Texting While Driving Argumentative Essay - 773 Words

Argumentative Essay Many accidents are blamed on distracted driving and most of the distractions are caused by cell phone usage. However, some opponents feel that creating a law against cell phone use infringes their personal rights. Others think that banning someone from using their cell phones is equivalent to telling someone that they cant adjust their radio or chat with someone else in their car. However, using a cell phone, whether talking or texting, while driving can be extremely dangerous; it should be made illegal because it is very hazardous to yourself and the people surrounding you, can lead to the death of loved ones, and it is even compared to the danger level of drunk driving. No matter what age the driver is, under no†¦show more content†¦In the article, â€Å"Dead Girl’s Parents Warn Students to Buckle Up and Stop Texting,† shows that texting while driving is hazardous and very real when Alex Brown, age 17, died due to result of texting while driving while not wea ring a seatbelt. The parents of Alex Brown, Johhny Mac and Jeanne Brown, appeared in front of an audience of hundreds of Clyde middle and high school students, to educate young people about Alex’s accident and how easily it could have been prevented. Texting while driving impacts the lives of those around you. A single distraction while driving, as small and simple it may seem such as texting, can lead to the death of loved ones. Not only is texting while behind the wheel bad enough itself, many people compare the danger level to drunk driving. Driving while intoxicated at the same time is illegal, just as some believe texting while driving should be as well. Larry Copeland states that after a study was conducted at The University of Utah, it showed that driving with a blood-alcohol content of 0.08% is equal to texting and driving. If people were more aware of how closely related texting while driving and drunk driving are, it would help to inform all drivers on safety behind the wheel. Not only are distracted drivers harming themselves, yet they are putting every other driver on the road in the same dangerous position without realizing it. Texting while driving puts many driver’s lives in danger daily.Show MoreRelatedTexting and Driving: Grounds for Jailtime Essay867 Words   |  4 Pages Argumentative essay Where has technology taken us that even while driving people have to be texting? Although texting while driving has become a disaster for many families and killed many people’s lives, it was first seen as a great way to communicate when driving. Over the years humans have adapted to doing many things that we see everything normal and do not stop for a second to realize that it can harm us or others. Most people don’t realize that it only takes three seconds of distraction forRead MoreEssay on Public Service Announcements on Texting and Driving1154 Words   |  5 PagesArgumentative Essay Revision Shot to aim directly at people who tend to disregard warnings and are most like to be distracted drivers, texting and driving PSA’s bring awareness and self consciousness to the general public as they display from moderate to severe graphic scenes on what happens when you take your eyes off of the wheel. A distracted driving PSA ad is not only one of the best ways to alert people of the consequences of unfocused driving, but it can also reduce the number of distractedRead MoreThe Effects Of Autonomous Cars On Society Essay1858 Words   |  8 PagesTyler Hagemeier Dr. Learst English 102 20 November 2016 Argumentative Essay While researching articles about autonomous cars, I found a few authors who wrote about the effects of autonomous cars on society and whether or not these should be introduced to our world’s roads. On one hand, some authors believe â€Å"self-driving† cars should not be allowed on roads. They believe this revolution in the change of cars will destroy large industries which includes the auto-insurance industry, parking industry

Obesity and Self-Esteem Essay - 969 Words

Today obesity is talked about as a major physical health problem. It can cause diabetes, high blood pressure, heart disease, immobilization, and many other problems. However many articles fail to mention what is one of the most important and most destructive problems. This is the effect of obesity on one’s mental health and wellbeing. Being excessively overweight usually instills in it’s victims a sense of self worthlessness and gives them a very negative self-image. This can lead to an array of problems that affect the person in a way that is much more direct and difficult to deal with than physical problems. While the problem is known to affect men, it strikes women much more often. The models and celebrities in the media that set the†¦show more content†¦Also, she states that more importance has now been placed on how women’s bodies look in the nude because of fashion magazines and commercial images instead of how women look under layers of body enhancing clothing (p.6). â€Å"Obesity is not simply a cosmetic disorder,† state Jeffrey Koplan and William Dietz in their article â€Å"Caloric Imbalance and Public Health Policy† (p.1). These physicians fail throughout the entire article to truly mention the mental effects of being overweight; they just seem to think that being fat is a small problem when it comes to looks. This is just one of many examples that have disgusted people who are experts on mental health and society’s pressures. â€Å"Like other minorities, fat people are seen as throwbacks to a more primitive time,† states Schwartz (p.3). Obese individuals and populations are looked at as inferior, lazy, self-indulging, and out of control. A revolutionary type of assertion is made by Schwartz in his article. He states that if it were a fat society, people would live longer, happier lives because they would be more comfortable in their own bodies (p.5). This completely contradicts what virtually every medical study in existence says, but it may be right. There is one example of how this works in America; in the 1960’s Roseto, Pennsylvania had a population of nearly 1,700 people, almost all of whom were obese, and there is hardly a recorded case of obesity related troubles (SchwartzShow MoreRelatedObesity, Self Esteem, Depression Essay1172 Words   |  5 PagesObesity has been a life long struggle. While myself and fifty percent of adults in the United States are battling obesity, the psychological effects have become larger than the obesity itself. Not only are we forced to deal with the physical effects of being overweight, I, like others have had to overcome the psychological effects as well. Low self est eem has been a challenge and has ultimately fueled my bout with depression. Although obesity, low self esteem, and depression are three separateRead MoreEssay on Impact of Obesity on Self-confidence and Self-esteem1053 Words   |  5 PagesStates, have been gaining more and more weight. Obesity is rapidly becoming an epidemic in our youngsters lives. Whether its all the fast food or lack of exercise, adults and especially children are heavier than ever. This increase in the national girth is giving way to such debilitating and chronic disease diabetes, joint and muscle ailments, and even heart disease. Beside that, there is a result from statistic says that disability due to obesity-related type 2 diabetes will increase particularlyRead MoreObesity Is Defined As Excess Body Weight That Has A Negative Impact On Self Esteem943 Words   |  4 PagesThe Problem Obesity is defined as excess body weight that has a negative impact on self-esteem and also contributes to a spectrum of comorbidities, which include type II diabetes, hypertension, multiple cancers and cardiovascular diseases. The result of obesity is a diminished life expectancy and quality of life. Unfortunately, obesity costs have hurt our economy because the U.S. government spends billions of dollars in health care expenses annually, and the trouble does not stop there. In 2012Read MoreObesity Literature Review1597 Words   |  7 PagesObesity Literature review I. Introduction Obesity is a medical condition in which excess body fat has accumulated to the extent that it may have an adverse affect on health, leading to reduced life expectancy. Child obesity has been increasing dramatically and it has become one of the most common chronic conditions for youngsters and its accompanied by several psychological effects. As for the children it might lead to being isolated and having peer problems and sense of discrimination fromRead MoreChildhood Obesity and Its Effect1260 Words   |  6 PagesChildhood obesity is considered to be a serious issue among our youth. Obesity can cause many types of physical problems, which most are aware of, but it can also cause some undesirable internal feelings within children and adolescents who suffer from it. Self-esteem, or self-worth, is important as it helps develop personality and is a major ingredient to our mental health status (Wang, F. and Veugelers, P. J., 2008). Some have said obesity may even have a negative effect on cognitive developmentRead MoreEnvironmental Risk Factors And Obesity969 Words   |  4 Pagescontribute to obesity. Analyzing the effects of neighborhood environments is significant since it represents a broader social and community background that clarifies children’s behaviors towards physical activity and poor nutrition. Moreover, neighborhood environment aspects such as poor housing, crime, lack of sidewalks, grocery stores, and recreational areas have the ability to be improved through public policy (Mantziki, 2015). Some of the recent studies examining neighborhood effects and obesity haveRead MoreOverweight, and Obesity are Results of Calorie Imbalance779 Words   |  3 Pagesfrom water, bones, muscles, fat or a mixture of them all. Obesity is defined as having excess body fat, they both are results of calorie imbalance. Within the last 30 years adult as well as childhood obesity has increased significantly. Pediatric obesity has become an epidemic within the las t 20 years. At the present time 31% of adults and 18% of children are obese. Body Mass Index is used to diagnose a child as being obese. Most often obesity represents an improper balance in calories ingested andRead MoreObesity And Its Effects On Children1558 Words   |  7 PagesObesity is one of the several major public health issues that researchers attempt to find interventions for. Prevalence of obesity has been increasing throughout the years, especially in children. If prevalence and incidence of obesity continues to increase in children, long term illnesses start producing, which can hinder an individual’s life span. In addition to chronic illnesses being produced, obesity can also hinder the social and psychological wellbeing. As children are growing with obesityRead MoreThe Social Consequences Of Being Obese905 Words   |  4 Pagesperceptions that obese individuals are alone responsible and that the gain or loss of weight is under their personal control. It is al so a misconception that all obese individuals are seen as lazy and lack the value of self-control. This may then reinforce beliefs that the cause of obesity is a result of out-of-control behaviour and impulses (Puhl Brownell 2003). However, this is not a real reflection of reality as obese individuals are not they only people who are unhealthy, has an unhealthy body weightRead MoreThe Psychological And Physical Effects Of Obesity1325 Words   |  6 PagesName: Obesity To determine whether obesity is a kind of disease, we need to understand the psychological and physical effect of obesity. Based on our daily experience, I can find that the effect is obvious and significant. But we still need to do further research to find out the extent of these two kinds of effects. Based on the article Psychological aspects of childhood obesity: a controlled study in a clinical and nonclinical sample written by Caroline Braet, Ivan Mervielde and Walter Vandereycken

