Cochlear Bionic Ear Essays - Otology, Audiology, Artificial Organs

Cochlear Bionic Ear 1. Issues ? Should they increase or decrease the price? ? Should they invest in marketing their implant better? ? Should they use the extra capacity to launch a children model or a cheaper second one? 2. Background Company In 1979, Nucleus Limited, a local company specializing in cardiac pacemakers and diagnostics ultrasound imaging equipment was chosen to commercialize an implanting hearing devices into the cochlea, or inner ear, invented by the University of Melbourne, Australia. By September 1982, they were ready to perform the first implant, which proved to be a huge success. The following year, Nucleus Cochlear Pty Limited set up in Sydney to handle the new innovation's research and development, manufacturing, and sales. The first US implant took place in 1983. Real momentum began two years later when the US Food and Drug Administration (FDA) gave its approval. Only when this had been granted would US health insurers provide coverage for the product and the surgical procedure necessary to implant it. In 1989, Cochlear produced and began clinical tests on the world's first inner ear implant for children. Cochlear introduced the European market in 1986, and set up an office, Cochlear AG in Basel, Switzerland, in 1987. The FDA's opinion was regularly adopted by the European medical authorities, which didn't have regulatory bodies such as the FDA for medical devices. By 1989, when the national health systems in certain countries began to reimburse patients in full or on a quota basis, the company's European position strengthened, which led to worldwide growth from 1988 to 1989 despite the decrease in US unit sales. In an attempt to open up the Japanese market, a four-man operation called Nihon Cochlear was establish in Tokyo in 1988. On this market the FDA was not valid and a governmental import license, which Cochlear was waiting for had to be obtained. The company reached financial breakeven for the first time in 1986. Unit sales in the US increased from 409 in 1987 to 596 the following year, although they decreased to 553 in 1989. Market There were two categories of deaf people, about equal in size: ?postlingually deaf? (due to illness, accident,), and ?prelingually deaf? (deaf at birth). The hearing impaired market was comprised of the profoundly deaf and the severely deaf. Severely deaf people could be helped, to a greater or lesser extent, by a hearing aid, which amplified sound, at a cost of $1,000. Unsatisfied people could represent a potential market. Generally, hearing aids were useless for the profoundly deaf people. Researches showed that the market size in developed countries was estimated at 500,000 profoundly deaf adults worldwide, and another 500,000 severely deaf adults. One piece of research showed that over 40% of potential users were against the idea of ?having wires in their head?, ?were afraid of doctors and hospitals?, or ?saw the procedure as far too risky to justify?. Cochlear therefore estimated that only about 10% of the profoundly deaf, or about 50,000 patients worldwide, were possible implant candidates. Apart from this backlog, the data suggested that another 3,000 new cases occurred each year worldwide. Cochlear assumed that about 10% of deaf people were able to fund the implant themselves. Widely dispersed, there were deaf people in all age categories, although 25% of the profoundly deaf were over 65 years of age. The decision-making process for an ear implant could be complex, as there were many actors and influences well beyond just the end user. These included doctors, regulatory authorities, families, insurance companies, deaf associations, and the media. The characteristics of patients and doctors differed in the US, Europe, and Japan. American patients tended to be litigation prone and self-directed in their decisions. American specialists characteristically offered patients' options rather than dictating what had to be done. European deaf patients were more influenced by the surgeon, were not as litigation minded, and the quality of life was more pivotal in their decision making than were professional prospects. They were somewhat swayed by the look of the device, although less so than Americans. Since the main motive for Japanese patients was to cure the problem, they tended to do as their doctors told them. Of the 7,000 American ENT (ear-nose-throat) specialists, 200 fitted Cochlear devices in the implant centers, of which 100 did so at least once a year. Of the 2,500

Jane Eyre Persuasive Essay Essays

Jane Eyre Persuasive Essay Essays Jane Eyre Persuasive Essay Essay Jane Eyre Persuasive Essay Essay Junie Jeong Mrs. Mesdjian English 2 H 21 February 2013 Jane Eyre Persuasive Essay In the novel Jane Eyre, our protagonist Jane faces many difficult situations that can be solved by different solutions. In one specific situation, Jane is faced with a complicated problem that demands her to decide either to marry Mr. Rochester and live comfortably while feeling personally restricted or to leave Rochester and start a sudden life on her own. Jane eventually decides to leave Mr. Rochester and runs away from Thornsfield, going through many trials and tribulations and eventually marries Rochester in the end. Although many people may feel that Jane’s runaway was inconvenient and unnecessary because the end result was similar, I believe that Jane’s journey away from Thornsfield was important and significant to her. Many people believe that Jane would have saved time and energy if she had married Rochester instead of running away on their wedding day. This can hold to be very reasonable because Jane’s runaway resulted in several bad omens such as the Thornsfield mansion burning, the struggles of her friends and relatives to try and find her, and the unhappiness of her acquaintances, such as Adele. In the book, Bronte even writes about Adele’s unhappiness while at school; â€Å"Her frantic joy at beholding me again moved me much. She looked pale and thin: she said she was not happy. (Bronte 173)† One can possibly argue that these events could have been avoided if Jane had not run away and married Mr. Rochester on the spot. It is true that Jane could have saved much time, energy, and heartbreak if she decided to go along with the marriage on her wedding day. But sometimes, wasting time, energy, and going through heartbreak is necessary in order for a certain outcome. When Jane left Thornsfield, she was in a fragile emotional state- confused, betrayed, and still not confident in herself and her status, both as a woman and economically. Her childhood had left her scarred, thinking she was a person who would and could not receive love from others, so she could not love others in return. You never felt jealousy, did you, Miss Eyre? Of course not: I need not ask you; because you never felt love. (Bronte 137)† Jane’s journey away from Thornsfield helped to slowly change that and build her confidence- the fact that she had people who loved her and had friends who enjoyed her company soon hit her with realization and helped her understand that she was a person who deserved love too. If Jane had mar ried before she realized this, she would have felt uncomfortable and restricted living with Mr. Rochester, always thinking that she â€Å"owed† him for loving her, and that she was not deserving of his love. If this mindset were constantly to be in Jane’s mind, it would result in an unhappy atmosphere for Jane and eventually an unhappy Jane. Whereas, in the ending, Jane lives happily with Rochester knowing that they are equals. From the moment Jane was born, she believed that there were no other relatives besides her- and that she was alone ever since Mrs. Reed had raised her. Jane had always wished for a family, someone else to be there other than her. When Jane runs away from Thornsfield, she quickly resorts to begging, and the Rivers take Jane in and care for her. Later on in the story, she finds out that the Rivers are Jane’s relatives- something Jane has wanted ever since she was a child. When Jane is brought with news that she has other family, she decides to split her new fortune into equal parts with all her new relatives, something she also treasured, which proved how thankful she was for her new family. †¦. cannot at all imagine the craving I have for fraternal and sisterly love. I never had a home, I never had brothers or sisters; I must and will have them now (Bronte 413)†. When it comes to making right decisions, I believe Jane made the correct one when she left Thornsfield. There may have been many difficult times she had to suffer through, but the end results all paid off when she lived the happy ending she had always wishe d for. Other people may disagree and mention that the end result was the same, and that Jane put herself and others through too much because of her decision, that may be true, but in return everyone found happiness and got something even better in return. If she had never left, she may not have been able to find her cousins, a real gift she had been yearning for ever since she was young. I believe the decision Jane made in the story helped her reach the best personal level she could reach, and she gained happiness she would not have been able to gain through her pains.

