All the Pretty Colors French Adjectives of Color

The French have long been in love with color, and they have many names for pure and nuanced color. Here are some of the most common French colors, plus color variations and other extras for anyone who loves color as much as the French do. There are, of course, many more French colors than we have listed here, especially in French fashion  and in French beauty products like makeup and hair color. But this will give you a taste of French colors and the rules that govern their usage. Lets start at the beginning with la  couleur,  which  is a feminine noun, as in les couleurs primaires (primary colors) and les couleurs complà ©mentaires (complementary colors). The colors themselves are adjectives describing something, such as une jolie couleur verte (a pretty shade of green). The Rules of Color Agreement Some colors (remember, theyre adjectives) agree with the noun they modify; others dont. According to the rules of color agreement, colors based on the names of fruit, flowers, precious stones, metals, and other elements of nature are invariable (invariable, do not change form), as are compound colors consisting of  two or more  colors (a blue green chair) or a color with an adjective of intensity (a dark blue chair). The remaining French colors agree with the nouns that they modify. Exceptions:  pourpre and violet (purple), mauve (mauve), rose (pink), eÃŒ carlate (scarlet red), fauve (fawn),  and incarnat (crimson red), which do agree with the number and gender of the noun they modify. When in doubt, check a French dictionary, which will show both masculine and feminine forms of any color that changes in agreement with its noun or it will say adjectif invariable  for any color that does not change, i.e., is invariable. A Few Colors (Couleurs) Abricot   apricotAmbre    amber (dark orange yellow)Argentà ©Ã‚  Ã‚  silver  Avocat   avocadoBeige beigeBlanc or blanche   white;  Ãƒ ©cru   off-white;  cà ©ruse   old white;  coquille doeuf   white with a touch of pinkish tan, like an egg;  crà ¨me   cream;  blanc dEspagne   Spanish white, slightly cream;  blanc cassà ©Ã‚   broken white between crà ¨me and bisBleu blue;  bleu ardoise slate blue;  bleu canard peacock blue;  bleu ciel   sky blue; bleu marine navy blue;  bleu nuit midnight blue;  bleu outremer ultramarineBrun brown, dark;  brun cuivrà ©Ã‚  Ã‚  tawny;  brun roux   auburnChocolat   chocolate brownDorà © golden,  golden brown, the color of giltFauve fawn (taupe, light grayish brown)Gris gray;  fumà ©e smoke; cendre ash;  bis soft greyJaune   yellow;  jaune citron   lemon yellow;  jaune coing   [bright] quince yellow;  jaune dor   golden yellow;  jaune moutarde   mustard yello w;  jaune paille   straw yellow;  jaune  canari   canary yellow;  jaune poussin   chick yellow, bright yellowMarron  (horse chestnut)   brown;  marron glacà © light chestnut brown; cafà © au lait light brownMauve   mauveMulticolore   multicoloredNoir black;  Ãƒ ©bà ¨ne ebonyOrange   orange  Pourpre purpleRose   pinkRouge red;  eÃŒ carlate   scarlet;  incarnat   crimson  Transparent transparentTurquoise   turquoiseVert green; vert citron lime green; vert sapin pine  green, forest green;  vert prà © / vert gazon grass green; olive / pistache / à ©meraude olive / pistachio / emerald; vert pomme / deau / bouteille apple / sea / bottle greenViolet  or  violette   violet Invariables: Colors Based on Elements of Nature Color adjectives based on elements of nature such as the names of flowers, fruits, precious and other stones, or metals are generally invariable, meaning they do not agree with the noun they modify and, therefore, do not change form. Many are compound adjectives such as jaune citron, which also makes them invariable; take away the main color such as jaune and leave only the modifier from nature such as citron, and you still have an invariable, unchanging adjective. Some common colors that derive their names from fruits, stones, metals, flowers and other elements of nature  include: Abricot   apricotAmbre  Ã‚   amber (dark orange yellow)Avocat   avocadoBleu ardoise   slate blue;  bleu canard   peacock blueBrique   brick redBronze   bronzeChocolat chocolate brownÉbà ¨ne   ebony (black)Fuschia   fuschiaJaune citron   lemon yellow; jaune coing quince yellow, bright yellow;  jaune dor   golden yellow;  jaune moutarde   mustard yellow;  jaune paille   straw yellow;  jaune canari   canary yellow;  jaune poussin   chick yellow, bright yellowLavande   lavenderMarron  (horse chestnut) brown;  marron glacà ©Ã‚   light chestnut brown;  cafà © au lait   light brownNoisette   hazelnutOrange   orangeTurquoise   turquoiseVert citron lime green;  vert sapin   pine green, forest green;  vert prà © / vert gazon   grass green; olive / pistache / à ©meraude   olive / pistachio / emerald; vert pomme / deau / bouteille   apple / sea / bottle green Because these are invariable (do not agree in gender and number), you would say: Des cravates orange orange ties (not oranges)Des yeux marron brown eyes (not marrons)Des yeux noisette hazel eyes (not noisettes)Des fleurs fuschia   fuschia-colored flowers (not fuschia/e/s)Des chaussures citron  Ã‚  lemon yellow shoes (not citron/e/s)Des   pantalons cerise cherry red pants (not cerises) Exceptions:  pourpre and violet (purple), mauve (mauve), rose (pink), eÃŒ carlate (scarlet red), fauve (fawn), and  incarnat (crimson red), which agree with the number and gender of the noun they modify. For example: Des chaussures fauves taupe shoes More Invariables: Compound Colors When a color consists of two or more colors or a color and an adjective of intensity, then the color adjectives are invariable, meaning they do not agree in number and gender with the noun they describe. Une chemise bleu vert (not bleue verte)Des yeux gris bleu (not gris bleus)Une robe vert paÌ‚le (not verte paÌ‚le) And More Invariables: Adjectives of  Intensity Color Adjectives describing the nuances or degrees of intensity often  modify colors. Together, they form a compound color such as  rose clair  (light pink)  that is invariable. Such adjectives of intensity include: Clair   lightFonceÃŒ    darkVif   brightPaÌ‚le   pale

Book Report For The Book the Secret Life Of Bees By Sue /Review

Essays on The Secret Life of Bees by Sue Monk Kidd Book Report/Review The paper "The Secret Life of Bees by Sue Monk Kidd" is a great example of a book review on biology. The title of Sue Monk Kidd’s book, The Secret Life of Bees, represents Lily, who is the central character. She lives a secret life that others are not able to understand just like the bees. Her soul and spirit are like the bee-hive to her. Others have no clue how she is complex. Lily is not like a typical one-parent child. She is irreplaceable, despite the fact that she does not understand her life. The start of each chapter of Kidd’s book has a quote from other sources about bees, which the writer personifies in the book. The beginning of chapter one has a quote stating that if a queen is out of her hive, there arise immediate indications of the lack of a queen. The chapter talks about the growth of Lily (Morrison’s, The Sacred Feminine). She grows up without a mother and shows clear signs of lack of a mother. Chapter eight has a quote stating that if one takes a bee away from its sisters, it dies after a short time. It talks about May, who in August and June’s sister, and her unique sense of empathy. She lost her twin sister, April, and since then she always wanted to die every time she sees a sign of death or anger. Personification stands out clearly throughout the book (Morrison’s, The Sacred Feminine). Bee-hives represent a symbolic parallel to the community that August has made in the pink house. Bees live, work and produce honey in bee-hives. F emale bees in August’s community dominate the bee-hive and the queen bee rules over everything. The queen bee becomes the mother of the other bees (Morrison’s, The Sacred Feminine). It is symbolic when August says the Virgin Mary is the mother of all women close to her. August refers to them as the Daughters of Mary. In conclusion, Kidd’s book reflects the life and life of bees in a bee-hive. The title, The Secret Life of Bees, is the most relevant and suitable title for the book.