Finland Experienced An Outbreak Of Salmonellaâ€Myassignmenthelp.Com

Question: How To The Finland Experienced An Outbreak Of Salmonella? Answer: Introducation In the year 1995-2001, Finland experienced an outbreak of the Salmonella infection which is passed on from poultry to humans. The contagious Salmonella bacterium transmits from the animals themselves, their food, or the environment to which they are exposed (Wobeser, 2013). This case describes some of the risk management procedures that the government of Finland undertook so as to monitor and curb the risk of human salmonella infections spread from poultry. Finlands Ministry of Agriculture and Farming, the authority that is responsible for regulating food production in Finland, set up a National Salmonella Control Programme whose mandate was to constrain the number of human salmonella infections acquired from food. Through the Programme, there was removal from the production chain of breeding flocks that were detected as being salmonella positive; there was also heat treatment of meat from broiler flocks that were salmonella positive. The interventions made through the programme, tho ugh without any formal research, kept the prevalence of the disease at an acceptable level. The salmonella case has five major properties. The first is the application field which entails the prevalence of the salmonella bacterium in the poultry production chain and the transmission to humans. The second is the decision maker in the management of the risk and that is the Finish Ministry of Agriculture and Poultry. The third is additional stakeholders: consumers, and poultry farmers. The fourth property is the reason for undertaking the study; and it was the need to evaluate the implemented intervention program to examine its effect and appropriateness, as a political jurisdiction, and for research interest. The fifth aspect is the methodology used and the Programme made use of the Bayesian probabilistic inference model, cost-benefit analysis, Monte Carlo simulation, and Markov Chain Monte Carlo sampling. The intervention program to fight the salmonella infection outbreak and the risks it involved was evaluated by, and as demanded by the Ministry, the Department of Risk Asse ssment at the National Veterinary and Food Research Institute. The risk assessment model that was used in the broiler production chain to deal with the risk of salmonella constituted three parts: the Primary Production Inference Model, the Secondary Production Simulation Model, and the Consumption Inference Model (Laupland et.al, 2009). After the assessment of the risk of human salmonella infections spread through broiler meat, the next step was the managing the risk. The risk management process employed by the government of Finland through the relevant ministries involved six steps. The first step was identifying the risk, the salmonella infection and the monetary loss incurred by the broiler producers; the second step was evaluating the risk to gauge the probability of its transmission and prevalence, with and without the modelled intervention programme. Also, the consequences of the human salmonella infections, and the cost-benefit analysis; development and evaluation of risk management methods which included removing of detected salmonella-p ositive breeding flocks, and heat-treating contaminated broiler meat. The other steps included making of risk management decision to continue with the intervention program; and finally the evaluation of the solutions implemented. As observed from the salmonella case, every poultry meat consumer is faced with the risk of the infection and the control to the risk mainly depends on the procedures employed at the production chain. The government of Finland, as well as the governments of other countries should ensure a safe and thoroughly inspected poultry production chain to eradicate the risk of human salmonella infections. The combination of both flock removal and heating of contaminated meat ought to be used together in the event of salmonella infections because as seen in the case in Finland, they were effective. Shell oil reserves overstatement This is a case that highlights an issue that occurred in Shell Company in the year 2004. The basis of the issue is that in 2004, executives heading Shells exploration and production department made an exaggeration on the size of the companys reserves at the time. Even when the claim of the unrealistic estimates got to the media and the public, the executives failed to act and the problem, thus, escalated. Apparently the said executives had opted to play along with the figures with the hope that future growth of the companys reserves would account for the overstatement. As the company faced insufficiency in growth to justify the said historic bookings and prove their stated reserves, it had no choice but to downgrade the stated amount. In doing so it downgraded an equivalent of 4.35 billion barrels i.e. around 22 percent of its entire reserves, from proven category to less certain category (Olsen, Lee, Blasingame, 2011). Since the most valuable asset for an oil company is its reserve s, the downgrading did not only embarrass Shell Company but it also cost the company many existing and potential investors. The share price of the company also got hammered as a result of the issue. In response to the issue and the uproar by the shareholders, a number of resignations in the management levels of the company occurred. One of these resignations was by Shell groups chairman Sir Philip Watts who left the company abruptly, compounding the problem even further. The management of the issue was spearheaded by Jeroen van der Veer, the chairman who took over the company after Watts. Veer believed that Shells survival, following the issue, depended on the ability by the company to transform its structure and processes. In dealing with the situation, the issue management process involved identifying a chain of global, standardized processes that would impact over 80 of Shells operating units. The processes meant changes to the operations of Shell Company and though they were vital to the long term survival of the company, in the short term they proved unpopular because some countries lost market share. However, the leadership insisted on the need by all the units of the comp any globally to adopt to the change programme that the company had put in place. The said change programme was by the name Shell Downstream-one. Through Shell Downstream-One the changes required were mandated to all the major players in all of Shells markets for them to know and understand what was required of them and why, and that way they drove the transformational growth the company aimed for (Bacharach, 2016). The aim of the programme was to put processes that deemed standard and simpler in all countries and regions above the individual and local needs of a particular Shell unit. These processes were inclusive of common invoicing finance systems, to even larger more centralized distribution networks. The team of experts that was used to deliver the changes included senior leaders, implementation consultants, experts in in-house subject matters, and external change experts. Through them, and before any meaningful change got delivered, there was the modelling and driving of the new behaviors required; briefing of people whom the change would impact; and discussing and mitigating potential problem areas. The change manageme nt in Shell which started and ended under the leadership of Jeroen van der Veer was a success. The investors are confident and the company is at a better position that it was in 2004. The Shell Downstream-One is still an ongoing programme that continues to benefit Shell Company. The Fukushima nuclear disaster This is a case study that delves in the nuclear disaster that happened in the Fukushima power plant in Japan in the year 2011, and the steps that the Japanese government and other stakeholders undertook to mitigate the danger of radiation that faced the residents of that area. The nuclear meltdown occurred alongside two other natural disasters, a tsunami and an earthquake. The Japanese governments response to the nuclear disaster at Fukushima failed to observe fundamental principles of good crisis communication. It is a striking reminder that advanced planning and training of all stakeholders is necessary to face such challenges. Though the Japanese people exhibited stoicism and resilience at the time, the Japanese government, on the other hand is subject to criticism on how it handled the crisis because it took actions that ran counter to the vital elements of appropriate crisis communication. The government mishandled its communication with the public. The top stakeholders- such as the executives, politicians, and bureaucrats- in their iron triangle relationships circumvented rules and regulations for their own benefits and overlook the risks that the nuclear plant posed (Tateno Yokoyama, 2013). With thorough preparation, the Japanese government could have organized its information processing and sharing, and communicated effectively. Rather, Tokyo Electric Power Company and the Japanese government kept reassuring the population and conveying partial information even when disaster was looming. According to (Booth, 2015) it is important that an overseeing authority be truthful, transparent, and forthcoming throughout a crisis so as to remove uncertainty and to ensure trust in the authority. The three fundamental things that the Japanese government could have done to avert or mitigate the disaster were proper organization, appropriate message content, and sufficient synchronization. Firstly, therefore, the government should have also relied on an informal organization rather that only the formal organization that it relied on and that constituted government and TEPCO officials. The government ought also to have been fast in putting up the team as it did so five days into the c risis. Secondly, the government should have been clear and transparent in the message it communicated without holding back necessary information and keeping their estimates in the absence of data. Thirdly, there ought to have been synchronization of crisis management and crisis communication; it would have led to proper consideration of actions taken such as the extension of the evacuation radius. One of the measures undertaken in combating the radiation risks posed to the population in the surrounding areas was evacuating an area of 30km around the plant and also establishing a 30km no-fly zone around the Fukushima facility; around 47000 residents left their homes following the evacuation process (Nakoski Lazo, 2011). To stop the radiation, the workers and other emergency responders cooled the reactors using water trucks, helicopters, and even pumping water from the sea. As a recommendation to avoid a similar crisis in the future, communication of threats in the plant and its environs should be done efficiently without creating loopholes. Action to deal with the risks should be taken within the shortest time possible; more importantly, there should always be up-to-date measures enable manage such a crisis proactively. References Booth, S. A. (2015). Crisis management strategy: Competition and change in modern enterprises. Routledge. Bacharach, S. B. (2016).The Agenda Mover: When Your Good Idea is Not Enough. Cornell University Press. Laupland, K. B., Schnheyder, H. C., Kennedy, K. J., Lyytikinen, O., Valiquette, L., Galbraith, J., ... Kibsey, P. (2009). Rationale for and protocol of a multi-national population-based bacteremia surveillance collaborative.BMC research notes,2(1), 146. Nakoski, J., Lazo, T. (2011). Fukushima.NEA News,29(1), 6. Olsen, G. T., Lee, W. J., Blasingame, T. (2011). Reserves overbooking: the problem we're finally going to talk about.SPE Economics Management,3(02), 68-78. Tateno, S., Yokoyama, H. M. (2013). Public anxiety, trust, and the role of mediators in communicating risk of exposure to low dose radiation after the Fukushima Daiichi Nuclear Plant explosion.JCOM,12(2), 1-22. Wobeser, G. A. (2013).Essentials of disease in wild animals. John Wiley Sons