Human Rights Research Paper Example | Topics and Well Written Essays - 1250 words

Human Rights - Research Paper Example Article 1 of the universal human rights provides that all individuals are born free and equal while article 7 outlaws discrimination of individuals. Article 10 requires all people suspected of crimes to have access to free and fair trial while Article 16 provides for free consent to marriage and equality of the marriage partners. Accordingly, Article 17 provides that all individuals have the right to own economic property while Article 18 safeguards the right of individuals to select their own religion. On the other hand, cultural relativism entails selective implementation of the universal rights depending on the prevailing cultural norms in the society. This paper will define human rights and discuss the articles of Universal Declaration of human rights. The paper will also discuss the universality versus cultural relativism perspectives of human rights. Human rights Introduction Human rights refers to those rights and freedoms that are inherent to all the human beings regardless o f the sex, nationality, ethnic origin, language, religion or any other identifiable characteristic of an individual (Darraj, 2010). Human rights are safeguarded by numerous national laws and international laws that include treaties and customary law. The international law requires the national governments to safeguard the human rights of its citizens from any possible violation (Darraj, 2010). One of the underlying principles of human rights is the universality principle that asserts that human rights are inherent and inalienable. According to this principle, all human beings are born with certain human dignity and rights that should not be violated such as the right to life and right to be freed from forced labour (Darraj, 2010). The second principle of human rights is the interrelatedness and interdependence principle that asserts that all human rights contribute to a higher wellbeing of the individual. For instance, violation of the right to social welfare will also negatively on the right to life (Streich, 2008). The third governing principle of human rights is the non-discrimination and equality principle that requires that human beings should never suffer any discrimination based on their physical attributes or psychological attributes such as differences in religion, ethnicity, religion, nationality or even sexual orientation (Darraj, 2010). Another cornerstone principle of human rights is participation and inclusion of individuals in the decisions that affect their welfare. National governments must seek the input of the citizens, civil society and minorities before making decisions that affect the welfare of the citizens (Streich, 2008). The last principle of human rights is the accountability principle that requires states to take responsibility and accountability in safeguarding the rights of the citizens. Streich (2008) asserts that national governments must create and enforce legislation that ensures all human rights are safeguarded from abuse. Th e core human rights treaties include the treaty on economic, social and cultural rights, the treaty on the elimination of torture, the treaty on the elimination of all forms of discrimination against women, the treaty on protection of the rights of child and treaty on rights of migrant workers (Darraj, 2010).

Summary Article Example | Topics and Well Written Essays - 500 words - 1

Summary - Article Example Science and technology are our greatest assets, and we must continue to help those students progress in their fields. The changes that Kerr proposes begins with a greater dependency on tuition. If students are serious about their degrees, and if they are entering higher-paying professions, they should be able to take on a higher tuition. This may seem like a negative to attending a research college, but it will also provide students with more learning opportunities while in school. Another proposition is that the government should be more concerned in the welfare of these students, especially since the students will be playing a large role in the economy. The public should also become concerned with the success of these students, and should help by providing facilities for learning, such as hospitals. Kerr believes that since these students will be helping society and the government with their education, then society and the government should be willing to help them in return by allowing them to receive this education. In â€Å"Magnet Schools and the Pursuit of Racial Balance,† Ellen Goldring and Claire Smrekar look to a different style of schooling, one that takes into consideration the importance of racial diversity. Magnet schools were originally designed in 1960 to offer students both educational opportunities that they would not find in traditional schools and unique experiences in racially segregated environments. However, the number of magnet schools have drastically risen since then, starting with an impressive spike that was seen in 1975, but many began to take different approaches to their teaching methods or what they offered. Even though segregation has stopped being a pressing issue, parents and teachers alike are still concerned that magnet schools uphold this one important aspect. A study was done among magnet schools in St. Louis

How would pet therapy benefit children with autism Research Proposal

How would pet therapy benefit children with autism - Research Proposal Example He further added that the disease targets those areas of the brain responsible for social integration, language, abstract and creative thinking. The symptoms of autism include social impairment, poor communication skills (both verbal and non-verbal), and through repetitive, stereotyped and repetitive behaviour (APA, 2000). Individuals suffering from autism usually struggle with stressful and changing environments, and are also very sensitive to environmental stimuli. Children with autism have trouble interacting with others and people usually have a bizarre reaction when encountering them. On top of this, traditional psychotherapeutic and educational interventions have for a long time failed to present consistent improvements in children suffering from autism. Since conventional forms of intervention are failing to provide reliable and successful intervention, it is important to seek other innovative forms of autism management. This paper seeks to look at pet therapy and the manner in which it can be used to detect and manage symptoms related to autism. For this study, the independent variable will be pet therapy while the dependent variable will be autistic-related symptoms. The pet therapy applied will depend on the types of pets used in a chosen institution while autistic-related symptoms will be taken as a whole i.e. change in symptoms over time. As explained above autism is a neurological brain disorder characterized by communication impairment, social impairment and repetitive, restricted or stereotyped behaviour. The disease manifests itself before a child attains three years of age and persists into old age. The disorder is one of three disorders that comprise the autism spectrum (ASD). As of 2012, the Centre for Disease Control and Prevention (CDC) reported that 20 per 1000 children have autism in the United States (Blumberg, 2013). Pet therapy is the use of animals in managing certain psychoneurotic disorders. The