A Compare and Contrast of Thomas Moores Utopia and Essay Example For Students

A Compare and Contrast of Thomas Moores Utopia and Essay Machiavelli?s The PrinceJust vs. ViableTo be just is to be fair and honorable. Kids are taught that if you are kind and just you will excel and be successful. But lifes not fair and being just doesnt necessary mean that a society will stand the test of time and be able to grow. The two different societies introduced in Mores Utopia and Machiavellis The Prince are very different and although Mores Utopian society would be considered more just then Machiavellis society. Machiavellis society is more realistic and more likely to be viable. Leadership is a major issue when it comes to whether or not a society is going to be viable. It seems that if the leader is a good leader, a leader that puts his people first and wants the best for his country, then the land and the society should flourish. But if the leader is a bad leader, a power driven leader, a leader who puts himself first, and lets his people starve while he and his nobles live in excess, then the society and land will not flour ish. This idea is not demonstrated to us in Utopia or The Prince; it seems like the exact opposite. Utopia has a more democratic government. Each set of households elects someone and then those elects elect others, and although there is a prince they still have the power to throw him out of office if hes involved in any wrong doing. And although their prince doesnt have as much power as a prince in Machiavellis writing the prince in Utopia serves a different purpose. The prince in Utopia is there to provide stability. With the syphogrants and tranibors changing annually the stability of a constant figure head is needed. More describes the government as followsOnce a year, every group of thirty households elects an official,Formerly called the syphogrant, but now called the phylarch. OverEvery group of ten syphogrants with their households there is another official, once called the tranibor but now known as the head phylarch. All the syphogrants, two hundred in number, are brought to gether to elect the prince. They take an oath to choose the man they think best qualified; and then by secret ballot they elect they prince from among four men nominated by the people of the four sections of the city. The prince holds office for life, unless he is suspected of aiming at a tyranny. Though the tranibors are elected annually they are not changed for light or casual reasons. All other officials hold office for a single year only. Any one can be a syphogrant or tranibor. And once you have a chance to be one you can not be re-elected. This prevents the same people from always being in office. And although you can campaign for office it is looked down upon. They believe the if you want the office that much you must have ulterior motives fueling you, so you wont be elected. They also had a rules whose purpose was to prevent the prince and the tranibors from conspiring together to alter the government and enslave the people. Although the Utopians are free, they dont exercis e their freedom and they have slaves. The slaves are people captured from other nations that dont have Utopian ideals and Utopians that have committed a crime. More also says thatSlaves, moreover, are permanent and visible reminder that crime doesnot pay. If the slaves rebel against their condition, then, like savage beastwhich neither bars nor chains can tame, they put instantly to death. But ifthey are patient, they are not left altogether without hope. When subduedby long hardships, if they show by their behavior that they regret the crimemore than the punishment, their slavery is lightened or remittedaltogether, sometimes by the princes pardon, sometimes by popular vote. Also all the Utopians think the same. This is the main reason why their society wouldnt be viable although it is more just. The fact that they dont value money and no one pays for anything, everyone just takes what they need, makes the Utopian society more just because everything seems fair. But its unrealistic, its not human nature. The Utopians as a society are very self centered, so its hard to believe that they would be such honest people. And the fact that they dont fight their own wars and they dont abide by any rules of war, they win by any means even if it means fighting dirty. The Utopians put on a front of having these great morals and being a great society, but its all smoke and mirrors. They make themselves look like a wonderful society. But they are the lesser of two evils, they are more just then the society in The Prince, although they arent as viable. .u7bf5992e18ab5ba7d914d3077aa5f285 , .u7bf5992e18ab5ba7d914d3077aa5f285 .postImageUrl , .u7bf5992e18ab5ba7d914d3077aa5f285 .centered-text-area { min-height: 80px; position: relative; } .u7bf5992e18ab5ba7d914d3077aa5f285 , .u7bf5992e18ab5ba7d914d3077aa5f285:hover , .u7bf5992e18ab5ba7d914d3077aa5f285:visited , .u7bf5992e18ab5ba7d914d3077aa5f285:active { border:0!important; } .u7bf5992e18ab5ba7d914d3077aa5f285 .clearfix:after { content: ""; display: table; clear: both; } .u7bf5992e18ab5ba7d914d3077aa5f285 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7bf5992e18ab5ba7d914d3077aa5f285:active , .u7bf5992e18ab5ba7d914d3077aa5f285:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7bf5992e18ab5ba7d914d3077aa5f285 .centered-text-area { width: 100%; position: relative ; } .u7bf5992e18ab5ba7d914d3077aa5f285 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7bf5992e18ab5ba7d914d3077aa5f285 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7bf5992e18ab5ba7d914d3077aa5f285 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7bf5992e18ab5ba7d914d3077aa5f285:hover .ctaButton { background-color: #34495E!important; } .u7bf5992e18ab5ba7d914d3077aa5f285 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7bf5992e18ab5ba7d914d3077aa5f285 .u7bf5992e18ab5ba7d914d3077aa5f285-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7bf5992e18ab5ba7d914d3077aa5f285:after { content: ""; display: block; clear: both; } READ: My First Concert Essay The government in The Prince is a monarchy, with a distinctive cast system. Machiavelli said that the best way to keep order in this kind of society was for the people to fear their leader but not to hate him because the prince must have the people well disposed toward him; otherwise in times of adversity there is no hope. The prince had to keep the people, the nobles and the army all happy at the same time. The people were kept happy to keep them from bringing in an outside force and also for the fact that a man who conspires against a popular prince must also be fearful after his crime is committed since then he will have the whole people against him, and from there hate he can hope no refuge whatever. But the people arent too hard to please because most of the time they dont care who is ruling over them as long as they are left alone. The nobles and advisers had to be kept happy so they would continue to be loyal to him. Machiavelli says the following about how the relationship between the prince and the advisers and nobles should beThe man who holds a princes kingdom in his hand should not even beaware of anything but his masters business. And on the other hand, the prince who wants to keep his minister obedient should think of his welfare,honor him, enrich him, load him with distinctions and offices. Thus theminister will not be able to stand without the prince, the many honors willkeep him from looking elsewhere for more honor, the many riches will keep him for thinking of more riches, and the many offices will give himreason to fear changes. When the prince and the his minister stand onthese terms, they can have complete confidence in one another; whenthings are otherwise, they always turn out badly, either for one or theother. The army had to be kept happy so he could maintain control over their troops. The troops were the most powerful of the three groups. So if all three could not be kept happy, they were satisfied first,and when they cannot escape some hatred, they should try as hard as they can to avoid the hatred of the most powerful group around. Thusemporers who were new in office and needed special support turned to thesoldiers rather than the people The people in this society werent free. But they didnt seem to mind as long as they could go on with there everyday life without being bothered. Even though they were a far from perfect society they learned that it was best to fight their own wars. They didnt try and cover up their faults. And although a prince was expected to appear virtuous he was not necessarily suppose to be virtuous. But this society was in no way more just then the Utopian society, although this society was more viable. They had what it took to last, to grow and to flourish. Both societies have there good points and both societies have their flaws. More imagined a new society, even though it still carried some remnants of the one he knew. And the Utopian society looked great on paper; they were very just and honorable people. But when examined in depth it falls apart. This society wouldnt last people dont think that way. Machiavelli criticized and critiqued history, he took things he knew and said how they could be made better for future societies. Except societies and societal ideas evolve, ideas that worked then dont always work now. His society was based on backstabbing and deceitfulness, appearing virtuous but not actually being virtuous. So although his society would have lasted, it was far from just. But this is the opinion looking back at these texts. When these texts were written More and Machiavelli both thought these were the ideal societies. But if More and Machiavelli knew what people know now would their societal ideas still be what they were?

Marcus Brutus Essays (882 words) - , Term Papers

Marcus Brutus Marcus Brutus William Shakespeare's play, The Tragedy of Julius Caesar, is mainly based on the assassination of Julius Caesar. The character who was in charge of the assassination was, ironically, Marcus Brutus, a servant and close friend to Julius Caesar. (http://classics.mit.edu/Plutarch/m_brutus.sum.html) But what would cause a person to kill a close friend? After examining Brutus' relationship to Caesar, his involvement in the conspiracy, and his importance to the plot, the truth can be revealed. Marcus Brutus, a servant and close friend to Caesar, has a strong relationship with Caesar but a stronger relationship with Rome and its people. Brutus is very close to Caesar. In many points of the play, Brutus was talking and next to Caesar. Brutus also loves Caesar but fears his power. In the early acts of the play, Brutus says to Cassius, What means this shouting? I do fear the people do choose Caesar for their king...yet I love him well.(Shakesspeare, act 1, scene 2,85-89), as he is speaking to Cassius. Brutus loves Caesar, but would not allow him to climber-upward...He then unto the ladder turns his back...(act 2, scene 1, 24,26). As the quote says, Fite 2 Brutus would not allow Caesar to rise to power and then turn his back onto the people of Rome.Brutus had honored Caesar but Brutus felt that Caesar was to ambitious. Brutus also felt that Caesar made the romans as slaves. Therefore, Brutus is an honorable man. Brutus is a noble man who was revered by many. Brutus had joined the conspiracy because he had the desire to help the commoners. He was a follower of idealism, where the romans would possess peace, liberty and freedom. Brutus wanted the kill Caesar, because he believed that all of the people of Rome would eventually be slaves, thus Brutus resorted to the assassination ofCaesar.(Ferguson 145) After the assassination of Julius Caesar, Brutus talks to Antony about Caesar's death. Our hearts you see not; they are pitiful; and pity to the general wrong of Rome...(Shakesspeare, act 3, scene 1, 185-186). Brutus says that Antony cannot see the members of the conspiracys hearts, which are full of pity. Again, this shows how Brutus loved Caesar but cared for the life of Rome and its people more. This is the only reason Brutus would conspire against Caesar. For Brutus says to himself, I know no personal cause to spurn at him...How that might change his nature...(Shakespeare, act 2, scene1, 1,13) Caesar's relationship with Brutus is also strong. Just allowing Brutus to speak to Caesar shows his respect for Brutus. Caesar feels that Brutus is noble to him and does the right thing regardless of personal danger. On the Ides of March, Fite 3 as Caesar was assassinated, Caesar's last line is: Et tu, Brute?--Then fall, Caesar.(Shakespeare, act 3, scene 1, 85). This shows that Caesar would not die without Brutus' stab. Caesar realizes that there must be a noble reason for this assassination if Brutus was in it. This again shows how much Caesar respects Brutus. Brutus and Caesar both respect each other, but in different ways.(http://www.pei- asia.com/history/ROMAN/BRUTUS/BRUTUS.HT) Marcus Brutus had a very important role in the conspiracy against Caesar. He was the back-bone of the plan. According to Cassius, Brutus' main purpose in the conspiracy is for an insurance policy.(Bowers, 38-42) The people will think, since Brutus is noble to Caesar, that there is a good reason for Caesar's assassination. Brutus will also be the leader of the conspiracy for another insurance policy for the assassination.(47) Cassius is the one who declares this, Brutus shall lead the way, and we will grace his heels with the most boldest and best hearts of Rome. (Shakespeare, act 3, scene 1, 135-136). Again, if Brutus leads the way, the people will think that the death of Julius Caesar wasn't such a bad thing. Brutus also declares to himself that his role in the conspiracy is to save Rome. He says to the people that, If then that friend demand why Brutus rose against Caesar, this is my answer: not that I loved Caesar less, but that I loved Rome more.(Act 3,scene 2, 21-24). If Brutus was not in the plot Fite 4 of The Tragedy of Julius Caesar, the conspiracy would probably not have worked.(Bowers, 53) Since Brutus ...loved Rome more.(Shakespeare, Act 3,scene2, 23-24), he decided to be a part of he conspiracy. If he hadn't loved Rome more than Caesar, he would not have joined in the assassination of Julius Caesar. Cassius and the rest of the conspirators would probably not have continued on without Brutus because they would have no insurance afterwards. The people would think that there was no reason for Caesar's death and most likely