Case Study - Toy Wars free essay sample

The child seems interested in experiencing the toy too, so the father handed him the helicopter with clear remarks on how it differs from a real life helicopter. Here, the ad can use a tag line: â€Å"A real macho, plays with his child† then the name picture and brand and price will show at the end of the clip. b. There is a school family day where students are required to bring their most valuable toy. One student brings a Cracko helicopter. He said that it’s his father’s gift to him on his 7th birthday before his father died in a combat of being a soldier. As the boy tells the story on how they use the toy, a flashback of the bonding he had with his father plays. Here, the ad can use a tag line: â€Å"Cracko Industries, keeping memories alive† II. Convincing the Client – Cracko Industries has been stiff in its position to have a â€Å"macho, meaner, and tougher† advertisement. We will write a custom essay sample on Case Study Toy Wars or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page So if Daner Associates can present clearly the idea why there is a need to do away such plan, presents the alternative concepts and the possible benefits it could be bring to the company – the client can possibly be influenced. The first two were already discussed in the previous parts. The possible benefits may center on the company positioning and sales. They can site the following: i. There may be a swift change of target audience, instead of the children who would encourage the parents to buy the product, it would be the parents who would be willing to buy the product for their children by reason of the clear information and good rapport that the propose ad will build. This would encourage sales, similar to what can they expect with a violent and unrealistic ads. ii. Opportunities are vast since the ad will be acceptable for the 3 Big Networks. iii. Good showcase of Cracko Industries as a family owned and oriented company. III. Subsequent Actions – This is facing the after-fact of pursuing the recommended course of action. What if Cracko accepts the proposal? Rejects the proposal? Surely the first one is a win situation. Subsequent action would be the production and placement of the ad to various media. If ever Crako rejects the proposal, they should let it be. In any case, the agency should make clear to their future and existing clients their corporate brand value – the principles that they follow in conceptualizing and creating an advertisement – a brand value saying that Daner Associates promotes non-violent, non-aggressive, and non-manipulative advertisements. Method of Evaluation The Method of Evaluation to be used for this particular ACA can be gauged in 2 ways: 1. One is through assessment of the Sales of Cracko Industries; this is for the simple reason that if the product would be patronized by the market. The television ad must have been effective in delivering the message to the respective target market. 2. Another method of evaluation is Consumer Response; this plays a major role in evaluating the effectiveness of the television ad since end consumers whom the producer (in this situation Cracko Industries) wishes to make an appeal to are the target market. For this particular question, if majority of the sample population would answer C or Television Ads, then it is safe to say that the TV ad launched was successful since it was in line with the goal of the group in the recommended ACA. Specifically to prevent an â€Å"aggressive and violent† tv ad and propose a more â€Å"informative and persuasive† ad. 2. Sales This is another method of evaluation wherein the effectiveness of the television ad launched by Daner Associates is through the Sales achieved by Cracko Industries on their latest toy development. Through this, the researchers (RD) can present the data of the breakdown of factors contributing to their sales. One of which TV ads is included, if the percentage here is high, then it must mean that the tv ad launched was indeed effective. The success of the implementation may be measured in two ways: One, by how will Cracko reacts on the proposal. If Cracko accepts the proposal and pursue with a non-violent, no-war advertisement, the analysis of sales movement compared to the industry where most competitors have stacked with the â€Å"macho and meaner† concepts may be a basis of measurement. Sales in these conditions must be found with little variance proving that the proposal did not affect the goal of Cracko: to make sales and maintain segment positioning. The other measure is regardless of Cracko’s reaction: the promotion of the corporate value against violence, aggression, and unrealistic expectation may be gauged by the number of new clients and the retention of the existing oneswho believe with the corporate values that Daner Associates chose to stand for.