Quantitative and Qualitative Comparative Approaches

Quantitative and Qualitative Comparative Approaches Comparative Education What Are the Strengths and Weaknesses of Quantitative and Qualitative Comparative Approaches? Introduction Virtually it is impossible for comparison not to exist, since it is a major part of human nature. Anything that exists and can be thought about has the potential to be compared. Swansen (1971: 145) stated that THINKING WITHOUT comparison is unthinkable, so is all scientific thought and scientific research. When the term comparative approach is used in the general sense it is a vital attribute in the field of social scientific methodology. In the general sense it may be assumed that all social scientific methods are comparative. However, in the field of sociology the term is more restricted to the explicit study and comparison of different societies; in an effort to determine the alike and different attributes of the societies (Eastthope 1974). However, some researches in this field of study have developed the position over the years that there is no uniqueness about this field of inquiry. One such researcher is Smelser (1976) who indicated that there is no separate goal recognised by comparative and non comparative researcher because they both describe societal trends by creating limitations over situations and case variants that occur in those trends. Ragin (1989), however, maintained that the comparative approach is a distinctive field because it can be characterised as having an undeviating experiential functioning of the nonfigurative notion of society that has a high level of notions. Based on this, Ragin stated that this is what differentiates compartivists and non- comparativits. Therefore it may be assumed that the comparative approach involves the studying of one society and comparing it to more than one case (society) based on their societal factors such as culture, politics, etc., and determining their similari ties and differences and attributing them to why phenomenon exists in the society being analysed. There are two major methods that researchers can apply when they conduct comparative research. These two approaches are called the comparative quantitative and comparative qualitative approaches. Therefore, in this essay I will be discussing the strengths and weaknesses of quantitative and qualitative comparative approaches. However, firstly I will conceptualise the term comparative approach within the tradition of social science and then I will define discuss the consequences this has for education. Reference will then be made the three stages the comparative approach evolved in education and the major principles that the comparative approach is hinged on. The qualitative and quantitative comparative approaches will then be defined; their features and functions, advantages and disadvantages will be discussed. I will then discuss what the best approach the comparative approach is; then I will finally be discussing the consequences that the comparative approach has for education. Conceptualising the Comparative Approach In the broad field of sociology the comparative approach may be defined as relating to a type of evaluation that contrasts one ideology or investigative plan aligned with others. It may have a possibility of being replaced by another one that can be used to explicate the same others that would explain the same common trend (Gerring 2008). Furthermore, Keaty (2008) stated that the comparative approach is the primary scientific process existing, that an individual can utilise to control theories and analyse the correlations of more than one variable, while maintaining all invariance that can latently alter factors. The main purpose of the comparative approach in this field of study is to construct a justification of worldwide trends that are common to these societies but also allows researchers to analyse the more intricate trends of a society Ragain (1987). Therefore, it may be assumed that through the use of the comparative approach researches are capable of distinguishing that a sou nd empirical elucidation is pertinent to a diverse number of situations, however it still provides the researcher the opportunity to identify that societal trends are multifaceted and that a broad rationalisation is an incomplete rationalisation. Ragin (1989) further purported that the comparative approach is a rational approach and as a result it is hinged on John Stuart Mills (1888) principles of inductive inquiry. John Stuart Mills (1888) as cited in Etzioni and Du Bow (1970) called these three principles are called method of agreement, method of difference and the indirect method of difference. The method of agreement may be explained as if two or more cases of the occurrence that is being examined have one condition that is similar, it is assumed that this condition in which all the occurrence concur, is the origin of the specified trend. Therefore in order for an occurrence to be necessary it must occur in each situation (206-208). Furthermore, it may be assumed that in this instance the comparativits would be concerned with investigating situations where the condition can be identified and therefore by default conditions that are not recorded would not be necessary for the occurrence(s) to transpire. The method of agreement that Mills (1888), as noted in Etzioni and Du Bow (1970), formulated may be explained as if an occurrence in which the trend under analysis takes place, and an occurrence in which it does not transpire, and the occurrence is the equivalent one should be reserved, that one taking place before; the condition(s) and the two cases that are different may be termed as the effect or a vital aspect of what caused the trend to take place. The final method that Mill (1888) defined, that the comparative approach is grounded on, is the indirect method of agreement. This method Mills indirect method of difference is the use of the method of agreement twice (208-210). Researchers draft cross tabulations in an effort to establish if trends are existent and if the result present/present or absent/absent then the notion can be maintained. When compartivists apply this method it has three major steps these are: the dual employment of the indirect method of difference and the step which is related to the elimination of challenging single elements of clarification through opposite comparisons. However, when the comparative approach is applied in education it may be defined as being a combination of pedagogy and the social sciences. The comparative approach in education deals with the structure and purpose a school serves. It is suggested by Noah and Eckstein (1969) that the field of education and the social sciences have merged because researches have focused on analogous types of statistics and congruent subject matters. Furthermore, the other reason for this merger between fields is the noticeable interest in quantitative and experiential and approaches of investigation (Noah and Eckstein 1969). The application of the comparative approach in education is purposeful for four main reasons. Crossley and Watson (2004) have tried to identify these purposes. Firstly, it allows stakeholders to comprehend their own educational structure. Secondly, it provides individuals with the opportunity to also be able to comprehend other peoples educational structures, their cultures and i ts societal interactions. Thirdly, individuals would be able to recognise contrast educational structures, procedures and effects as a means of recording and comprehending the issues in education, and assistance to the development of educational guiding principles and traditions. Fourthly and finally it supports enhanced global comprehending and collaboration owing to augmented understanding to various beliefs and traditions of the world. When the comparative approach is applied in the field of education it is hinged on the various stages that evolved from. They are two major theories that are used to explain this process. According to Bereday (1964) as noted in Bray, Adamson and Mason (2007) the development of the comparative approach in education went through three steps. The first step he insinuated occurred during the 19th century and was established by Marc- Antonie Jullien the first known methodically, academic comparative educationalist. This period was referred to as borrowing. Bereday (1964) stated that during this phase great importance was focused on the categorisation of explanatory facts. After that emphasis was placed on contrasting the information collected in an effort to determine the preeminent traditions that a country was using with the purpose of implementing them in other countries. Beredays (1964) second step in the development of the comparative approach in education transpired within the firs t 50 years of the 20th century. This phase, he contended was pioneered by Sir Michael Sadler in the United Kingdom and it emphasised that educational structures are interlinked complicatedly to the nation that maintains them. Beredeys (1964) last step involved interpretation which stresses the development of the evolving of hypothesis and approaches and the apparent creation of the stages of comparative processes and strategies to assist the improvement of ideologies. According to Bereday (1964) as noted in Bray et al (2007) this modern new historical era that examined was a extension of the conventions of the phases of guessing, but it proposed that preceding guessing and ultimate borrowing is endeavoured it is essential that the subject is methodically implemented and applied to the educational policies. Comparative social science is also important in the field of comparative education. The process of borrowing and analysing educational systems across countries are very important for the existence of this field. As such, the use of the quantitative and qualitative approach is also important in comparative education research. The general field of comparative research is generally associated with applying the qualitative approach because cases have to be analysed. However, when applied in education there is a greater need for compartivists to apply the quantitative approach. This demand was brought about because of the move in focus contained in the discipline of comparative education from chronological, descriptive investigations in the direction of investigations applying arithmetical data and quantitative data analysis methods (Bray et. al 2007). The Two Approaches to Comparative Research As previously mentioned they are two major means by which researchers approach their investigations, through the application of either the quantitative or