David Thoreau - biography essays

David Thoreau - biography essays Henry David Thoreau harbored many anarchist thoughts toward the American government of the decades before the Civil War, which he collected and wrote about in the essay, Civil Disobedience. The essay contains a powerful message that would not only reflect Thoreau's own views toward the Mexican war, but also give the essay a powerful anti-slavery message, as well as affect the whole idea of Civil Rights, as well as shape the leaders of Civil Rights. When examining the essay, Civil Disobedience, you must also learn the reasoning of the essay. Henry David Thoreau lived a quiet life in a small cabin he had built in Walden. Thoreau thought paying his taxes was wrong in principal, Thoreau declares that he cannot associate with the American government, because it is a slave's government. In comparison with the Civil Disobedience essay, is the John F. Kennedy innaguration speech. In the speech, he says ask not what your country can do for you, but what you can do for your country. In comparison to the government, Thoreau states that it does not keep the country free. It does not settle the West. It does not educate. Thoreaus view of the government is the exact opposite of John F. Kennedys. As Kennedy is trying to promote citizen involvement in the government, Thoreau discourages it, since the citizen has kept the country free, settles the west, and educated the public. The two views of Kennedy and Thoreau were quite different, as were there times of life. Thoreau would much rather overthrow the government than help it, the exact opposite of Kennedy, trying to restore faith in the government. Thoreau lived in a period were there was not much faith in the government, protests were very common, and the nation was about to split into two parts, partially explaining his quote. This comparison is just showing how much more different that views have become since the Civil War, faith in the government, ...

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Complementarity and Substitution in the Theory of Capital essays This essay is an explanation and importance of complementarity and substitution in the theory of capital. Complementarity can be usually seen in goods with sympathetic shifts in demand. It is also important to realize the narrowness of the traditional treatment of complementarity. Complementarity is analyzed in a single enterprise and also in the economic system as a whole. In the latter complementarity is analyzed in an economic system in equilibrium and also in disequilibrium. In an economic system with equilibrium all the acts of all individuals are consistent with each other and all factors of production are complementary. The system with disequilibrium on the contrary, realizes that while a factor of substitution eliminates another factor, another will be created, though possibly it might be of a different mode. It is idealistic to think that capital structure can only exist in equilibrium, but realistically, capital structure is in a state of continuous transformation. Any major change creates a situation of instability of the capitalistic economy. A clear example of this is the accumulation of capital on profits and the inducement to invest. As capital accumulation grows, investment opportunities and the rate of profit decline. Also, the existence of unused human or material resources provides potential complements for new productive combinations, which in result produce the changes in capital. These unused resources have two main functions in the world of dynamic change. First, they reduce the shock when disintegration exists, and second they stimulate the investment of capital goods complementary to them. In conclusion, the theory of capital is a dynamic discipline, and is not in static equilibrium. It is useless to view capital change as quantitative change in one factor and supposing that other factors remain constant. An important topic in the capital theory is the internal capital change, which is the ...

Community Plan, Implementation and evaluation Research Paper

Community Plan, Implementation and evaluation - Research Paper Example Asthma is another disease that is prevalent among this demographic group. On an observational trip, it was noted that all classes had at least one obese student. In an interview with a school nurse, she contended that the school had disease prevention and health promotion activities and that asthma was not uncommon at the school, although obesity was the biggest issue. The paper, therefore, chose asthma and obesity as the school risks of the greatest concern. It has to be noted that whereas there has been some success countering asthma in public American schools obesity remains a major problem to date. Healthy People 2020 have put obesity as its number one health problem for eradication by using weight status and nutrition, in ensuring reduced risk of chronic disease through maintaining a healthy body weights and consuming healthy diets. Obesity is linked to other chronic diseases like asthma and through management of obesity; therefore, these diseases can be prevented. The Nutrition and Weight Status’ objectives emphasize individual behavior and environments that support healthy weight maintenance and eating habits, which, in this case, should be in settings like communities, schools, and organizations. School is an important setting for achieving a quality health culture as identified by Healthy People 2020. ... This is especially important in order to counteract advertising of junk food that is all over the mainstream media while promoting improvements to an environment that encourages outdoor recreation, biking, and walking (Shediac-Rizkallah & Bone, 2010). The plan will revolve around three objectives, one of which will be fostering the demand and availability of healthy food using involvement by family, incentives, and education. This will seek to build on an already existing program by the Healthy Corner Stores Initiative, which is an incentive program that seeks to reward business owners and consumers for making a choice for healthy food (Shediac-Rizkallah & Bone, 2010). The objective seeks to integration of education and promotion of healthy eating into all aspects of Sherwood Elementary activities. The second objective is expansion and support of fitness programs driven by the school and community around the school, which are low cost and, in the case of those at school, free. This w ill also seek to create hospitable environments for, cycling and walking along the streets around the school and within the compound. To achieve this objective, there will be an assessment of community and school based fitness facilities in existence, as well as research best practices for weight management and other groups for mutual support that will seek to design a program for Sherwood Elementary School (Shediac-Rizkallah & Bone, 2010). Leaders in the school should also be sought out for training, as well as the creation of a structure for the celebration and promotion of active lifestyles and weight reduction. The third objective will be the development and coordination of school-wide

Competitive Environment Case Study Example | Topics and Well Written Essays - 3750 words

Competitive Environment - Case Study Example Most companies have faced domestic competition and done well in the limited competitive milieu that they have been operating in. But now all companies will face competition from companies all over the world. Governments will be unwilling to protect domestic companies because they have realized that they will be doing a great disservice to their economies and people by limiting competition in their countries. Most governments are going overboard in making their countries attractive destinations for foreign capital, technologies and companies. The game is clear. Only the best companies will survive (Adler et al, 1993). The nationalities of companies will not matter and country markets will become intensely competitive. There will be another type of competition which is more difficult to contend with because it comes from unexpected quarters. New technologies are pouring out of laboratories and development centers. These new technologies do not respect the boundaries of existing busines ses. They solve customers' existing and even unarticulated needs in fresh ways. Customers lap up the products and services made with these technologies because they are decidedly better than the products and services they are using. ... In that sense video-conferencing is a direct threat to air travel and hotel industries. Companies need to keep a track of development of technologies in varied areas, because there is no way to find out which one of them is going to hit them. To explain Toyota's competitive advantages, much focus has been on Toyota's Just-in-Time tools such as kanban-card paced pull systems, frequent, small batch production and delivery, and reduced inventories. For instance, Hopp and Spearman (2000) have contrasted ConWIP and kanban control of production flows. Deleersnyder et al (1989) and Lee (1989) have compared the relative efficacy of push and pull approaches for production. Customers' needs are changing because their economic status and their views about themselves and the world are changing. Customers are reinventing themselves more frequently these days and hence their whole being and their rationale of existence is changing (Cusumano, 1989). This reflects in the products and services they buy and their motivations in buying those products and services also change. They want their needs to be served differently, and in most cases by different providers. A family used to go on a holiday once in a while for a change. It essentially used to be a meaningless outing. But now a family will go on a holiday with the avowed purpose of recuperating and energizing. Certain activities have to be part of this holiday. There has to be yoga sessions, mountain climbing, bonfires, etc. The holiday planner that served the family will have to reinvent his business or there will be another provider waiting to grab his client. Companies has to keep track of its customers'

Problem of Good and Evil Essay Example for Free

Problem of Good and Evil Essay ? 12/2/09 How can a God who is both omnipotent and good allow evil in the world? For Christians, evil can be a problem because non-believers can use it as a way to attack Christianity. The first thing they might say is if there is evil, then God must not be good or omnipotent because he is allowing it. Yes, God allows evil in the world, but evil does not come from God. Evil comes directly from Satan. We see this in the book of Matthew, vs. 1-11, where Satan tries to tempt Jesus. Another way an non-believer may discredit Christianity is saying that because there is evil, God doesnt exist. This is definitely false. God does exist and we know because the Bible says so. We also can see the results of his power. Some examples of that are when Moses led the Israelites out of slavery in Egypt and God parted the waters of the red sea so they could get through, but he closed them over the Egyptians and they were wiped out. Another example is the woman who had been bleeding for twelve years, in Mark 5: 25-34, and with one touch of Jesus robe, was healed. This is just a little taste of Gods power over evil. Finally, non-believers could say that God is no better than pagan gods, but he is real and here to save us. God hates evil, but Adam sinned which caused evil in mankind, and he had to bear the consequences of his disobedience against God. The Bible shows us that God is both omnipotent and good. God is omnipotent which means all-powerful. In Luke 1:37, it says For nothing is impossible with God. There isnt anything that God cant do. Also in Rev. 19:6, it states Then I heard what sounded like a great multitude, like the roar of rushing waters and like loud peals of thunder, shouting: Hallelujah! For our Lord God Omnipotent reigns. In that verse, we see God directly described using that word. Now on the other hand, God is good. How can we define good? That is difficult to do. My definition of good is: Having desirable or positive qualities. God is good to his people, and everything he has created. Psalm 136:1, a passage about Gods goodness, says, Give thanks to the Lord, for he is good. His love endures forever. Another passage is from Psalm 34:8, which says O taste and see that the Lord is good: blessed is the man that trusts in him. This verse is saying that if you let God in your life, you will see that he can provide only good things for you. He will not bring evil your way. God may cause trials in your life, but that is only because he wants to produce perseverance, as said in James 1:3.