Define the term miracle Essay Example

Define the term miracle Essay The term miracle can be defined in many different ways. The Concise Oxford Dictionary defines a miracle as a marvellous event due to some supposed supernatural agency; remarkable occurrence; remarkable specimen (of ingenuity, impudence, etc); however the Concise Oxford Dictionary of Christian Church definition of a miracle is, a miracle, according to the traditional view, is a sensible fact produced by a special intervention of God, transcending the normal order of things, usually termed the force of Nature. People define the word miracle in many different ways. Some people believe nature itself and the world God created is full of miracles. Inventions and developments in the world and science that may once have seemed impossible can be thought of as miracles. Some believe a miracle is an event where Gods work becomes clearly seen in a mysterious way, such as an amazing coincidence, healing or an answered prayer. It is a direct intervention by God breaking his own laws of nature (like a dead person coming alive again or an unaccountable healing). They believe miracles are signs that God is at work and cares about the world he created. Other people believe miracles are impossible; a coincidence might be taken religiously as a sign and called a miracle, and some people might say a miracle has happened when it is just their wishes coming true by chance. They might be lying or fooling themselves and although many people pray for miracles they hardly ever seem to happen. We will write a custom essay sample on Define the term miracle specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Define the term miracle specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Define the term miracle specifically for you FOR ONLY $16.38 $13.9/page Hire Writer ii) Describe how Jesus was presented as a worker of miracles giving examples from Lukes gospel. The miracles Jesus performed in his life fall in to four groups: physical healings, raising to life miracles, exorcisms and nature miracles. Physical healings including blindness, deafness and dumbness; they show Jesus power over physical illness. When Jesus healed the sick he showed the love of God reaching to people who were suffering. Raising to life miracles, such as the raising to life of Jairus daughter (Luke 8:41-42, 49-56) show Jesus power over death. Jesus showed how the power of God was stronger than death and nothing could stand in Gods way. Exorcisms, when Jesus cast out demons such as the man with demons at Gadara (Luke 8:27-35); they showed Jesus power over evil spirits. Jesus showed that the Kingdom of God was stronger than the Kingdom of Satan, and Satan was being defeated. Nature miracles such as Jesus calming the storm (Luke 8:22-25), which showed Jesus power over nature. Jesus showed Gods power breaking into the world and how God could do things for his people that were unexpected and seemed impossible. Luke believed that Jesus came to offer salvation and freedom. The miracles were signs of Gods salvation and showed that God loved his world and was saving the lost and the outcasts. Although Jesus performed miracles for people to show his power and authority as the Son of God and as Messiah, he never performed miracles to help himself, show off, or force people to believe in him; he performed miracles for many different reasons. He showed that he cared about people and wanted them to be whole in mind, body and spirit and he responded to faith or appeal and helped people in need. Jesus performed miracles to show people his teaching in practise and taught people how they should live their lives by performing symbolic miracles. For example, he taught people not to be prejudiced against anyone by performing miracles for all different types of people. He performed miracles for Jews, Gentiles, men, women and children, showing universalism, that he had come for all people. Jesus also performed miracles to show people that he was the Jewish Messiah promised to the people of Israel by God. In Jewish scriptures it said how God would make the Messiah able to heal, making blind people see, the lame walk and making sick people well again. When Jesus did those things it gave evidence that he was the Messiah. Jesus performed miracles by touch, for example the woman with the haemorrhage (Luke 8:43-48). He performed them by his words, such as when the paralyzed man was healed (Luke 5:18-25). He also performed them at a distance, for example, the Centurions servant (Luke 7:1-10). This shows people that Jesus does not physically have to be with the person who is ill to heal them, giving hope to people who are ill today now that Jesus is no longer physically on the earth. One of Jesus miracles was when he calmed the storm (Luke 8:22-25). The story of Jesus power over nature shows some important things about Jesus. It shows he was powerful as the storm calmed when Jesus told it to; he was also mysterious and his disciples were amazed and afraid at what Jesus had done, it showed he was more than just a teacher and prophet. Jesus responded to people when he performed the miracle, he calmed the storm because his disciples had asked him to and it was not his idea. He had faith because he had no doubt that the storm would die down when he told it to, the same faith that he wanted his disciples to have. He was setting an example. In the miracle when Jesus heals the Centurions servant (Luke 7:1-10) he shows how he responds to faith. The Centurion, a Roman and a Gentile, shows great faith in Jesus because he believes Jesus can heal his servant from a distance and not have to come into his house. Jesus is impressed at his great faith and heals the servant without entering the house. In Jesus feeds the 5000 (Luke 9:12-17) he shows his power over nature. The miracle shows Jesus cares about his followers and their needs and is generous. The disciples dont believe he will be able to feed 5000 people with just five loaves and two fish. The miracle Jesus performs by feeding everyone helps people to believe he is the messiah and shows his power and that he is the son of God. Jesus raises Jairus daughter from the dead (Luke 8-40, 49-56). This shows Jesus power over death and his acts of love, as he wanted to help Jairus and give him back his daughter. Jairus was a Jewish leader and an elder of the synagogue, so it must have taken courage to come forward and ask for help from Jesus because many other Jewish leaders were against Jesus. The miracle shows that Jesus responds to courage. The miracles that Jesus performed show his love for others and how he wanted to help people and show them how they should live their lives. He responded to faith and courage and would always help people that had faith in him and God. b) Discuss the meaning of healing miracles with reference to present day belief and Christian life. The miracle stories in the Bible are important to Christians today. They help Christians to have faith in God and Jesus. Whether they believe the miracles actually happened or are just symbolic, Christians today can learn from the miracles Jesus performed. The miracle Jesus and the woman with the haemorrhage (Luke 8:43-48) shows Jesus power over illness. Jesus rewards faith and the woman shows great faith by just touching him. It also shows that Jesus reaches out to outcasts; the woman was considered an outcast from society