qualitative approach. In this section I will be discussing these both approaches in the broad social science field and then I will be discussing them as they are applied to the field of comparative education. According to Picciano (2004) the major differences between the both approaches when applied in education are based on the rationale of the investigation, the type of information to be collected, the method by which the collected information would be scrutinised, and how conclusions will drawn based on the findings of the collected data. For example, if a researcher wanted to investigate and understand trend that was occurring in a society the researcher may apply the qualitative approach. However, if another researcher was desirous of conducting a correlation study on students performance, they may apply the quantitative approach Quantitative Comparative Approach When the qualitative approach is applied generally, Bryman (2004) defined it as an investigative approach that typically stressed on words as opposed to the computations involved the gathering and interpretation of information. He further stated that this approach has three major features. The first feature is that it involves a deductive methodology towards the interaction connecting assumptions and investigation, in which the emphasis is situated on the examination of these assumptions. The second feature is that it integrates the systems and standards of positivism and of the natural empirical model. And thirdly it exemplifies an analysis of societal veracity as a peripheral authentic purpose Bryman (2004). The application of the qualitative approach in the social sciences is generally advantageous for four major reasons. Bryman (2004) stated that these reasons are measurement, causality, generalization and replication. Measurement is essential because it allows the researcher to define fine disparities between the cases, it is a reliable mechanism for shaping dissimilarities and it provides the foundation for further accurate educated conjectures of the level of association between notions. When the quantitative researcher is investigating a trend he or she is not interested in explaining the trend but rather in determining why the trend is occurring. When the researcher has made their final findings and conclusions there results may be able to be generalised to the whole population being researched. And finally, because of generally steps that are followed, and this method of research is void of personal biases it is objective, therefore if the researcher or any other researcher cond ucted the same research following the same steps the results yielded should be similar. Therefore this would give an indication that this approach to the social science is reliable and valid (Bryman 2004). However, they are also some disadvantageous which occur from applying the quantitative approach. Bryman (2004) has identified four major disadvantages that are generally associated with the application of this approach. Firstly he stated that researches of this approach are unsuccessful in discriminating individuals and societal organisation from the way by which people construe the world. Secondly, some individuals are of the opinion that the means by which the data is measured false belief that it is exactitude. For example, if a researcher distributed questionnaires, it is likely that some individuals may misinterpret the questions, and the answers may not be accurate. Thirdly, sometimes, the respondents may not have enough knowledge to answer the questionnaire adequately, which will result in the data not reflecting the current trend. And finally the investigation of interaction among variables produces an inert perspective of societal that is mutually dependent of individuals l ives (Bryman 2004). An example of how the quantitative approach was applied in mainstream social science was the study conducted by Chin, Fisak and Sims (2002). This study was termed Developing a Likert Scale: the case of attitudes to vegetarians. This study was used to investigate the behaviours of vegetarians who were said to be abnormal and as a consequence were considered with scepticism and resentment. As a result, the study conducted on a sample of undergraduate students of a university from the United States. There scale sought to answer four major questions. These questions were based on the type (s) of behaviours that vegetarians exhibited that was seen as offensive, discrepancy with their vegetarians ideologies, health concerns of vegetarians and how to treat them aptly. The researchers of the comparative quantitative approach also refer to this approach as the variable approach. Ragain (1989) defined this approach as being established on theory. Furthermore he opined that the qualitative comparative approach seeks to determine and analyse the association among perceptible interactions throughout various nations, and extensive hypothetically established descriptions of worldwide societal trends, as opposed to trying to comprehend explicit results. However, it must be noted that the main purpose of the quantitative comparative approach is based on establishing theories which are formulated from common assumptions as opposed to analysing historical conditions, in an attempt to create various historically results. This approach, the quantitative comparative approach has been famous for more than 25 years and its fame because there was a revamping in the concern of researching global societal phenomenon. This revamping of the field prompted researchers to inculcate the quantitative procedures from the conventional social sciences, which led to the application of the social science procedures to analyse hypotheses. The application of the quantitative approach in comparative social science has been beneficial because compartivists now have and increased authenticity and a renewed association with conventional social science (Ragin 1989). The use of the quantitative comparative approach is advantageous obviously for the same reasons mentioned for the use of the quantitative approach in mainstream social science, however Ragin (1989) has presented seven advantages that compartivists derive when they apply the quantitative comparative approach. Firstly, comparitivts are now equipped with an approach that allows them to study a large number of cases at an instant. Furthermore, it allows these researchers to increase the quantity the amount of scrutiny which does not require a great amount of knowledge of the field; despite having knowledge of the field would improve the quality of this approach. Secondly, it has stimulated a novel awareness in consistent quantitative cross-national data. This awareness is valuable because measuring permits more precise examination of the hypothesis to be achieved. Quantification of description of societal composition presents a foundation for analysing a wide range of conjectures concern ing the interaction among cases. Thirdly, it allows investigators to consider alternative explanations more carefully when testing a theory. Fourthly, comparativists now have access to information from various a large cross sections of countries data bases. Fifthly, through the application of the quantitative comparative approach, researchers have now when creating scientific generalisations; since the quantitative procedures that have been introduced are conventional like the traditional design in mainstream social science. Sixthly, it has reduced the inclination between some comparativits to appreciate specific elucidations when confronted with several contradictory situations. And finally it has given researches the opportunity to use procedures of statistical control (Ragin 1989). An example of a quantitative comparative study would be Bronschier and others (1978) study of developed countries that had an advanced level of local investment economies grew quicker. However, some individuals have criticised the quantitative comparative approach of these comparativists. Picciano (2004) has identified some major criticisms. Firstly, individuals have stated that comparativits who apply this approach has not given their subjects the opportunity to express their genuine perceptions, unlike the researchers who use the qualitative comparative approach. The quantitative comparative approach is also said to be criticised because findings from this approach tend to be void of significance. Researchers of the qualitative comparative approach also are condemned because they tend to be concerned with hypothesises which are unrelated to cases being examined, therefore this results in findings which are not truly linked to the instigative enquiries. As such, statistics are produced which is fictitious and inappropriate to distinct situations (Picciano 2004). According to Bryman (1988) and Smith (1983) as noted in Bray et al (2007) the use of quantitative comparative education in education is purposeful for the formation of principles which provide some form of clarification and forecasting of educational trends Principles of relationship maintain a practical reliance among objects, while principles that seek to determine reasons (qualitative comparative approach) entail an unchanging series of procedures. Observing this approach to the nomothetic form of analysis entails that investigators contemplate such principles to be worldwide, despite of dissimilarities that exist. Principles increases potentiality to explicate and forecast interactions among trends across circumstances. The quantitative approach is also imperative in education. These comparative educational investigators are interested in analysing in a fashion that their results would be generalised and pertinent to all the trends regardless of the nation our culture. Concurrently, there are feasible assumptions, systems, and strategies across the globe, and an aspiration to get worldwide explanations to worldwide phenomena. Major records from worldwide researches of educational accomplishment, and educational statistics collected by global organisation, can be appealing to knowledgeable and apprentice investigators similarly as a result of its accessibility. Ultimately, if the government indicates that they require the educational system a worldwide group to carry out an investigation they may require that researchers apply a more quantitative comparative approach (Bray et al 2007). Qualitative Comparative Approach When the qualitative approach is defined in mainstream social science Creswell (1998) stated that it is an investigative procedure of comprehending rooted on clear customs of inquisition that investigates a societal or human dilemma. The investigator creates a multifaceted, whole