life. By halftime Hank Baskett has two catches for twenty-five yards, but the Eagles are losing 21 – 17. All throughout the second half, Lincoln Financial Field is alive; we Eagles fans know that first place in the NFC East is at stake. With just under eight minutes to go in the third, everything changes. McNabb throws a long one down the left side of the field. Everyone in my section stands to see what will happen. Number 84 catches the ball in Dallas territory, puts a move on the defender, takes off for the end zone, and then I am in the air. Under me are Scott and Jake. I'm riding high on their shoulders. Everyone in our section is high-fiving me because Hank Baskett has finally scored his first NFL touchdown – an eighty-seven-yarder – and of course I am wearing my Baskett jersey. The Eagles are winning, and I am so happy that I forget all about T.O. and start to think about my dad watching at home on his huge television, and I wonder if maybe the TV cameras caught me when I was riding high on Jake's and Scott's shoulders. Maybe Dad saw a life-size me celebrating on his flat screen, and maybe he is even proud. A series of tense moments get our hearts beating at the end of the fourth quarter, when Dallas is driving, down 31 – 24. A score will send the game into OT. But Lito Sheppard intercepts Bledsoe and returns the pick for a TD, and the whole stadium sings the Eagles fight song and chants the letters, and the day is ours. When the clock ticks down, I look for T.O. and see him sprint off the field and into the locker room without even shaking the hand of one single Eagle. I still feel bad for him. Jake and Scott and I exit the Linc and run into the Asian Invasion – which is easy to spot from far away because it consists of fifty Indian men, usually clumped together, all in Brian Dawkins jerseys. â€Å"Just look for fifty number 20's,† they always say. Cliff and I run up to each other and high-five and scream and yell, and then all fifty Indian men start chanting, â€Å"Baskett, Baskett, Baskett!† And I am so happy; I pick little Cliff up and hoist him onto my shoulders and carry him back to the Asian Invasion bus as if he were Yoda and I were Luke Skywalker training on the Dagobah System in the middle section of The Empire Strikes Back, which is – as I told you before – one of my all-time favorite movies. â€Å"E!-A!-G!-L!-E!-S! EAGLES!† we chant so many times as we navigate the crowds and find our way back to our spot behind the Wachovia Center, where the fat men are waiting with ice-cold celebration beers. I keep hugging Jake and hig h-fiving Cliff and chest bumping the fat men and singing with the Indians. I am so happy. I am so impossibly happy. When the Asian Invasion drops me off in front of my house, it's late, so I ask Ashwini not to blow the Eagles chant horn and he reluctantly agrees – although when the bus rounds the corner at the end of my street, I hear fifty Indian men chant, â€Å"E!-A!-G!-L!-E!-S! EAGLES!† I can't help smiling as I enter my parents' home. I am ready for Dad. After such a big win – a win that puts the Eagles in first place – surely Dad will want to talk to me. But when I enter the family room, no one is there. No beer bottles on the floor, no dishes in the sink. In fact, the whole house looks spotless. â€Å"Dad? Mom?† I say, but no one answers. I saw both of their cars in the driveway when I came home, so I am very confused. I begin to climb the steps, and the house is deadly quiet. I check my bedroom, and my bed's made and the room is empty. So I knock on my parents' bedroom door, but no one answers. I push the door open and immediately wish I hadn't. â€Å"Your father and I made up after the Eagles victory,† Mom says with a funny smile. â€Å"He aims to be a changed man.† The sheet is pulled up to their necks, but somehow I know my parents are naked underneath the covers. â€Å"Your boy Baskett healed the family,† my father says. â€Å"He was a god out there on the field today. And with the Eagles in first place, I thought, Why not make up with Jeanie?† Still, I cannot speak. â€Å"Pat, maybe you'd like to go for a run?† my mom suggests. â€Å"Maybe just a little half-hour run?† I close their bedroom door. While I change into a tracksuit, I think I hear my parents' bed squeak, and the house seems to shake a little too. So I slip on my sneakers and run down the stairs and out the front door. I sprint across the park, run around to the back of the Websters' house, and knock on Tiffany's door. When she answers, she's in some sort of nightgown and her face looks confused. â€Å"Pat? What are you – â€Å" â€Å"My parents are having sex,† I explain. â€Å"Right now.† Her eyes widen. She smiles and then laughs. â€Å"Just let me get changed,† she says, and then shuts the door. We walk for hours – all around Collingswood. At first I ramble on and on about T.O., Baskett, my parents, Jake, the Asian Invasion, my wedding pictures, my mother's ultimatum actually working – everything – but Tiffany does not say anything in response. When I run out of words, we simply walk and walk and walk, and finally we are in front of the Websters' house and it is time to say good night. I stick my hand out and say, â€Å"Thanks for listening.† When it is clear that Tiffany's not going to shake, I start to walk away. â€Å"Turn around, bright eyes,† Tiffany says, which is a very weird thing for her to say, because my eyes are brown and very dull, but of course I turn around. â€Å"I'm going to give you something that will confuse you, and maybe even make you mad. I don't want you to open it until you are in a very relaxed mood. Tonight is out of the question. Wait a few days, and when you are feeling happy, open this letter.† She pulls a white business envelope out of her jacket pocket and hands it to me. â€Å"Put it away in your pocket,† she says, and I do as I am told, mostly because Tiffany looks so deathly serious. â€Å"I will not be running with you until you give me your answer. I will leave you alone to think. Regardless of what you decide, you cannot tell anyone about what is inside of that envelope. Understand? If you tell anyone – even your therapist – I'll know by looking in your eyes, and I will never speak to you again. It's best if you simply fo llow my directions.† My heart is pounding. What is Tiffany talking about? All I want to do is open the envelope now. â€Å"You have to wait at least forty-eight hours before you open that. Make sure you are in a good mood when you read the letter. Think about it, and then give me your answer. Remember, Pat, I can be a very valuable friend to you, but you do not want me as an enemy.† I remember the story Ronnie told me about how Tiffany lost her job, and I begin to feel very afraid.