because according to Jewish law, the womans bleeding meant that she could not join in the Jewish religious ceremonies. This teaches Christians today about the faith they should have, and teaches them to follow Jesus example and help outcasts. In the miracle Jesus and the paralysed man (Luke 5:18-25), the four friends show great faith and friendship. They make an opening in the roof above Jesus and lower their friend in front of him. They are not interested in themselves, only in helping their friend. This can teach Christians today the power of faith and friendship. Jesus tells the man that his sins are forgiven. This teaches Christians today that spiritual healing is just as important as physical healing and that God is forgiving. The miracle Jesus heals the leper (Luke 5:12-13) shows how Jesus pities outcasts and rewards faith. The leper was an outcast as he was considered unclean and had to live outside the town, leprosy was regarded by society as a sign of Gods displeasure. The leper had faith that Jesus had the power to heal him but was unsure if Jesus would be willing to do it. Today some Christians see God as being able to help them but for some reason, not willing to. This miracle can help Christians today to have faith. The miracles Jesus performed in the Bible help to inform Christian belief about how Jesus was the Son of God and the Messiah. They can help people to have faith in the power of the Holy Spirit and the Kingdom of God. Some churches run healing services today. Many people believe that healing services can help people physically and mentally. They believe that God has given certain people the gift of being able to heal others. Other people, however, believe only God can heal and people that claim to be able to heal are only taking advantage of desperate, gullible people. Jesus did not physically heal everyone but gave inner strength to many. Christians today are more concerned with spiritual health, although they also pray for the healing of sickness and physical pain. An example of this can be seen in the visitors to the Marian shrine of Lourdes. Lourdes pilgrims are often sick and there have been claims of physical healing there but most people go there to receive inspiration and spiritual health through prayer and worship. People make pilgrimages to Lourdes because in 1858, the Virgin Mary is said to have appeared there to a peasant girl named Bernadette Soubirous and the water is believed to have healing properties. An example of a healing at Lourdes is Joseph Charpentier, fifty-nine, who had been wheelchair bound for nineteen years when he came to the grotto to pray for a cure. During the healing service he was anointed with oil and ten minutes later was able to stand for the first time. To quote his words I felt a great warmth rise from my feet to my heart. Twenty-eight year old Là ¯Ã‚ ¿Ã‚ ½o Schwager, of Fribourg (Switzerland) had multiple sclerosis for five years. He came to Lourdes in April 1952, with the Pilgrimage from Fribourg. During the Blessed Sacrament Procession he realized that all his symptoms had vanished. His ability to stand, walk, speak, see and eat, all came back in an instant when the sick were being blessed. Marie Bigot, thirty-one, suffered from blindness, deafness and hemiplegia. For the first time she went to Lourdes in October 1952 with the Rosary Pilgrimage. No improvement followed, despite her hopefulness. In October 1953, she went to Lourdes again. There she recovered the ability to walk. The next year, on the 8th October 1954, she recovered her hearing at the end of the Procession, and on the train her vision returned to normal. Many people believe that the healings at Lourdes are miraculous and God is working his powers through a sacred place. Other people believe it is the shock of going to Lourdes that mentally heals people and helps them to have faith in God and themselves. c) Healing miracles do not happen today. Do you agree? Give reasons to support your answer and show that you have thought about different points of view. You must refer to Christianity in your answer. There are many different views on whether healing miracles happen today or not. Some Christians believe that miracles dont happen anymore because Jesus is no longer around to perform miracles. But others believe that Jesus can still work miracles even though he isnt on the earth. They believe that God has not changed and still cares about the world he created and that he will still sometimes respond to prayers for healing, and bring about a cure in an incurable condition. Some people believe you just have to have faith in God for miracles to happen. Now there is more scientific and medical discovery so people often find it harder to believe in miracles as many of them can be explained by science and medicine. Some people believe that miracles are not miracles but just events seen outside of science yet are in science although unexplainable. They believe miracles are just normal events that most never see, only because they are rare and are thought of as miracles just because people can not understand then. However, some Christians think that if we believe that every time science explains an event that it is no longer a miracle, we are losing all faith in God. Twenty year old Malot Clementine was presented with a case of tuberculosis in 1892. In desperation, she decided to go to Lourdes in 1898 with the National Pilgrimage. After going to the baths she felt a marked improvement in her health and by 21st August 1899 a cure was confirmed for certain. This was declared as miraculous. This account could be thought of as miraculous or it could just be a coincidence. Some Christians would say that because of Malot Clementines faith in God, by making a pilgrimage to Lourdes, she was rewarded by being healed. Others would say that her faith in Lourdes and believing that she would be healed was what actually healed her. On the 16th April 1962, Micheli Vittorio, a soldier in the Alpine Corps, was admitted into a hospital in Verona for the diagnosis and treatment of an obscure condition of his left hip. After various tests he was diagnosed with a malignant tumor on 4th. June. His case deteriorated, with total destruction of his hip joint, but he still undertook a pilgrimage to Lourdes in June 1963. During the pilgrimage, nothing notable happened, except that he bathed, encased from pelvis to foot in a plaster cast. On his return he appeared to be in better shape. Six months after the pilgrimage he was in excellent health, had no pain, he could walk and his hip somehow seemed to have reconstructed. This miracle seems remarkable and many people would think it was God and the Holy Spirit at work, rewarding his faith. Even though he could barely walk, he still made the pilgrimage to Lourdes because he believed it would heal him. Other people may not find the account completely believable, as it seems impossible that his hip joint could have been miraculously reconstructed. Some people might think it is possible that his case gradually got better and his pilgrimage to Lourdes was nothing to do with it. People have many different opinions on whether miracles happen today. I believe miracles can happen today if God wants it that way but a lot of things that are labeled as miraculous may just be coincidences. For some people, having faith in God and miracles can help them get well and have faith in themselves.