depiction, evaluates words, reports comprehensive ideologies of subjects, and performs the research in a real situation. However, he maintained that researchers who use this approach ought to conduct a quantitative research preceding it. Lincoln (1995) stated that this approach is procedure has a large concern of integrating and deducing the real subject with an effort to explain and understand trends of people. Furthermore this type of investigations uses diverse types experimental resources e.g. interview, case study, etc. When researches use the qualitative approach to conduct their investigations they are six steps that they must follow. Bryman (2001) has identified these six steps. The first step involves formulating broad investigative enquiries. The next step involves the choosing of the pertinent cases to be investigated. Thirdly, these researchers should seek to gather their pertinent information that will answer their research questions. Fourthly, the researcher has to construe the gathered information and afterwards they should seek to do some theorising. At this point the researcher has to redefine the research question, gather more information and re-interrupt the gathered information. Finally, the research can then construct their findings and conclusions. An example of the application of the qualitative approach to investigation is Taylors (1993:8) study cited in Byman (2004). This research involved the investigation of female drug users who used needles. In her study she showed that thes e women were rational active individuals who were capable of making choices rooted on the eventualities of both their drug abuse and the roles they play in society collectively. The qualitative approach in mainstream social science is advantageous. Burns (2000) has identified some advantageous of applying this approach when conducting research. Firstly, because the basis of research in this approach is not established on testing a hypothesis the investigator is provided with the opportunity to have a more intimate relationship with the subjects, and therefore a better understanding of the phenomenon being investigated. Researchers of this approach can also have a better opportunity in developing causations as it relates to trends that are occurring. Ultimately, when the findings are prepared they are not represented with numerical summaries; therefore the average person can understand the results presented (Burns 2000). However, they are four major disadvantages which can be associated with the application of the qualitative approach in mainstream social science. Firstly, the approach is too subjective, as such the results are too reliant on the investigators disorganised perceptions about what they view consequential. This approach to investigation is impossible to reproduce because it does not have any formal structure. Another criticism of this approach it that the results yielded cannot be generalised and can only be applicable to the small number of cases that were researched. Finally the whole procedure that is carried out in this approach does not clearly depict what the investigator procedures and how they made their deductions (Bryman 2001). The qualitative comparative approach is defined as an approach that compartavists use to create chronological clarification of detailed past results or previously distinct grouping of observed trends. This approach is also referred to as the case-orientated comparative method. The objective of this methodology is equally past construe and fundamental rational. Therefore, comparativits who use this method attempts to comprehend or infer explicit cases based on their inherent values. Thus the general aim is to create restricted generalisations regarding the subjects of tentatively distinct groups of experiential trends universal to a small group (Ragin 1987). They are some advantageous which can be derived from utilising the qualitative comparative approach. Ragin (1989) identified some of these advantages. Firstly, it is feasible to focus on fundamental difficulty involved in studying the cases based on attributes that create the significant societal transformation and trends that concern social scientists. Also this methodology necessitates that the researcher defers suppositions concerning the similarity of subjects and situations. This accommodation enhances the interactions between ideologies and findings. The research sample is manageable since the cases are few. Therefore these compartivists will be able to contrast the differences, and have a personal understanding of pertinent subjects (Ragin 1987). A good example of a qualitative comparative study is Marvin Harris (1978) study of sociocultural puzzles This study entailed him to studying the various views people had regarding meat from various parts of the world. He was able to explain these different ideologies of meat eating for the various regions based on cultural elucidations. They are also some disadvantages in applying the qualitative comparative approach. Picciano (2004) identified four disadvantages. Firstly, the analysis of the information is too dependent on the researcher. Furthermore, when the researcher has completed their investigation the study cannot be reproduced nor can the results be generalised for any other cases. And ultimately, since the results are not presented statistically some researchers will view the results as insufficient to provide valuable proof and furthermore being an assault to the truth. Since the qualitative approach to social to comparative method involves determining causation compartivists tend to apply comparative historical research when investigating. Mahooney and Ruechemeyer (2003) noted that this approach is a primary type of investigation that is applied in the social science. The comparative historical researchers primary interest is in enquiries which are precise to specific chronological cases. As a result of the desire to explicate these cases, frequently may result in additional research which extends beyond the initial subjects. Comparative historical analysis also involves explicating and recognising of fundamental configurations that create significant outcomes Furthermore investigators clearly examine past trends and obtains the changes over a time frame. And ultimately because comparative historical researchers typically are acquainted with all cases, they are able to they can assess variables based on theoretical analysis and legitimacy is achiev able when a reasonable number of cases are chosen (Mahooney and Ruechemeyer 2003). An example of a comparative historical study in the field of education would be Green and Wiborg (2004) study on Comprehensive Schooling and Educational Inequality: An International Perspective. Skopol and Somers (1980) have identified three approaches that can be used in comparative historical analysis. The first one is called Parallel Demonstration of Theory. The chief principle of this approach was for contrasting situations/countries past to convince the reader that a specified and described assumption can frequently reveal its effectiveness. An example of this approach is Jeffery M. Paiges study on the Agrarian Revolution. The second approach is contrasting on contexts by putting cases beside each other and more or less has a differing purpose than parallel comparative history. An example of this approach is Reinhard Bendix investigation of nation building and citizenship. Generally comparison is done between separate subjects. Typically contrasts are advanced by of the direction of assumptions. The third approach is the Macro-social Analysis. These investigators employ this style chiefly to determine causation about macro-level methods and systems. An example of this approach is Barrington Moores research on Social Origins of Dictatorship and Democracy (Skopol and Somers 1980). Mahooney (2000) also identified another approach that may be used in comparative historical analysis as path dependency. Through this approach researchers indistinctively conceptualise the past that is significant and the impacts it will have on the future. This form of investigation essentially analyses the association between sequential variables are considered, however it does not essentially scrutinise path-dependent progression of transform. However, it proposes an account for specific results of occurrences of exceptions. An example of the path-dependency approach to comparative historical analysis is Jack Goldstones Revolution and Rebellion in the Early Modern World (Mahooney 2000). However within comparative education they are some researchers who prefer to adopt the qualitative comparative approach, and therefore insist that this method is applied. They prefer this method because they opine that it will eliminate the inadequacies that are associated with the quantitative approach to comparative education. Qualitative investigators within the field of comparative education also view that there is a sound conviction in the significance of traditional, political and societal framework and the opinion that education cannot be unrelated from its indigenous customs. Qualitative investigation is also supported through a great quantity of worldwide numerical statistics, frequently insignificantly engaged devoid of reflection of impending preconceptions. And also by means of elements of investigation contrasted which not only include native circumstances and societal difference, with consideration to the enquiry of the objectivity or importance of the investigators un dertaking. The qualitative comparative investigators in education focus on the necessitatity to the immensely prospective for partiality and difficult conjectures when investigators act externally from their personal intellectual circumstances. They opine that effort ought to be present in order to become cognisant of such partialities and furthermore to enquiry individual postulations although attempting to comprehend the postulations fundamental to the nations and traditions which are aims of investigations. An example of the use of the qualitative comparative approach in education is Margaret Archers (1979) as noted in Green (1990) study on The Social Origins of Education Systems. Her study was conducted in Russia, England, France and Denmark. This research was also the basis for Green (1990) study on Education and State Formation. Another example is Ramierz and Boli (1987) study on The political Construction of Mass Schooling: European Origins and Worldwide Institutionalization Mixed Methods Combing the qualitative and quantitative approaches to the comparative approach is beneficial when considering the many advantages and disadvantages t