Aerobic Exercise :: Health Nutrition Diet Exercise Essays

Aerobic Exercise Paper   Ã‚  Ã‚  Ã‚  Ã‚  Aerobics is defined as a system of endurance exercises that promote cardiovascular fitness by producing and sustaining an elevated heart rate for a prolonged period of time, thereby pumping an increased amount of oxygen-rich blood to the muscles being used. In the world today a large number of U.S. citizens are over weight, you see them every where from school, to work, you see over weight people. In our fast pace world right now many people don’t have time to work out and if they do then they don’t fell like exercising. We have cities where governors dare the people to lose weight, and the most popular New Year’s resolution is to lose weight. . In this paper I will explain the benefits of aerobic exercise and why everyone should do some sort of exercising.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Aerobic exercise is a perfect way to lose the weight you want to, by doing an aerobic exercise three to four times a week will really make you not just look healthier but also fell better. By doing aerobic exercise this many times a week you are sure to burn stored fat, and calories. With keeping you self in shape with these workouts you cut down your risk of getting disease like diabetes. There is nothing like a workout that makes you fell better the rest of the day, with aerobic exercises you can gain confidence about your body and yourself as a whole.   Ã‚  Ã‚  Ã‚  Ã‚  Examples of an aerobic exercise are running, swimming, and cycling can improve the body's use of oxygen, thereby allowing the heart to work less strenuously. Also new ways to exercise are machines that can monitor your heart rate and help you out in more than one way. As I said before when your heart acts more strenuously then you run a very good risk of heart attach, stroke, and diabetes. A properly balanced diet of proteins, carbohydrates, vitamins, and minerals are essential. The object of any program of physical fitness is to maximize a person's health, strength, endurance, and skill relative to age, sex. These ends can only be realized through conscientious regulation of exercise, rest, diet, and periodic medical and dental examinations. But begin slowly and only gradually increased in strenuousness, then exercise should be regular and vigorous, once you exercise starts becoming easy then a person needs to switch up there workouts. A person should also pay attention to periods of sleep be regular and restful than that they extend any fixed number of hours.

Tuskegee Experiment

Study clinicians â€Å" For the most part, doctors and civil servants simply did their jobs. Some merely followed orders, others worked for the glory of science. † — Dr John Heller, Director of the Public Health Service's Division of Venereal Diseases[8] Some of the Tuskegee Study Group clinicians. Dr. Reginald D. James (third to right), a black physician involved with public health work in Macon County, was not directly involved in the study. Nurse Rivers is on the left. Dr. Taliaferro Clark Dr.Oliver WengerThe venereal disease section of the U. S. Public Health Service (PHS) formed a study group at its national headquarters. Dr. Taliaferro Clark was credited with its origin. His initial goal was to follow untreated syphilis in a group of black men for 6 to 9 months, and then follow up with a treatment phase. When he understood the intention of other study members to use deceptive practices, Dr. Clark disagreed with the plan to conduct an extended study. [clarification needed] He retired the year after the study began.Representing the PHS, Clark had solicited the participation of the Tuskegee Institute (a historically black college (HBCU) that was well-known in Alabama) and of the Arkansas regional PHS office. Dr. Eugene Dibble, an African American doctor, was head of the John Andrew Hospital at the Tuskegee Institute. Dr. Oliver C. Wenger, a caucasian, was director of the regional PHS Venereal Disease Clinic in Hot Springs, Arkansas. He and his staff took a lead in developing study procedures.Wenger and his staff played a critical role in developing early study protocols. Wenger continued to advise and assist the Tuskegee Study when it turned into a long-term, no-treatment observational study. [9] Dr. Raymond H. Vonderlehr was appointed on-site director of the research program and developed the policies that shaped the long-term follow-up section of the project. For example, he decided to gain the â€Å"consent† of the subjects for spinal taps (to look for signs of neurosyphilis) by depicting the diagnostic test as a â€Å"special free treatment†.Vonderlehr retired as head of the venereal disease section in 1943, shortly after penicillin had first been shown to be a cure for syphilis. Nurse Eunice Rivers, an African-American trained at Tuskegee Institute who worked at its affiliated John Andrew Hospital, was recruited at the start of the study. Dr. Vonderlehr was a strong advocate for her participation, as she was the direct link to the community. During the Great Depression of the 1930s, the Tuskegee Study began by offering lower class African Americans, who often could not afford health care, the chance to join â€Å"Miss Rivers' Lodge†.Patients were to receive free physical examinations at Tuskegee University, free rides to and from the clinic, hot meals on examination days, and free treatment for minor ailments. As the study became long term, Nurse Rivers became the chief person with continuity. Un like the changing state of national, regional and on-site PHS administrators, doctors, and researchers, Rivers stayed at Tuskegee University. She was the only study staff person to work with participants for the full 40 years.By the 1950s, Nurse Rivers had become pivotal to the study—her personal knowledge of the subjects enabled maintenance of long-term follow up. In the study's later years, Dr. John R. Heller led the national division. By the late 1940s, doctors, hospitals and public health centers throughout the country routinely treated diagnosed syphilis with penicillin. In the period following World War II, the revelation of the Holocaust and related Nazi medical abuses brought about changes in international law.Western allies formulated the Nuremberg Code to protect the rights of research subjects. No one appeared to have reevaluated the protocols of the Tuskegee Study according to the new standards. In 1972 the Tuskegee Study was brought to public and national attenti on by a whistleblower, who gave information to the Washington Star and the New York Times. Heller of PHS still defended the ethics of the study, stating: â€Å"The men's status did not warrant ethical debate. They were subjects, not patients; clinical material, not sick people. â€Å"[10]