The importance of the multi-disciplinary team (MDT) and how they work with the client to promote independence

The importance of the multi-disciplinary team (MDT) and how they work with the client to promote independence Free Online Research Papers For this reflection I will be using the Gibbs reflective cycle (1988) to demonstrate how members of the multi-disciplinary team worked together to achieve a positive client outcome. I will use the Gibbs model which incorporates the following: description, feelings, evaluation, analysis, conclusion and action plan (Gibbs 1988). This model facilitates critical thoughts, linking theory to practice and allows my personal feelings and opinions to be reflected upon. This reflection will discuss the importance of the multi-disciplinary team (MDT) and how they work with the client to promote independence. The MDT within the mental health environment generally comprised of psychiatrist, clinical psychologists, nurses, occupational therapists and social workers, but other therapists such as family therapists, psychotherapists, dietician and counsellors mat also become involved in the care of the client (Perkins Repper 1998). Multidisciplinary involvement is important within mental health nursing as people with mental health problems have multiple needs, so a variety of expertise is required to meet the needs of these people (Darby et al 1999). Ovretveit, (1993) defined the MDT as a group of practitioners with a wide variety of professional training who regularly meet to provide a service to clients. Throughout this reflection, the clients name and clinical setting will not be disclosed as this would breach confidentiality (NMC 2004). For this reason the client will be referred to as ‘Martin’. The first stage of Gibbs (1988) model of reflection requires a description of events. Martin is a 45 year old male, who is currently at a mental health rehabilitation unit as he suffers from paranoia schizophrenia. Paranoia results in episodes of delusions which can be accompanied by hallucinations, perception disturbances and auditory variety (BBC 2006). Schizophrenia is a psychiatric diagnosis that describes a mental disorder characterized by expressions of reality or by impairments in perceptions (BBC 2006). Martin was brought into the rehabilitation unit as he suffered from chronic delusions, which caused him to behave irrationally and destructive. Before he was admitted into hospital, he was causing danger to himself and others by setting objects on fire and was very paranoid about objects in the kitchen. He felt that the instruments in the kitchen were dangerous and always commented on the cooker and oven being broken. This resulted in him being unable to prepare himself food and eating fast food meals everyday. After spending 2 weeks in a mental health hospital he was transferred to a rehabilitation unit, which he had currently been in for a month. The MDT had to work together so Martin was able to overcome his fear of the kitchen and able him to become independent. I had the opportunity to observe a MDT meeting and participated in the discussion about Martin. Throughout Martin’s time in the rehabilitation unit, many of the MDT members individually spent time with him. The consultant discussed with him any medical problems Martin may be having and gave Martin a description of the medication he had been prescribed and why it was essential they were taken (Kirby et al .2004) The psychiatrist discussed with him how he was dealing with the paranoia schizophrenia and gave Martin a better overlook of his overall life and what he would be able to achieve if he focused on trying to prepare meals. The psychiatrist allowed Martin to discuss his feelings openly and concentrated on whether his perception of cooking had changed over the month he had been in the rehabilitation unit. The occupational therapist also worked with Martin. The main role of the occupational therapist is helping individuals with everyday tasks to promote and maintain their independence and reduce the risk of relapse (Burke 2006). The occupation therapist guided and supervised Martin with his cooking which also gave them a chance to bond and communicate, while preparing their meals (Taylor et al 2001). The dietician was also notified about Martins lack of ability to prepare food. The dietician explained the risk of poor nutrition and what affects it could have on Martin. The social workers main duty was to help Martin cope with the environmental aspect of his life, by giving him and his family information about the ways to support him while in rehabilitation and when he returns home. The social worker also advised Martin to attend cooking groups so he could gain confidence in cooking. The social workers also encouraged Martin to join more social events/groups which would encourage social integration (Thompson 2006). I am now going to enter into the second stage of Gibbs (1988) model of reflection, which is a discussion about my thoughts and feelings.I felt very comfortable and accepted within the MDT meeting. The atmosphere was friendly and relaxed and the MDT discussed Martin’s progress. I felt quite nervous in contributing to the MDT discussion but felt as though I was Martins advocate and was speaking out on his behalf, as I had gained a strong bond with him. The MDT listened to my opinions and asked further questions on how I felt he was progressing. The MDT communicated well with each other and had Martin’s best interest in mind at all times. The discussions about Martin were held until the best outcome was achieved for him. This demonstrated the benefits and importance of communication within a team and how all contributions within meetings should be valued (Perkins Repper 1998). I found it extremely interesting to see a MDT in action and witness the teamwork between differe nt disciplines. Evaluation is the third stage of the Gibbs (1988) model of reflection and gives an account of the importance of MDT. There are many positive aspects of this particular MDT as they all worked well together as a team with the same goal in mind. The team discussed the different options available and all the problems that may arise. The MDT have to consider the current state of a client and if the change in lifestyle would benefit him in the long-term. The advantage of a multidisciplinary team approach is that all professionals work together by collecting the facts and by bringing information together, to obtain a complete view of the possible problems of each individual patient. In doing this they are able to make sure that the appropriate range of treatment is given (Onyett 2003).The MDT can have a large impact on the client’s life and can change their long-term way of living. Although, one of the major disadvantages of the MDT is that they work individually, therefore there can be a lack of direction, unclear goals and poor leader ship (Darby et al 1999) if effective communication between the team is not achieved. This could affect the care Martin given and postpone his discharge from the rehabilitation unit. Essential communication is vital in MDT as it allows the team to gain an understanding of how the client is coping and if the transfer from the mental health hospital to the rehabilitation unit benefited him. Stage four of Gibbs(1988) is an analysis of the event. If I had not given my opinion on Martin’s care, he may not have benefited from the MDT as much as he did. Contributing in Martins care meant that I was able to inform the other members of the MDT about his progress. I felt I did this well as I gave a description of his emotional state and how he was progressing with preparing food in the kitchen. The MDT appreciated me speaking about Martin, as they were able to identify new targets for him to achieve, so he would constantly be working towards reaching independence. In conclusion, stage five of the Gibbs (1988) models, it is clear to see from the MDT meeting that effective leadership and good communication between members of the team is vital to ensure there is a clear understanding of Martin’s outcomes (Taylor 2001). The MDT has to be equipped with all the information to overcome Martin’s individual problems (Taylor 2001). The team working together forms the basis of mental health nursing and can influence the success or failure of the care and treatment that Martin may receive (Kirby 2004). The MDT has the potential to achieve positive outcomes for Martin, and give him the opportunity to reach independence. The final stage of Gibbs (1988) model is the action plan. If I found myself in this type of situation again, I would be more confident in discussing about the clients and their needs thus participating more within the MDT meeting. I have learnt from this situation that good teamwork and communication between each other is vital (Taylor 2001). I have gained a better understanding of the multidisciplinary team, and how the outcomes of these meetings can affect Martin and his family’s quality of life, which will help me to think very carefully about the decisions I make concerning client care in the future. References BBC ,2006, Schizophrenia, BBC news, Available from:[Online]: http://news.bbc.co.uk/go/pr/fr/-/hi/health/medical_notes/1079451.stm [Accessed: 20th August 06] Burke.L, 2006, Occupational therapists, [Online] Accessed from: occupationaltherapists.com/ [Accessed: 2nd September 06] Darby, S. Marr, J. Crump, A Scurfield, M (1999) Older People, Nursing Mental Health. Oxford: Buterworth-Heinemann. Gibbs.G 1988, Learning by doing. A guide to teaching and learning methods, oxford polytechnic, Oxford Kirby.S, Hart.D,Cross.D,Mitchell.G, 2004, Mental health nursing: Competencies for practice, Palgrave, Hampshire NursingMidwifery Council, 2004, NMC Code Of Professional Practice: Standards for conduct, performance and ethics, United Kingdom Onyett, S. (2003) Teamworking in Mental Health. Bristol: Palgrave Macmillan. Ovretveit, J. (1993) Co-ordinating Community Care: multidisciplinary teams and care management. Buckingham. Open University Press. Perkins, R. Repper, J. (1998) Dilemmas in Community Mental Health. Oxon: Radcliff Medical Press Ltd. Taylor.C, Lilis.C, Lemone.P, 2001, Fundamentals of nursing: the art and science of nursing care, 4th edn, Lippincott, Philadelphia Thompson.N, 2006 , Anti-discriminatory practice 4nd edn. Palgrave Macmillan, Basingstoke Research Papers on The importance of the multi-disciplinary team (MDT) and how they work with the client to promote independenceThe Project Managment Office SystemThree Concepts of PsychodynamicAssess the importance of Nationalism 1815-1850 EuropeInfluences of Socio-Economic Status of Married MalesTrailblazing by Eric AndersonResearch Process Part OneRelationship between Media Coverage and Social andMarketing of Lifeboy Soap A Unilever ProductEffects of Television Violence on ChildrenIncorporating Risk and Uncertainty Factor in Capital