training of an athlete Essay -- essays research papers

Training of an Athlete   Ã‚  Ã‚  Ã‚  Ã‚  When training a football player, or any athlete for that matter you want to make sure that they are not smoking. Smoking is very harmful and addictive to the body and causes increased airway resistance. When smoking is done it takes 24 hours to clear the poisons from 1 cigarette. The effects of smoking can be damaging for life by causing heart disease, cilia damage, throat cancer and other many life-treating effects. If an athlete is smoking the results of smoking they will see will be decreased endurance, decreased ventilation, decreased Max VO2, and decreased oxygen capacity. For athletes to be able to perform at their best it is important for them not to be smoking.   Ã‚  Ã‚  Ã‚  Ã‚  When training or playing games endurance athletes will sometimes experience something that is called â€Å"second wind†. Second wind is the feeling of relief upon making the necessary metabolic adjustments to a heavy exercise intensity. The major change that takes place for â€Å"second wind† to happen is when there is a changeover from labored breathing which is called (dyspnea) to normal breathing which is called (eupnea). This respiratory adjustment however is only a reflection of metabolic adjustment to the exercise intensity. The way that â€Å"second wind† is most likely explained is by a change in skeletal muscular efficiency as increasing muscular temperature brings it on.   Ã‚  Ã‚  Ã‚  Ã‚  When an athlete is training there is some type of pain experienced in the lower lateral aspects of the thoracic wall this pain is called â€Å"stitch in the side†. This is caused by the body making a respiratory adjustment to an intense exercise such as distance running. A â€Å"stitch in the side† usually occurs when the body is adjusting to new metabolic demands, it is believed that ischemia of either the diaphragm or intercostal muscles are the cause. Scientist have not been able to find any scientific evidence to explain the cause of â€Å"stitch in the side†.   Ã‚  Ã‚  Ã‚  Ã‚  Innervation is the stimulation of the heart and how the heart is stimulated. The heart is stimulated by four parts starting first with the SA node- a wave of excitation begins in the sa node and travels throughout the heart. The wave of excitation is then sent by way of ephaptic conduction in the atria to the AV node, this is located at the ... ... sprinting a 40 and then walking a 40.   Ã‚  Ã‚  Ã‚  Ã‚  The frequency training for interval training is as follows. For an endurance athlete distance and time is the key to glycogen storage, never use both distance and time training in the same day, 4-7 day workout plan is usual for about 12 to 16 weeks, quarter mile intervals are most widely used training method. For a speed athlete a 3 week plan should be used, must build up ATP a CP stores, for sprinters it is not uncommon to work 5-6 time a week, year round hard and easy day alternate is most widely used training method with a pulse vs. time and recovery plan. Cross training is also another form of training that can be used for either endurance or speed athletes, when cross training make sure you pick a sport similar to the sport your are training in.   Ã‚  Ã‚  Ã‚  Ã‚  When taking and using pulse as an indicator it is important to remember these guidelines; never use thumb, the carotid or radial pulse is acceptable, use light pressure when taking pulse, must take pulse within 10 seconds of stopping, allow recovery no longer than a heart rate of 132, and most important never work of a heart rate of 180.

Master and Commander Essay

â€Å"Master and Commander† is the best movie to further my understanding of organizational behavior. In short, â€Å"Master and Commander† is a story about how to use leadership, motivation, power and politics, decision making and creativity to beat the French competitor that seems bigger, faster or stronger than his ship. In the first part of the paper, I would elaborate the point of leadership in this movie. In terms of this, the captain has the power to influence the seamen. As the British crew pursued its opponent, the captain and his team were searching for a calculated strategy that would allow them to defeat the French captain and take the ship as a prize. As it turns out, their strategy was its greatest strength. By applying their knowledge about warfare they were constantly learning about the changing environment, such as the new technology used by the French ship. The British naval officers were able to create an emergent strategy. The captain used the Fiedler leadership model, which matches the leadership style of interacting with the seaman and the degree to which the situation controls and influences the leader. For example, when the captain orders the seamen to fight again the battle, he gives orders to those who are responsible for doing the work. All seamen coordinate together with the captain and follow all the orders of the captain. One proactive aspect of the story was the ability of the captain to embrace knowledge from other disciplines and accordingly act on it. The captain’s friend, who was a doctor, was an accomplished naturalist. And his ideology was that insects disguise themselves well according to the situation around them. Naturally, the captain uses this knowledge to fool the French ship by using potential alternative. Master and Commander are sure to provide lessons in leadership and the captain’s character demonstrated many attributes of quality business leadership. For example, when the seamen place their trust on the captain, they are willing to be vulnerable to his action. In addition with the leadership concept, they learnt how to follow the captain’s instructions, knowing when to engage in the battle, inspiration to pursue achievable stretch goals, the delicate balancing of compassion and leadership of others in the ship, and proper leadership development, mentorship and succession planning. The captain did not follow the rules of leader participation model as he was the sole person  in the decision making process. For example, when he decides to fight against the French ship, his other co-members who had high authority did not agree but he still decided to fight the war. In organizational behavior terms, leadership plays a central part in understanding group behavior. In this movie, the captain shows accurate capability of improving the seamen’s performances. Other concepts used in the movie would be initiating structure, where the captain attempts to organize the battle strategy in order to fight against the French ship and attain their goals. Moreover in the movie some of them did not agree to fight the French ship because it was more sophisticated in terms of technology, but they trusted the captain’s decision. The seamen practice leader member relation concept, where they trust and respect their captain. As mention above, the captain portrays good leadership skills in his approach to manage the ship. Therefore, this would contribute directly in gaining competitive advantage. The seamen would perform better to win the battle and attain the goal of the captain. In terms of organizational behavior, the company would be more productive and the employees would feel satisfied and contented to work under the organization because of the leadership style portrayed by the top management. The other concept observed in the movie is motivation. The captain’s higher authority informed him that his mission should be to destroy the French ship, which till date has not been executed. The captain notices that this will not be an easy task as their ship was damaged from earlier warships. From this point on he becomes obsessed with completing the mission. His main motivation was to stop the ship at any cost and to execute this he drags the crew of ship to attain the obsession. This became his main goal in life. His sole aim now was to stop this ship. Even though he knew that the French ship was larger than his ship, he was still motivated to continue the battle. Apart from that, the captain also portrays management by objective concept in this movie, where he has a specific goal to attain. For example, everyone’s goal in the ship was to fight the French ship and win the battle. Moreover, the captain provides motivation for the seaman in the ship. When one of his lieutenants was looking through the telescope, he noticed two ships approaching but when the captain went to confirm it, he did not see them. The lieutenant would have got discouraged if he had revealed the truth  but he went ahead and complimented him for doing a good job. In the other part of the movie, two of his seaman presents to him the model of the French ship which gives him an idea why the French ship is superior to them. For the job done, he treats the seamen with wine. This is an ideal way of motivating the seaman to perform better in future. Before the war the captain encourages his seaman with his inspirational quote â€Å"discipline will count as much as courage† and â€Å"this ship is our home, this is England†. This inspires and motivates the seaman to combat the French ship. This provides a competitive advantage over and above the other tasks. The captains approach results in complete satisfaction and contentment, which enables the seamen to perform better in the war. Moreover, he motivates the seaman during practice for war and he constantly motivates the seaman throughout the movie. In organizational behavior terms, this increases the productivity of the company and enhances employee performance. The movie shows the effects of power. The captain has legitimate power because he has the formal authority to control, to order and to use resources available on the ship. For example, when the captain orders his seamen, all of them agree and act accordingly to his command. The captain has charismatic power which is really an extension of referent power steaming from his individual personality and interpersonal style. For example, the doctor said that he completely trust’s the captain for his capabilities. Moreover, the entire seaman respects him for his decision and as a charismatic person. The captain once mentioned to his lieutenant that he should not make friends with the seaman but should gain respect from them as he is at an authorative level. This would also make things easier for the captain in command to gain a competitive advantage over the others. Since the captain is the most powerful person on the ship, all seamen would have to follow his command and act according to his needs. In term of organizational behavior, if you want a thing to be done in an organization, power does have an upper hand. Using power in an organization may upset some employees, but this is the one of the ways to attain respect and to give order to the employee. Conflict can be considered as a part of the movie. The first conflict arises  when the captain plans to fight the French ship. During the meeting, the other high authority person in the ship goes against his idea because they feel it is impossible to win against the French ship as it was better equipped than their ship. Conflict arises at this point of time but the captain remains with his plan to fight the French ship. Another conflict in this movie is when the doctor on board asks him to stop at an island because he wanted to see the natural beauty of nature as promised by the captain but he does not agree. The reason being he wanted to continue his journey and stop the French ship. But ultimately both of them land up arguing about the topic. This can be related as task conflict because their goals did not match. In organizational behavior, conflict should be managed in order to gain competitive advantage. Apart from that, managing conflict in work environment is essential. When an employee is satisfied and the work environment is conducive, it would increase the company’s productivity and he or she will have better relationship with other employees in the organization. In this movie the captain used centralized decision making. The term centralization refers to the degree to which decision making is concentrated at a single point in the organization. For instance, the captain had a formal authority and rights in making decisions. He does not consult anyone before making his decision to fight the French ship. From the ethical point of view in decision making, the captain uses utilitarianism where his decision to fight the French ship would benefit him and achieve his goals. Even though some of his fellow people do not agree with him in the earlier part of the movie to fight but later they all supported him and worked together to reach the common goal. In term of organizational behavior, decision making process can be considered as the most important concept. This is because without a proper decision a company will not attain competitive advantage and this will not benefit the company in any ways which will hamper their productivity. â€Å"†¦Ã¢â‚¬ ¦any organization has to have a sense of where it is going, along with someone to help get it there. Like a ship at sea, all the technology in the world is useless without a firm hand on the tiller and a captain who has a  good sense of direction† (Balancing on a Wire, 1998, p.39). This statement means that the captain should have foresight to manage and control activities towards achieving their goal. In conclusion the captain was in a win-win situation. His primary goal was to defeat his opponents and gain complete control and power over them.