History SBA Essay

Statement of Aim Throughout this research paper, the reader will have a better understanding of the different forms of resistance. Also the reader will have the ability to compare the two types of resistance which were active and passive. And finally the reader will be able to tell which type of resistance was most effective and most common between active and passive. Rationale The reason topic being chosen is to better elucidate the different forms of resistance and how effective it was in the Caribbean. As for a historian, this topic allowed me to open my mind by analyzing the types of resistance and interpreting it in the SBA. Resistance of slaves was a great part of Caribbean history which is currently still the most debated topic. With that being said, I felt a need to choose this topic. INTRODUCTION Resistance of slaves was a great part of Caribbean history. There were two  types of resistance practiced by slaves: passive (day by day) and active resistance. In this research paper I will show different types of resistance and their level of effectiveness in battling slavery. FORMS OF RESISTANCE & ITS EFFECTIVENESS The most common form of resistance available to slaves was what is known as â€Å"day-to-day† resistance, or small acts of rebellion, most popularly known as passive resistance. This form of resistance included sabotage, such as breaking tools or setting fire to buildings. Striking out at a slave owner’s property was a way to strike at the man himself, albeit indirectly. Other methods of day-to-day resistance were feigning illness, playing dumb, or slowing down work. Both men and women faked being ill to gain relief from their harsh working conditions. Women may have been able to feign illness more easily–they were expected to provide their owners with children, and at least some owners would have wanted to protect the childbearing capacity of their female slaves. Slaves could also play on their masters’ and mistresses’ prejudices by seeming to not understand instructions. When possible, slaves could also decrease their pace of work. Women more often worked in the household and could sometimes use their position to undermine their masters. Poisoning the master was very popular .In general women may have used birth control or abortion to keep potential children out of slavery. Many slave owners were convinced that female slaves had ways of preventing pregnancy. Throughout the history of Caribbean slavery, Africans resisted whenever possible. The odds against slaves succeeding at a rebellion or in escaping permanently were so overwhelming that most slaves resisted the only way they could, which was through individual actions. Slaves also resisted the system of slavery through the formation of a distinctive culture and through their religious beliefs, which kept hope alive in the face of such severe persecution. The other form of resistance was active resistance, which consisted of running away and conducting rebellions. Slaves who ran away most often did so for a short period of time. These runaway slaves might hide in a nearby forest or visit a relative or spouse on another plantation. They did so to escape a harsh punishment that had been  threatened, to obtain relief from a heavy workload, or just to escape the drudgery of everyday life under slavery. Others were able to run away and escape slavery permanently. Running away was difficult; slaves had to leave behind family members and risk harsh punishment or even death if caught. Many of the successful runaways were only successful after multiple attempts. Runaway slaves would often choose holidays or days off to give them extra lead time (before being missed in the fields or at work). Many fled on foot, coming up with ways to throw off dogs in pursuit, such as taking to water or using pepper to disguise their scent. Slave rebellions all over the Caribbean region were common. There is documented evidence of uprisings in at least 20 islands. In many of the territories multiple revolts occurred. Furthermore, there are many cases when conspiracies were put down before there was any violence. The slaughter of the native population by the early 18th Century left the colonist landowners without a work force for the great sugar, coffee, cocoa and cotton plantations that formed the backbone of the region’s economy. African slaves were brought in to work the land. By the 1720s the population of the Caribbean ranged from a low of about 30 % in Cuba to more than 90 % in other islands. Most whites, however, lived in cities; in the countryside the racial makeup favored Blacks 50 to 1. None-the-less, all economic, political and social power was in the hands of the Europeans. There is no need to discuss the many evils of slavery suffice it to say that revolts began before long. Initial revolts took place in Hispaniola and Puerto Rico in the late 16th Century and, Barbados, Jamaica and Antigua early in the 17th. By the middle of the 18th Century, Antigua, Guadeloupe, Sainte Domingue (Haiti), and Dominica had experience various degrees of violence. Newly brought slaves – those that had been free in Africa – were more likely to revolt than the ones born in captivity. In some islands, rebellion was instigated by opposition colonial powers during European wars; an uprising in a Spanish colony could be prompted by French agents; or British agents could bring about a rebellion in a French colony and so forth. The Berbice Slave Uprising was a slave revolt in Guyana that began on 23 February 176and lasted into 1764. It is seen as a  major event in Guyana’s anti-colonial struggles, and when Guyana became a republic in 1970 the state declared 23 February as a day to commemorate the start of the Berbice slave revolt. In 1762, the population of the Dutch colony of Berbice included 3,833 enslaved Blacks, 244 enslaved Amerindians or indigenous people, and 346 whites. On 23 February 1763, slaves on Plantation Magdalenenberg on the Canje River in Berbice[ rebelled, protesting harsh and inhumane treatment. They torched the plantation house, and then went to other plantations to mobilize other enslaved Africans to join the rebellion. Cuffy, a house slave at Lilienburg, another plantation on Canje, is said to have organized them into a military unit. As plantation after plantation fell to the slaves, the Dutch settlers fled northward and the rebels began to take over control of the region. For almost a year, the rebels held on to southern Berbice, while the whites were able to hold on to the north. Eventually only about half of the white population that had lived in the colony remained. The rebels came to number about 3,000 and threatened European control over the Guianas. Other key figures among the rebels include Atta, Accara and Accabre. The insurgents were eventually defeated in the spring of 1764 with the assistance of troops from neighbouring French and British colonies and from Europe. Cuba with seven documented significant insurrections in the 19th Century is second to Jamaica, which had 14 verified slave rebellions from the mid 18th Century to the mid 19th. The greatest slave revolution in Jamaica was the Baptist War of 1831-1832. It began simply as a general strike during the Christmas season. The slaves, led by one Samuel Sharp, wanted liberation and decent paid. It is not clear why it turned into a fully fledged revolt, but the landowners considered so from the beginning. About 14 Europeans were killed and thousands of acres of crops burned. Within 10 days, it was put down. Anywhere from 20,000 to 60,000 slaves participated in the uprising. Between 200 and 400 die in the fighting and similar numbers were later hunted down. Sharp was executed by hanging. Promises of freedom for the slaves which put an end to the fighting were not kept. British forces landed in the island and hung close to 3,500 slaves. Many additional Africans received other kinds of punishment . The revolt known for its connection to a couple of Baptist parishes was over. The most successful slave revolt to take place in the Caribbean Basin was the Haitian Revolution of 1791 to 1804. The uprising by the slave population in the western part of Hispaniola was influenced by the ideals of the Enlightenment and French Revolution – which had been launched just two years before. The leader of the revolt was Toussaint L’Ouverture. The whole process of liberation involves a complex combination of the slave’s revolts; European politics which resulted in the slaves allying themselves first with the Spanish and British and later, with the French; and total control of the island. Eventually, the government of Napoleon Bonaparte would send troops to re-conquer Saint Domingue and would send L’Ouverture in chains to France, where the Haitian leader would die in 1803. However, L’Ouverture’s second in command, Jean-Jacques Dessalines, would declare Haiti a sovereign nation the following year. Haiti thus joined the United States as the only former American territories to gain independence before the 19th Century and the first former European colony liberated by slaves. CONCLUSION From what was explained, it is clear passive resistance was more successful than active resistance. The only level of success achieved actively was the few slaves who ran away and were not caught and the Haitian Revolution. Passive resistance was tolerated for the most part because I feel it didn’t affect productivity on the plantation unlike active resistance that affected production negatively so the masters focused on it strong and stopped them. BIBLIOGRAPHY 1. Caribbean: Caribbean Story Book Bk. 1 (Caribbean Story History) February 6, 2002 by William Claypole (Author), John Robottom (Author) 2. Ford, Lacy K. Deliver Us from Evil: The Slavery Question in the Old South. New York: Oxford University Press US, 2009. 3. Franklin, John Hope and Loren Schweninger. Runaway Slaves: Rebels on the Plantation. New York: Oxford University Press US, 2000. 4. http://en.wikipedia.org/wiki/Slave_rebellion 5. http://en.wikipedia.org/wiki/Haitian_Revolution

Educational leadership styles Which one fits you

Educational leadership styles Which one fits you If you’re looking to take your career in education to the next level, part of that means understanding what kind of leadership skills you have- and how you’d apply those in your job. Because educators are already a pretty diverse crowd, it should be no surprise that leadership styles can vary pretty widely too. So let’s look at the main types of educational leaders. The AuthoritarianThis sounds severe, but the authoritative leader is the one who is able to set a clear direction or implement a new vision. This means the leader is a decision-maker, often the final say. The authoritative leader is often the cheerleader-in-chief, motivating a team (or multiple teams) toward a single goal. The authoritative leader is a confident, strong voice, and comfortable making decisions. If you feel more comfortable giving orders than taking them taking them, then this might be your style.Pro: Things get done how you want them done.Con: Team members may have trouble connecting t o this kind of leader, since they’re less engaged in the decision-making process.The Team BuilderThis kind of leader, also known as an affiliative leader, focuses on building, maintaining, and repairing relationships. The affiliative leader’s priority is on harmony and collective productivity. This type of leader typically strives to get input from others and have good relationships with everyone on the team, rather than hand down assignments.Pro: Team members feel valued and connected.Con: Poor performance is sometimes ignored in favor of maintaining larger group harmony.The PoliticianThis kind of leader, also known as the democratic leadership type, works on consensus. This leader has the final say, but relies on having other stakeholders weigh in as well. The diverse perspectives can foster creativity and innovation, because everyone is able to give input and share their points of view.Pro: Team members feel more engaged because they have a say in the process.Con: D ecisions may not happen quickly if you’re waiting for mass buy-in.The CoachThe coaching-focused leader prioritizes team development over immediate achievement. Meeting goals is about the process, and providing feedback and instruction to make sure that members of the team are able to succeed in the project at hand, or on a more long-term basis. It’s also a natural leadership style for many teachers, who are already accustomed to nurturing talent to hit milestones. In this role, the coaching leader often delegates tasks and responsibility to help team members understand and learn in a hands-on way.Pro: This is a very forward-thinking leadership style, and encourages team members to set and achieve their own goals.Con: It can be time-consuming to incorporate feedback and ongoing training. Also, if team members are resistant to learning, that can also slow overall progress.The VisionaryThe visionary leader is focused on innovating and improving outcomes. For these leaders , the status quo is less important than setting goals and improving how students learn, how teachers work in the classroom, etc. The visionary leader typically spends a lot of time brainstorming and engaging others in common goals.Pro: Employees feel empowered to find new ways to accomplish goals.Con: Sometimes focusing on the big picture can lead to neglect of the everyday, or less interesting tasks at hand.There is no one-size-fits-all leadership style for an educator, or even a school. So depending on your personality and your goals, it may be that one of these suits you really well- and others not at all. Whatever your leadership style is, it’s important to nurture those qualities and find leadership opportunities that work for you.