ExxonMobil - Future potential Essay Example | Topics and Well Written Essays - 3000 words

ExxonMobil - Future potential - Essay Example 7 3.1 Strengths of ExxonMobil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 3.2 Weaknesses of ExxonMobil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 3.3 Opportunities for ExxonMobil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 3.4 Threats to ExxonMobil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 4.0 Porter’s Five Forces Analysis of ExxonMobil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 4.1 Threat of New Entrants †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 4.2 Threats from Rivals †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 4.3 Supplier Power †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 4.4 Buyer Power †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 4.5 Threat of Substitutes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 5.0 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 Executive Summary There is no doubt pertaining to the fact that ExxonMobil happens to be the biggest publicly traded company in the world that deals in oil and natural gas. The recommendations extended in this report directly ensue from varied facts and factors like the number one position of ExxonMobil in the oil and natural gas sector, the immense growth potential of ExxonMobil and the steps being taken by the company to extend its business all around the world. So far as its financial position is concerned, ExxonMobil is suitably positioned and has the capacity to benefit from the fluctuating oil and natural gas prices. So as to be able to have an insight into the future potential of the ExxonMobil, the report intends to analyze ExxonMobil’s business operations and the overall business environment in which the company operates. The report holds that Exxon Mobil has an immense growth potential in the future. This conclusion ensues forth from varied facts. Over the years ExxonMobil has managed to retain a robust financial position and standing in the oil and natural gas sector. Besides, ExxonMobil is proactively expanding its activities at an international level and is making immense investments in the oil and natural gas sector. These advantages enjoyed by ExxonMobil are much augmented by the fact that the demand for oil and natural gas is continually increasing all around the world. In the light of these facts, the prospects of ExxonMobil seem to be propitious in the future. 1.0 Introduction In order to have an insight into the future potential of ExxonMobil, it will be useful to consider its past track record and history. In the past 125 years, ExxonMobil has successfully graduated from being the largest marketer of kerosene within the United States of America to being the largest publically traded company that deals in oil and natu ral gas (ExxonMobil 2012). In the present context, ExxonMobil is operating in many of the nations and is known word over by the dint of its famous brands like Mobil, Exxon and Esso (ExxonMobil 2012). It goes without saying that the contemporary world economies are largely dependent on energy and the energy needs of the world are immensely expanding with time. The products made by ExxonMobil facilitate transportation, have a usage in the petrochemical and lubricants industry and power generation.

Corporate Income Taxes - Reorganizations and Consolidated Tax Returns Research Paper

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The Evolution of Representations of the 'Libertine' Essay