Mummies essays

Mummies essays The Egyptians believed in life after death, or afterlife. They also believed the sprit would need to come back to it's body to rest, so they worked hard to preserve it. One famous Egyptian story tells about Osiris, who once ruled Egypt. He was supposed to have been murdered by his jealous brother, Set. After having many adventures, Isis, the wife of Osiris managed to restore him to life. The Egyptians were, in their afterlife, supposed to "live" in a land ruled by Osiris. Their next life would be similar to their present one, except free from all troubles and more comfortable. They still would need supplies for their afterlife, so they would take everything they need and store it in jars. Then they would cast a spell over the jars so their contents would last forever. They would also take papyrus scrolls and write formulas on them, to overcome all obstacles in their future life. Little servant statues were to serve as servants. They had one servant statue for each day of the year, and one for each special job that may need to be done in their future life. In order so the sprits would recognize their body, the Egyptians would mummify it. Mummify means treat a body with preservatives so it will not decay. First the Egyptians would take all the organs out and put them in canopic jars. Canopic jars are jars with lids in the form the head of an animal, god, or the person themselves. They would throw away the brain because they believed the heart did all the thinking. They would leave the heart in the body. Then they would dry the body and organs in natron, a mixture of salt and baking soda. Earlier in history they would have dried the body in the sun. Next they would pack the body in linen so it would regain its original shape. It would then be soaked in scented oils and washed in wine and spices. Then they would start by wrapping each finger and toe individually. Then they would wrap each arm ...

Understanding Stockholm Syndrome

Understanding Stockholm Syndrome Stockholm syndrome develops when people are placed in a situation where they feel intense fear of physical harm and believe all control is in the hands of their tormentor. The psychological response follows after a period of time and is a survival strategy for the victims. It includes sympathy and support for their captors plight and may even manifest in negative feelings toward officers who are trying to help the victims. Situations in which the victims have displayed this kind of response have included hostage situations, long-term kidnappings, members of cults, prisoners of concentration camps, and more. Key Takeaways: Stockholm Syndrome People exhibiting Stockholm syndrome become protective of their captors, even to the point of foiling the police efforts at their rescue.The syndrome is not a named disease in any manual but rather a description of peoples behaviors whove been traumatized over a period of time.While hostages and kidnapping victims can exhibit these behaviors, so can people in abusive relationships or members of cults. Origin of the Name The name Stockholm syndrome was derived from a 1973 bank robbery (Kreditbanken) in Stockholm, Sweden, where four hostages were held for six days. Throughout their imprisonment and while in harms way, each hostage seemed to defend the actions of the robbers. As an illustration of the hostages strange thoughts and behavior under psychological distress, History.com presents this example: [T]he hostage recounted to the New Yorker, How kind I thought he was for saying it was just my leg he would shoot.† The hostages even appeared to rebuke efforts by the government to rescue them. They pled for the captors not to be harmed during the rescue and orchestrated ways for that to happen. Immediately following the incident, the victims couldnt explain to psychologists their sympathetic feelings and lack of anger and hatred toward their captors. Months after their ordeal had ended, the hostages continued to exhibit loyalty to the robbers to the point of refusing to testify against them as well as helping the criminals raise funds for legal representation. They even visited them in prison. A Common Survival Mechanism The response of the hostages intrigued behaviorists and journalists, who, following the incident, conducted research to see if the Kreditbanken incident was unique or if other hostages in similar circumstances experienced the same sympathetic, supportive bonding with their captors. The researchers determined that such behavior was common among people whod gone through similar situations. A psychologist whod been involved with the Stockholm hostage situation coined the term Stockholm Syndrome, and another defined it for the FBI and Scotland Yard to enable officers to be able to understand that possible aspect of a hostage situation. The study of the condition helped inform their negotiations in future incidents of the same type. What Causes Stockholm Syndrome? Individuals can succumb to Stockholm syndrome under the following circumstances: The belief that ones captor can and will kill him or her. The feelings of relief by the victim for not being killed then turn to gratitude.Isolation from anyone but the captorsThe belief that escape is impossibleThe inflation of the captors acts of kindness into genuine care for each others welfareThe passage of at least a few days in captivity Victims of Stockholm syndrome generally suffer from severe isolation and emotional and physical abuse also demonstrated in characteristics of battered spouses, incest victims, abused children, prisoners of war, cult victims, procured prostitutes, slaves, and kidnapping, hijacking, or hostage victims. Each of these circumstances can result in the victims responding in a compliant and supportive way as a tactic for survival. It is similar to the reaction from brainwashing. Victims show some of the same symptoms as those who have post-traumatic stress syndrome (PTSD), such as insomnia, nightmares, difficulty concentrating, distrust of others, irritability, confusion, a sensitive startle reflex, and a loss of pleasure in once-favorite activities. Famous Cases In the year following the Stockholm bank incident, the syndrome was widely understood by the masses because of the case of Patty Hearst. Here is her story and other more recent examples: Patty Hearst Patty Hearst, at age 19, was kidnapped by the Symbionese Liberation Army (SLA). Two months after her kidnapping, she was seen in photographs participating in an SLA bank robbery in San Francisco. Later a tape recording was released with Hearst (SLA pseudonym Tania) voicing her support and commitment to the SLA cause. After the SLA group, including Hearst, was arrested, she denounced the radical group. During her trial her defense lawyer attributed her behavior while with the SLA to a subconscious effort to survive, comparing her reaction to captivity to other victims of Stockholm syndrome. According to testimony, Hearst had been bound, blindfolded, and kept in a small, dark closet, where she was physically and sexually abused for weeks before the bank robbery. Jaycee Lee Dugard On June 10, 1991, witnesses said they saw a man and a woman abduct 11-year-old Jaycee Lee Dugard by a school bus stop near her home in South Lake Tahoe, California. Her disappearance remained unsolved until August 27, 2009, when she walked into a California police station and introduced herself. For 18 years she was held captive in a tent behind the home of her captors, Phillip and Nancy Garrido. There Dugard gave birth to two children, who were ages 11 and 15 at the time of her reappearance. Although the opportunity to escape was present at different times throughout her captivity, Jaycee Dugard bonded with the captors as a form of survival. Natascha Kampusch In August 2006, Natascha Kampusch from Vienna was 18 years old when she managed to escape from her kidnapper, Wolfgang Priklopil, who had kept her locked in a small cell for more than eight years. She remained in the windowless cell, which was 54 square feet, for the first six months of her captivity. In time, she was permitted in the main house, where she would cook and clean for Priklopil. After several years of being held captive, she was occasionally allowed out into the garden. At one point she was introduced to Priklopils business partner, who described her as relaxed and happy. Priklopil controlled Kampusch by starving her to make her physically weak, severely beating her, and threating to kill her and the neighbors if she tried to escape. After Kampusch escaped, Priklopi committed suicide by jumping in front of an oncoming train. When Kampusch learned that Priklopil was dead, she cried inconsolably and lit a candle for him at the morgue. In a documentary based on her book, 3096 Tage  (3,096 Days), Kampusch voiced sympathy for Priklopil. She said,  I feel more and more sorry for him- hes a poor soul. Newspapers reported that some psychologists suggested Kampusch may have been suffering from Stockholm syndrome, but she does not agree. In her book, she said the suggestion was disrespectful of her and did not properly describe the complex relationship that she had with Priklopil. Elizabeth Smart More recently, some believe Elizabeth Smart fell victim to Stockholm syndrome after her nine months of captivity and abuse by her captives,  Brian David Mitchell and Wanda Barzee. She denies that she had sympathetic feelings toward her captors or captivity and explained that she was just trying to survive. Her kidnapping is portrayed in the 2011 Lifetime movie, I Am Elizabeth Smart, and she published her memoir, My Story, in 2013. She is now an advocate for child safety and has a foundation to provide resources for those whove suffered traumatic events. Lima Syndrome: The Flip Side When captors develop feelings of sympathy for their hostages, which is rarer, its called Lima syndrome. The name comes from a 1996 Peru incident during which guerrilla fighters took over a birthday party for Japanese Emperor Akihito, given at the home of the Japanese ambassador. In a few hours, most of the people had been freed, even some of the most valuable to the group. Sources Alexander, David A.,  and  Klein, Susan. â€Å"Kidnapping and Hostage-Taking: A Review of Effects, Coping and Resilience.† Journal of the Royal Society of Medicine, vol. 102, no. 1, 2009, 16–21.Burton, Neel, M.D. What Underlies Stockholm Syndrome? Psychology Today. 24 March 2012. Updated: 5 Sept. 2017. https://www.psychologytoday.com/us/blog/hide-and-seek/201203/what-underlies-stockholm-syndrome.Conradt, Stacy. The Bank Robbery Behind Stockholm Syndrome. Mental Floss. 28 August 2013. http://mentalfloss.com/article/52448/story-behind-stockholm-syndrome.Elizabeth Smart Biography. Biography.com. AE Television Networks. 4 April 2014. Updated 14 Sept. 2018. https://www.biography.com/people/elizabeth-smart-17176406.Inside Jaycee Dugards Terror Tent. CBS News. https://www.cbsnews.com/pictures/inside-jaycee-dugards-terror-tent/5/.Klein, Christopher. The Birth of Stockholm Syndrome, 40 Years Ago. History.com. AE Television Networks. 23 Aug. 2013. https://www.history.com/news /stockholm-syndrome. Stump, Scott. Elizabeth Smart on the one question that wont go away: Why didnt you run? Today.com. 14 Nov. 2017. https://www.today.com/news/elizabeth-smart-one-question-won-t-go-away-why-didn-t118795.