How to Format Reader-Friendly Headlines

How to Format Reader-Friendly Headlines How to Format Reader-Friendly Headlines How to Format Reader-Friendly Headlines By Mark Nichol The headline of a piece of content is the reader’s invitation, so make it inviting in form as well as content. Using all capital letters is overbearing; choose between headline style (capitalizing initial letters only in words representing major parts of speech) or sentence style (initial caps only for the first word and proper nouns). Using uppercase initial letters in every word is not advisable, because words of one to three letters can look awkward when formatted that way. Headlines should be noticeably larger than the running text (the main body of copy) and other headings but not so large that they are out of proportion to them. (A range of two to five times the size of the running text is best.) Notice how newspapers and magazines use especially large headlines only for highly significant or catastrophic events. The headline font should be different than that of the running text, and I recommend reversing the serif/sans serif (â€Å"no serif†) style as well. (Serifs are appendages that extend the strokes on some letters; the headline and running-text font on this site has almost no serifs only the letter t has a â€Å"foot† while the lettering in the site’s text ads, resembling the type in most newspapers, is serif.) Notice also how the headline type’s color differs from the black type of the running text and matches the site’s color scheme. For an organization’s publications (reports, print and email newsletters, etc.) or for organizational or individual websites, it’s best to create a template in which headlines are always the same font, font style, and color. Various articles can have headlines with different point sizes (generally, the larger the article, and the higher it appears on the page, the larger the headline’s point size should be), but if every issue of your newsletter or every page on your website has the same layout, maintain consistency across iterations. Print publications have traditionally utilized one of three approaches for wording headlines to draw readers in: what I call the statement headline, the phrase headline, and the concept headline. The statement headline, employed in news articles and on many content websites, is formatted like a sentence and straightforwardly tells readers what to expect (â€Å"Grammar Guru Offers Advice on Formatting Headlines†). The second style, also used widely in print and online journalism (especially editorials, features, and how-to articles) and on the Internet, is an incomplete sentence that nevertheless conveys the gist of the content to follow (â€Å"How to Format Reader-Friendly Headlines†). The third format uses wordplay to evoke the subject of the material below the headline while entertaining the reader (â€Å"Tips for Top Type†). It’s the most creative alternative, and therefore my favorite, but it should be used with caution in creating online headlines because it’s not as search friendly as the other methods (though my example does include two keywords). It’s fine to mix and match these styles in one publication or on one website, but keep the content type and the tone of the piece in mind when choosing from among them. For more tips on how to craft headlines, go to this post. Read this post instead for general advice on creating inviting Web sites. I’ll follow up with a piece about other display type (subheads and captions) next week. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Is She a "Lady" or a "Woman"?List of 50 Great Word Games for Kids and AdultsKn- Words in English

The United States of America's strategic policies towards the Caspian Dissertation

The United States of America's strategic policies towards the Caspian Sea and The Baku-Tbilisi-Ceyhan Pipeline - Dissertation Example Azerbaijani oil resources and the war in Chechnya - a groundbreaking event that demonstrated Russia’s military capabilities to US officials - were the two factors, which prompted Washington to initiate assertive policies from the second half of 1996 onward. The United States has announced that it considers the Caucasus and the Caspian a region vital to US interests (William Ascher, 2000). This study will focus mainly on two questions. Firstly, are U.S. policies in the region serving to divide instead of acting as an integrating or unifying force? Secondly, do U.S. policies in the region prioritize economic-energy security or political-military security? When one tries to respond to the first question, the second question automatically comes to the fore because the changing economic and political security understanding of Washington after 11 September made it evident that the United States today, unlike in the 1970s, is not concerned about its hegemonic decline anymore; on the contrary, it is affecting the global order. Most importantly, it no longer feels threatened by its dependence on imported oil (Mustafa Ayd?n, 2004). Then, under these circumstances, one can argue that it is to the advantage of the United States to focus primarily on economic security which, for liberals, means creating factor mobility among national economies or a joint gains view of economic relations in Buzan’s terms (Mustafa Ayd?n, 2004). In order to respond to the above-mentioned questions this article aims mainly to focus on changing U.S. energy policies in the region after the 11 September disaster in terms of its relations with the Russian Federation and the Islamic Republic of Iran. The positive attitude of the United States toward the construction of the Baku-Tbilisi-Ceyhan (BTC) pipeline will be taken as a case study to assess whether Washington’s policies are serving to divide or acting to unify the countries in the region. In addition, Turkey’s incre asing geo-political importance in terms of the construction of the Baku-Ceyhan pipeline is also a concern of this study (Michael P. Croissant, 1999). American Oil Diplomacy in Terms of Increasing U.S. Interest in the Caspian Basin The United States, who had become accustomed to expanding energy consumption with minimal concerns about the constancy of supply or sharp price escalation by 1972,3 never articulated or implemented a long-term and comprehensive energy strategy. Major energy initiatives were taken largely to address specific crises and they did not last. In other words, the Americans have done no way to deal with their ever-growing thirst for energy. The critics of the U.S. government claim that Washington has made energy goals secondary to other foreign policy objectives, particularly during the 1990s (Bahman, 2003). American sanctions policy, for example, has slowed the development of plentiful resources in Iran (and Libya), while Iraqi production has been held back by th e United Nations. The sanction policy, thus, meant less diversification of sources. The answer to the question ‘Why then does the Bush administration still continue the sanction policy on Iran?’ is that the Bush administration views diversification of sources as a means of assuring the United States of political-military security rather than energy security, while it

AD campaign Essay Example | Topics and Well Written Essays - 1000 words

AD campaign - Essay Example These reports are majorly based and founded typically on psychological insights. A real campaign regularly assists brands in avoid commoditization the pressure of competing with the only the only price. Goodwill and loyalty are increased and encouraging buying of across more items within the umbrella brand. Finding of the relevant secret message behind the brand is not easy to be found broadly, and its productions will be done well. The database used in the report is the document-oriented and public domain. The validity found in the assessment of the presented reports revealed that in the campaign, there is a production of the metrics needed by the end user so that the campaign will be well understood (Belch, 2004). In document-oriented database format, the campaigns in most circumstances, store and retrieve their information on the computer. Compared to a relational database, text-oriented has a bigger difference. The encoding of some information that is readable to the user through the sense of English is a central concept of this database. In the other perspective, public domain uses a principal that the information available can be used by anyone in any form and for the user’s desired purpose (Belch, 2004). Complying with relevant rules is a requirement for the proper attribution of the author. Along these reports, there are some disadvantages. The operation of sending out the unidirectional message to the entire audience at the same time through general advertising and sustainability advertising is created. Ability to connect with a consumer and the changes for the response incurred is somehow limited. From this connection inability, generation of feedback relationships and cooperation to the consumers is also disadvantaged. Another challenge faced in these reports is the complexity of the risk message that needs

Discourse Community Essay Example | Topics and Well Written Essays - 250 words

Discourse Community - Essay Example The coffee shop will focus on quality delivery with minimum time. The price range is especially selected keeping in mind the students and also the available market competition. A special attention has being given to the existing competition in the market. Marketing plan is being designed keeping in view the start up budget and business requirements. All the operational requirements especially the suppliers and the equipment necessary for the successful operations of the coffee shop are catered as well. The need for staffing needs special attention and for these reasons part time employees will be present at the coffee shop. At the end the most important part that is financial projections are being provided which provides a detail view on the cash inflows and outflows. The coffee shop will be a limited partnership between three friends. Two of them named Jane and Rena will provide the capital for the initial setup of the coffee shop and the third friend named John will get 20% of the profits but he won’t participate in management of business as the he is the owner of the place where the shop will be located. Rest 80% of the ownership will be in the hands of Jane and Rena. All will be active partners in the managerial decisions. The reason for this type of partnership is to minimize the initial investment cost as if John’s property won’t be used for the purpose of coffee shop the rentals will increase the cost and because John won’t be participating in managing the coffee shop, it’s a limited partnership. Our coffee shop will be aligned with all the health and safety requirements. Clean and distilled water, with proper filtration system will be part of the coffee shop. All the checks and measures related to the safety and environment of the coffee shop will be given the utmost importance. The coffee shop will be a great place where customers can come and socialize. The comfortable environment with open interior, wooden