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

Post-traumatic Stress Disorder :: Post-traumatic stress disorder, PTSD

  Ã‚  Ã‚  Ã‚  Ã‚  Post-Traumatic Stress Disorder is a condition from which nearly 10% of Americans suffer. It, unlike other afflictions, is associated with a wide variety of circumstances. Many war veterans suffer from Posttraumatic Stress Disorder. However, a new group of people are quickly emerging as common suffers of Posttraumatic Stress Disorder-sexually abused children. Posttraumatic Stress Disorder is a prevalent problem associated with children who are victims of sexual assault.   Ã‚  Ã‚  Ã‚  Ã‚  Posttraumatic Stress Disorder is classified as an anxiety disorder under the Diagnostic and Statistical Manual of Disorders (DSM-III). The diagnoses for Posttraumatic Stress Disorder was not formally diagnosed as part of DSM-III until 1980. According to Famolaro, "the diagnoses of Posttraumatic Stress Disorder requires: (a) experience of a significant traumatic events; (b) re- experiencing of the trauma in one of several different thought, emotional, or behavioral forms; (d) persistent symptoms of increased arousal, Particularly when exposedto stimuli concretely or symbolically reminiscent of the trauma; (e) symptoms lasting at least one month. (Famolaro, Maternal and Child Posttraumatic... 28)".   Ã‚  Ã‚  Ã‚  Ã‚  Children are now becoming realized as significant sufferers of Posttraumatic Stress Disorder. Posttraumatic Stress Disorder is particularly bad for children under the age of 11, because they lack many of the skills needed to protect themselves. Furthermore, this vulnerability is enhanced when the child is exposed to any maltreatment. According to recent studies, "Posttraumatic Stress Disorder is a common sequella of severe or chronic maltreatment of children, particularly among sexually maltreated children ( Famularo, Symptom Differences... 28)". Posttraumatic Stress Disorder can be caused if the child is exposed to just one traumatic episode (rape, witnessing a violent crime, physical abuse); However, the child will become more susceptible to Posttraumatic Stress Disorder if the maltreatment continues. Moreover, a child is most likely to suffer from symptoms associated with Posttraumatic Stress Disorder when sexual assault is involved(28).   Ã‚  Ã‚  Ã‚  Ã‚  Because children have not yet developed cognitively emotionally and are very immature, they are likely candidates to develop symptoms related to Posttraumatic Stress Disorder. As a child matures he/she becomes better equipped to deal with and prevent contributing factors to the eventual suffering from Posttraumatic Stress Disorder. Up to age two, young children can recreate stressful events and even imagine such events recurring; However, the mind is not developed enough to identify, anticipate, or prevent future traumatic occurrences. At age three, children cannot, "distance themselves, in time, appreciate roles and differences in behavior, access situation, or adopt nonegocentric causality (Saigh 189)". This flaw opens them up to the impact of trauma because the child cannot anticipate and protect themselves. By age four, children have the ability to protect themselves by avoiding traumatic encounters. They also have the ability to suppress their anxiety when it becomes difficult

Motivation & Leadership Journal Assignment

Journal Assignment What kind of work do you do? Subject is part owner to a computer T1/T2 provider. How long have you been doing it? Subject has being working there for 17 years. Can you describe a typical work day? Subject states that she is on the board and that she overlooks board’s requirements, check incoming and outgoing contracts, mediator, and she sets up all the rules and regulations for the cooperation. Why did you end up doing this work? What kind of person often does this sort of work? (And would they consider themselves typical? Subject stated that she wanted to do this because she wanted to start her own business so that they could help financially stabilize friends, family members, and partners. The sort of person who often does this sort of work is an A typical person who is controlling and strives to have more out of life than what is typical. What do you like about this work? Subject states that she likes the diversity which is incorporated through dealing wi th other companies and also the staff at the company. What is difficult about this work?The difficulty is how people bond to easily which brings their personal life into their work life and how they are not able to separate friendship and work relationship. This open doors to issues like sexual harassment, misconduct, and theft. How do (customers, others in the company†¦ ) treat you? What do they think about the job you do? [Adapt this question to fit your particular interview–try to get at how they think they are treated based on their work. ] Subject states that others are afraid of her and extremely intimidated. Subject states that they do not want the job that she does but they enjoy working for the company.How does being a (fill in the blank with a salient cultural category: man, older person, African-American, 20-something, etc. ) play into the work you do? Subject states that initially there were barrier because of the stuffy suits that could not with having a wom an in charge. There was open defiance, rudeness, and vulgarity. Subject states that she fired member’s board due to their insubordination. Has this work changed the way you think about yourself, about the world? Subject states that she has the ability to separate her work life and personal life.Subject states that she is now a cold, calculating, malicious, and deviant individual due to the desire to have more money and more business for the company as whole. Subject states that personally she is a caring, loving individual but as far as the world goes she believes that there are too many lazy individuals that don’t want to take responsibility for ensuring that task are completed. Subject feels that everyone wants a handout and does not want to earn their livelihood. What are some cultural values that are important to you (can be family, work, or interpersonal)?Do you think these are similar to or different from mainstream American culture? Please explain your ideas. Su bject states that the business world is so much more complicated and unsympathetic to race, religion, politics, and sexuality. Subject states that they really don’t care about cultural values as long as you can perform your job. She also stated that in the business world they are aesthetic creatures who use whatever means necessary to get to the next level. She believes that this is very different from mainstream American culture, almost to the point of being anti-social.What do you like best about American culture? What do you like least? (Even if the person is American, they will have an opinion about this question that gives you some insight about how they view things from their perspective. ) Subjects like the fact that the American culture has a huge melting pot of candidates who are brilliant and talented in the profession that they choose. Due to this fact when the company is in need of candidates with a specific talent it is easier to find a candidate who fits the mol d for that position. AnalysisThink about your interview, the person, and their work. Please consider these questions as you write your journal assignment: What aspects of this person's work determine or indicate their status relative to others? The subjects work environment is one which a wealth of knowledge is extremely necessary in order to be successful. The subject is in the process of completing 4 doctorate degrees. Due to the fact that she is head of the board of directors she is looked up to by her subordinates and is expected to be knowledgeable in all areas of the company.She is a bit anti-social yet still remains professional and approachable to the lowest ranking individual at the company. What are some of the connections between this person's work experience and gender, race, age, and /or ethnicity (etc. )? The actual subject was of Cherokee Indian heritage and this heritage seemed to be at the center of how the subject intertwines her work and still remains true to her culture and tribe. Most of the subject’s knowledge is in large part of how she was raised on the reservation coupled with her age which helps to emphasize the important of maturity when making sound decisions.What kinds of attitudes, values, and behaviors does this person's work culture encourage? The attitudes, values, and behaviors that are displayed at their work culture is that of an air of self-motivation. The individual employee is held accountable for their own success or failure. Excuses are unacceptable. Their also seems to be a nonchalant attitude about their employees values. From what I gleaned from the interview what you believe in does not matter to the employee as long as you are doing your job to the best of your ability.What attitudes and values, held by this person, were similar to your own, and which were different? The attitudes and values of the subject were much in line with mine. The subject believes in receiving reward for hard work done and if you do not do the work you do not receive compensation. I did not like the fact that the subject refused to consider the cultural needs of the employee. I believe this may cause problems for them later on down the line. From this interview, what can give us insight into communicating across cultures or across work cultures?In my opinion communicating across cultures or work cultures takes a combined effort. Everyone in the company has to be open to the idea of using their talents which may have manifested due to elements from that individuals culture. Communication is not a one-sided instrument. In order for it to be effective the employer has to take steps to ensure that there are open lines of communication no matter what an employee’s background may be. In the end I believe that organizations only conform to the idea of culture because they are forced to.