The Meaning of Life Essay Example | Topics and Well Written Essays - 750 words - 1

The Meaning of Life - Essay Example This paper will analyze the views which were articulated by Richard Taylor and Susan Wolf. To begin with, it may be particularly important to examine the ideas of each of the above mentioned scholars. Thus, the former is known for developing the concept of meaning of life that is based on the principle of fulfillment (Taylor 24). In order to illustrate it, the author used the ancient myth of Sisyphus, pointing out that while the majority thinks that life of the latter is pointless, certain alterations of the point of view might actually make it quite full of meaning. According to this kind of thinking, a person is able to live a meaningful life as long as it fulfills one’s desires, expectations as well as idea of what live should look life. Returning to the articulated example, if Sisyphus had a strong desire to roll up large stone, then his life would be rather meaningful and enjoyable. Contrary to that, Susan Wolf developed a different understanding of what people should take into account while considering the meaning of one’s life. According to her, the principle of fulfillment is an essential one; however, the objective reality should be taken into account as well which results in the fitting-fulfillment principle (Wolf 25). The author argues that life of a person can be found to be full of meaning as long as it fulfills one’s desires, expectations as well as ideas, but also fits into a general context of the social environment. For example, life of Sisyphus can hardly be called a meaningful since despite the fact that it fulfilled his possible desire to roll up stone, it did not help the society in any way. A brief examination of the above mentioned views was able to highlight one fundamental difference in the approaches that were developed by the thinkers. Thus, on the one hand, the position of Taylor is purely subjective. In other words, he argues

Membership of the Eoropean Community and the effects of the Human Essay

Membership of the Eoropean Community and the effects of the Human Rights Act 1998 has had little impact on the approaches to statutory interpretation practiced - Essay Example e provisions of the European Convention of Human Rights could not be used for purposes of statutory interpretation.4Parliamentary sovereignty means that UK law can override international law7, however, the Communities Act of 1972 and the Human Rights Act have raised the question of supremacy of EU law over national law and its application within the country. In the case of FitzPatrick v Sterling8, the Courts had denied statutory rights to a same sex surviving spouse. In the case of Ghaidan v Mendoza9 Mr. Mendoza’s application for statutory tenancy on grounds of discriminatory violation of his Convention Rights under Article 14 and Article 8 on the basis of his sexual orientation, were allowed, in order to protect his freedom to choose his own sexual lifestyle. The case of Bellinger v Bellinger10 deals with the issue of the freedom of a transsexual man-to-woman to his private life and the right to marry, and the Parliament in UK is legislating on the issue of making national law compatible with that laid down by the ECHR in the case of Goodwin v UK11 in which a transsexual’s right to marry was upheld by the Court, thereby upholding the individual’s right to privacy and a normal life. In the Ghaidan case, Mr. Mendoza contended that the House of Lords should exercise its interpretative power to read and give effect to Para 2(2) on statutory rights to make it compatible with Convention rights that guarantee fundamental human rights, including succession rights, which prohibit discrimination on grounds of sexual orientation. The grounds that were offered in support were the provisions of Section 3 of the Human Rights Act, which states that Parliament legislation must be read and given effect to in a way that will be compatible with Convention rights â€Å"so far as it is possible to do so.†12 Further more the Human Rights Act of 1988 incorporated the goals of the European Convention of Human Rights13 within the framework of national law, by including a provision