Mayeroffs Caring Essay Example for Free

Mayeroffs Caring Essay Mayeroffs Major Ingredients of Caring Related to Coaching Soccer This essay explains how Milton Mayeroffs Major Ingredients of Caring, in his book, On Caring, relates to coaching soccer. There are eight ingredients that Mayeroff discusses in his book that all relate to becoming a successful coach. If a coach anaylzes and considers each ingredient, he can deeply develop his skill as a caring trainer and guide of the players in his charge. Mayeroffs basic principle is that when a person cares about someone else, the person being cared for will grow. In rder for a coach to be successful, he needs his players to grow; therefore he needs to care about all the players on his team. A mindful coach will take into consideration each ingredient that Mayeroff describes so that growth can strengthen the players individually and as a team. This essay examines the ingredients, Knowledge, Alternating Rhythms and Patience, of caring to illustrate a direct relationship between caring and coaching soccer. In chapter one, Mayeroff explains the basic pattern of caring with examples of how caring affects another persons growth. Mayeroff further develops his thoughts on caring in chapter two by demonstrating how caring can be exercised by knowing, experiencing alternating rhythms, the act of patience, honesty, trust, humility, hope and courage. Analyzing and then understanding all eight ingredients that Mayeroff describes will have special importance to caring within a relationship. In coaching soccer, a successful coach will have special strengths, however in knowledge, alternating rhythms and patience. Coaching soccer requires caring and this essay will make clear how these three ingredients are essential for successful coaching. The first ingredient Mayeroff introduces is the concept of Knowing. Mayeroff breaks down knowing into different factors: specific vs. broad, implicit vs. explicit, and direct vs. indirect. The deciphering of knowledge, as Mayeroff explains it, allows a better understanding of how caring is completed with these crucial factors. Mayeroff states, To care for someone, I must know many things. I must know, for example, who the other is, what his powers and limitations are, what his needs are, and what is conducive to his growth (p. 1 3). Each of these components of knowledge is necessary in helping an ndividual grow, particularly in soccer. The foundation of a sports team, especially soccer, starts with the coach. The coach is the head of the team and therefore is required to acquire the most knowledge about the sport. A coach needs to know all aspects of the game, such as, offensive and defensive strategies, different ball skills, and the endurance it takes to be a soccer player. Also, the coach has to be able to understand all of his players: their capabilities, personalities, strengths and weaknesses. Additionally, in order for growth to occur, the coach must know his rucial part in Mayeroffs knowing ingredient. In order for a coach to be successful, knowing the characteristics of a player like, how fast they are, best position, and strength of the players kick, is important to facilitate a players growth. This way the coach can apply a different teaching method to ensure that each player will receive the information in a way that the player can understand and grow from. In soccer, knowing these characteristics can give the coach an idea of the best drills to run in practice. Also, the coach might divide the players into different groups after knowing he players strengths in specific positions on the field. Knowing all the different information makes coaching an extremely difficult task; however an attentive coach will care about learning each aspect of a player. The action of caring allows the coach to acquire the specific knowledge of his players. A coach who does not care about his players or team would be teaching in a way that is not effective to each player. The players can grow when the coach cares enough about obtaining more knowledge to teach them in a way that will increase their skills. Knowledge is not the only ngredient that leads a coach to be a successful one. Alternating rhythms is defined as the rhythm of moving back and forth between narrower and wider framework (p. 22), and is the second ingredient that Mayeroff discusses in regard to caring. While coaching soccer, the coach needs to understand that not all players will learn at the same pace or in the same way. The alternating rhythm ingredient reflects the fact that different tactics are needed for different players. A coach is a teacher: when someone does not understand a concept, a new way is determined in order for he student to comprehend the concept. Soccer is an interactive sport that requires a lot of practice to acquire the many moves and tricks that make a soccer player effective. For instance, if a player does not understand a coach through a visual example of a specific play during a corner kick, the coach needs to develop another technique to teach the player the specific play . The same thing goes for a play or a kick. A defender needs to know how to take the ball from the opposing team, and then implement offensive skills. If a coach does not teach this in a coherent manner, he player will not be able to grow. It is up to the coach to aid the player to acquire knowledge of kicks, skills and offensive and defensive plays to become successful not just in one game but also as a player. Both players and coaches have a particular way they would like to be taught; however, if a coach wants the players to grow, adjustments in technique and sacrifices of preference must mark the coachs use of alternating rhythms. Willingness to make these adjustments will define how deeply the coach cares about the soccer team. A third ingredient that Mayeroff analyzes in On Caring can help a coach become more successful: Patience. According to Mayeroff, patience does not mean waiting passively for something to occur, rather, it means that a person should actively participate in the growth of the other person. Mayeroff states, The man who cares is patient because he believes in the growth of the other (p. 24). Soccer, like all sports, requires practice if one is to become proficient. When a coach comes across a player who is not willing to put in time or effort, someone who gives up on the learning experience, instead of encouraging the layer to quit, a caring coach might exercise patience to help the player grow. Even a talented soccer player might experience difficultly learning a skill. A coach still needs grasp skills quickly. Exercising patience with all types of players will help the coach become successful because growth will occur throughout the team. Due to varied skill levels and rates at which players adopt skills, the coach has to have a great deal of patience and teach his players different skills all within the same periods of practice. If, for instance, the coach decided to do a shooting drill with three offenders, wo defenders and a goalie, when these six players run the drill, the coach should focus on each individual and recognize what can be improved on. For example, an offender might need development on a trick. Another might need to develop a move to dribble away from defenders. One offender might work on dribbling while on a break away. The defenders might need help with Jockeying backwards beside an offender along with applying pressure. The goalie might need assistance with an upper left hand shot, rather than a grounder to the side of the goal. All these ifferent aspects of play that need improvement require patience from players and the coach. A coach has to take one technique at a time with each player, while other players wait their turn. Patience will facilitate growth in all players because the coach cares enough to focus on the skills that need to be strengthened. For a coach, exercising patience, while allowing players to learn without pressure, will strengthen the team and at the same time develop the coach himself. As he continues to establish the dynamics of the team, and learn more about each players skill set, aring and growing increases, exemplifying how a successful coach uses patience in soccer. I distinguished three out of the eight ingredients Milton Mayeroff discusses in his book On Caring, to display how caring is exercised in the deepest manner. In order for caring to occur in soccer, a coach should implement the three ingredients of knowledge, alternating rhythms and patience. When a person in a relationship grows, caring is exemplified. The examples Mayeroff notes throughout his book helped me portray the message of caring through coaching soccer; teachers with tudents, parents with children, or any two people in a relationship. His examples directly correlate with coaching soccer because a coach has many relationships with his team, and has to adjust his coaching abilities to fit each players needs. A successful coach will see his team grow because of knowledge, alternating rhythms and patience. Understanding each of these factors is a lot for one person to take on; however, exercising them will benefit not only the players, but the coach as well. Since the coach is able to care for all of the players, he has the ability to learn from he players by taking his experiences to help grow as a successful coach.

The Role of Women in Religion :: Religion Religious Females Gender Essays

The Role of Women in Religion   Ã‚  Ã‚  Ã‚  Ã‚  The role of women in religious scripture dictates an inferior position in society. Beginning with the creation of Adam and then Eve, as his helpmate. Her purpose was that Adam would not be lonely. This origin provides the ground work for inequality of genders on the basis of religious scripture. The roles prescribed determined that women should be in a subordinate position to man. The female role and relationship with God is defined by the various books of the Old and New Testaments, the reported actions of Jesus Christ, and finally the Qur'an.   Ã‚  Ã‚  Ã‚  Ã‚  Initially, Old Testament describes women as the corrupter of man. However, through interpreting the action of Jesus Christ, we see that he holds women in equal roles as men, to include mention of female apostles. The New Testament does not promote equality but does mention the acts of Jesus. Finally, the Qur'an places women in a subservient role allowing men to keep their under control, by any means. Interpretations of the Gods word under the disguise of organized religion are the product of the gender discrimination of the time and continue to paint women as lesser creatures in the eyes of God.   Ã‚  Ã‚  Ã‚  Ã‚  The books of the Old Testament, and variations, are recognized by the Jewish, Christian, and Muslim faiths. Each paint women as the temptress responsible for the mistakes of men. Women were the cause of the first punishment given to mankind. Eve persuaded Adam to eat the forbidden fruit, from the tree of knowledge. For this act, inspired by woman, mankind was forever punished and expelled from paradise.   Ã‚  Ã‚  Ã‚  Ã‚  There are many examples of woman’s negative influence in the Old Testament. In Genesis 19:30-36, Lot's two daughters made their father drunk with wine on two successive nights. Each daughter committed incest with her father, and became pregnant.8 This is illogical, if Lot was so drunk he probably could not have performed physically and it occurred over two separate nights. He could have been unwitting the first night but not the second. Again in Judges 16, Delilah seduced Sampson in order to find out the secret of his great strength. This ultimately led to Samson's death.8 1 Kings 11 describes how Solomon's many foreign wives and concubines convinced him to worship other gods and build Pagan temples. This led to his downfall.8 The moral to these stories seem to be that women are responsible for the mistakes and men are easily corruptible by women.

Federalism Essay

Although it is said that the national government is supreme the state government also has the same sovereignty on certain issues. Federalism began when the Constitution of the United States began to develop. It was a compromise of powers between state and national governments. The main reason for federalism was to be sure that one government did not hold more power over the other. So by separating the powers of the government it avoided it, as well as preserved our personal liberty. Rather than the national government getting its powers from the states, or the other way around where the state gets its power from the national government, they receive it from the people. As this is a system of government for the people, by the people. The advantages and disadvantages of federalism have always been up for debate by the people. Some argue that federalism’s advantages are that it promotes state loyalties by allowing Americans to feel connected or closeness with their state being that federalism with holds that connection because they have given power to its states. Another advantage of federalism is that it uses common sense, in the running of a country with such a diverse population like the United States. Power is given to state and local officials to deal with certain problems, as it is easier being that they understand the problems in the area and would know the best policy to put in place to solve any issues. Lastly, federalism makes certain to prevent tyranny and the separation of powers by making sure that state governments function independently if all three branches of federal government are taken control of by a person and or group. By doing this federalism implements our governmental structure of liberty. Some of Federalism’s disadvantages on the other hand are that federalism has been preventing the creation of a national policy. Rather than have a single policy on certain issues, instead the United States has multiple policies on issues which in the end causes a lot of confusion for the people. Secondly, federalism leads to the inability to appoint accountability. This being because the boundaries of the national and state government overlap, it makes it a lot harder for anyone to point blame on one of the governments specifically when policies fail. Finally, federalism continues to allow state and local areas to discriminate against race as well as the most common issue recently of allowing the discrimination of a person’s sexual preference of being gay or lesbian. Since the ratification of the Constitution American federalism has changed in so many ways. One of this ways being that before the ratification of the Constitution there was only federal and state governments, but now we have lots of governments within the federal and state. For example, we now have townships, municipals, city, and county governments. In my opinion it is great that this change has happened being that sometimes it is easier for these local governments to handle certain local issues as they know what exactly would work best for their local area to help resolve whatever problem is going on. Another thing is that the ratification of the Constitution strengthened the National government. Prior to the ratification the Articles of Confederation gave a lot of power to the states to do as they pleased. Ratification specifically laid out what states did not have the power to do. A lot of what has happened to federalism since the Constitution was ratified has been specifically based off what is happening at that moment in time. For me one major disadvantage of federalism that most relevant to me would be the discrimination against same gay marriages. This issue hits a specific nerve in me because of the close relation I have to the issue. As my mother is a lesbian, and has been with her partner for almost 15 years and though their relationship is like any other of a man and women they are not allowed to get married. I find it to be wrong that some states have legalized gay marriage whereas other such as Florida bans gay marriage and continues to discriminate against the issue. As of right now this issue is in the Supreme Court awaiting ruling and all me and my family can do is hope for the best. The federal government has definitely increased in size over the years though legislation. Every time Congress or the President establishes a federal act such as the Disabilities Act or Fair Pay Act the federal government grows in size. The same goes for every time the Supreme Court rules on a case that mandates civil liberties to all states the government grows in size and power.

How Stressed Children Are in a Primary School Essay

The recent publication of a Cambridge research paper on high stress levels amongst UK primary school children made national headlines. It told parents of an uncomfortable truth that primary classrooms are not the places of fun and learning that typifies an idealistic notion of education in the UK. It spoke of stress, anxiety and worry in classrooms, where children show signs of distress due to high expectations, excessive workloads and having to shoulder unrealistic responsibilities. But just how accurate is this picture? Is it possible to expect young children to understand the complexities of the manifestations of stress and the inaccuracies of self-appraisal given possible low levels of emotional literacy? This paper explores how feasible it is to collect accurate data from children about their own stress and evaluates how such information can be collected. It concludes that there are a variety of ways of gaining information about stress from children, some better than others, but leaves no doubt that children can be ideal subjects for such research if the design and execution of the study is given due consideration. The world of primary education, it would seem, from anecdotal evidence from parents of primary school pupils, is not what it used to be. Clichà ©s such as ‘its not like it was in my days!’ or ‘school was much easier and more fun in the olden days!’ can often be heard echoing across parents groups in school  yards or in local supermarkets. But is school such a difficult place for children today? A recent paper, published by a Cambridge University research group would suggest that life in a primary school is not as stress free as most parents would want to assume. In order to help understand this uncomfortable notion, this paper will explore whether children are capable of giving accurate information about their stress levels and how this could be collected. Stress research is a well established field spanning eight decades, from Walter Cannon’s seminal work in 1927 on flight and flight, to Mark Kovacs’ recent paper on ‘Stress in the Workplace’, (Kovacs 2007). It fact it seems that there are very few areas of modern life that stress research has not touched upon. In relation to everyday activities, research covers stress at work (eg Kovacs 2007, McCarthy & Sheehan,1996), stress in the street (Brennan,1993), paradoxically there has been studies around stress in leisure activities (Noakes 1991) and crucially for this paper, stress in school environments (eg Williams & Gersch, 2004; Murray and Harrison, 2005 and the recently published Cambridge Primary Review paper 2007). The subject base for stress research has also been highly eclectic, ranging from stress in the elderly (Hodgson, Freedman &, Granger, 2004), to stress at birth and even stress levels in individuals not yet born, (Graham, Heim, Goodman, Miller and Nemeroff 1999). There is a case to be argued however, that very much like the Freudian theory of psychosexual development, there appears to be a relative ‘hiatus of interest’ in the levels of stress in children between the ages of 6 and 11. This crucial period of education covers the majority of Key Stage 1 and all of Key Stage 2 and it would seem to be a pivotal juncture in a child’s education. It is in this period that most children will be structuring their leaning patterns and assimilating vast amounts of knowledge in all areas of the school both academic and social. It could be considered somewhat remarkable therefore that there is relatively less stress research done in education at this age. It is particularly pertinent when we consider that this active period of learning is then brought to a close with the mandatory Key Stage 2 SAT papers. It is perhaps this singular event that indicates, for most pupils, their rights of passage into the world of secondary education where structured exams and revision regimes are rife. So why is it that research during this ‘Latency Period’ (Freud 1905d) of a child’s educational  development is so under represented? It could be because it now appears to be a relatively settled period in a child’s educational life. It may be that in most areas of the UK, the predominantly two-tier education system has removed a major period of transition half way through this phase of schooling. This process of downsizing transitions eradicated a well defined cause of stress in pupils and exaggerated difficulties in coping (Rudduck.J, 2004; Lohaus. A, 2004). However could it also be argued that models of stress and theories for coping with traumatic events are not comprehensive enough to cover this very specific area of children’s development in such settings? It is important therefore to explore how adult models of stress address environmental and personal issues and whether these can be attributed to children in a primary classroom. Stress models for adults Modern stress research has placed itself firmly within the interactionist perspective characterized largely by Lazarus and Folkman (1984). Their model for the possible development of stress explores the essential thought processes that occur in any given situation and the judgments the individual makes in assessing their own ability to cope with the demands placed upon them at any one time. This ‘appraisal’ and subsequent stress levels are governed primarily by recollecting previous performances and the effectiveness of learned coping strategies in similar situations. It seems clear then that by using the interactionist model, there may be opportunities to provide greater opportunities to understand children’s stress in the classroom. In order to fully explore this area, it seems pertinent to start by delving into specific models of stress that add to our knowledge about its development in adults and explore whether these could be used with children in a primary s chool environment. One such model that may be relevant to this paper was developed by Palmer, Cooper and Thomas (2001) who looked at stress in the workplace. This model proposes that there are six contributors to the development and/or the management of stress levels in and around most places of work. These mitigating factors include work/environmental demands, support, change and the worker’s role within the ‘company’ (see below). It would seem on first inspection that this is truly an adult model of stress as it is located in adult world of work. However as  there do not appear to be any established or substantial research as yet, to determine the difference between ‘work’ being in an office, a factory or a shop and ‘work’ as in a classroom, it could be argued that if the ‘classroom’ was seen as a workplace and pupils considered ‘employees’, Palmer et al’s model does have some relevance. Below is Palmer et al’s mo del as published in the ‘Health Education Journal’ 2001. Figure 1: Palmer, Cooper and Thomas’s model of stress in the work place (2001) A Stress model for children? Using the key structure of this model, it is possible to transpose details into a new representation that may be appropriate to help explore stress in children in a school situation. This process of transformation can largely be done by ‘translating’ words and terminology used in the flowchart above into words relevant and applicable to similar aspects of a school environment. A typical example of this would be that the reference to ‘employees’ would need to read ‘pupils’. Perhaps the more difficult aspect of this translation relates to its exploration of ‘negative outcomes’. It is clear that increased and sustained stress levels in children is less likely to lead to coronary heart disease or RSI in the short term than it would in adults, so perhaps more pertinent aspects of this section of the model would relate to an escalation in poor behaviours or higher absenteeism. Table 1 below shows a complete translation of Palmer et alâ₠¬â„¢s terminology using this ideology. Once this translation of meaning has been established then it appears that this model does provide some insight into possible factors that may contribute to stress levels in children. Further exploration of Palmer, Cooper and Thomas’s model would establish how these factors would impact upon the individual and at the whole school level. Table 2 on page 7 shows how Palmer et al’s structure would apply to a school model. It seems clear that there is a probable link between stress levels of a child in the classroom and organisational dysfunctions in the structure of the classroom and possibly to aspects of the whole school. This new model also shows where possible stressors come from for the pupil and how this could be managed to alleviate higher levels of stress across a school environment. It could be argued that a central difficulty in attributing the interactionist perspective model of stress to children is flawed by the intrinsic tenet of the model. Lazarus and Folkman (1984) believe that the essential tool of stress appraisal is the ability to reflect on past experiences to determine the individual’s ability to cope with the current situation. How then, does this model apply to young children whose experiences are more limited than those of an adult? Does this lack of experience allow a young child the ability to accurately evaluate past experiences against past  performances? An example of this could be when pupils are required to complete the Key Stage 1 SAT papers. Even though teachers will have tried to prepare each pupil with several practices in answering unfamiliar maths and literacy booklets, the actual test is unfamiliar due to the heightened expectations of the day itself. How are pupils able to reflect on past experiences of this? Perhaps the best that can be achieved is the familiarity with the style of the test but not necessarily with the SAT day itself. If this is the case, when the interactionist perspective is extrapolated to Key Stage 2 SATs it is likely that a bad experience in the Key Stage 1 SAT papers will affect perceptions of performance during the SAT tests in Year 6. Using this model, it must be argued that in order to achieve better results in Key Stage 2 SATs, there is a case to be made to enhance the positive experiences of sitting formal tests at an earlier age. This could be achieved by either taking away the pressure to achieve in Year 2 or indeed use these tests and tasks to give the pupils positive experiences to build upon. It is likely that a bad experience in Year 2 increases the likelihood of future failures or anxieties. To facilitate this process the model outlined in table 2 above could be used to facilitate good practice, improve support mechanisms, strengthen positive relationships and encourage a greater ability to handle change. This may also have a positive impact on the pupils and the whole school in the long term. The adaptation of Palmer, Cooper and Thomas’s model will allow a school practitioner the opportunity to affect whole school social dynamics by focusing upon the ‘potential hazards’ and being pro -active in offsetting the negative impact they can have on a school environment. But how successful have primary schools been so far in this role? Stress in the classroom In October 2007 the Cambridge Primary Review explored life in a primary classroom from a child’s perspective. The process of data collection, which took place between January and March 2007, collected evidence from a whole range of professionals in the primary education sector as well as people drawn from the wider community. These subjects included children themselves, who are referred to as ‘witnesses’ in the paper. In total there were nine Community locations in different parts of England, culminating in a total of  87 witness sessions, attended by over 750 people. This is clearly an important piece of research that cuts across cultural boundaries and local government differences. It would seem that this research is an amalgamation of collective thought, however there may be some difficulties with interviewing subjects such as children which will be explored in greater detail below. However such research conclusions cannot go unnoticed for long and immediately after its publication in academic circles, their conclusions made national headlines. It was this research that spawned a raft of emotive headlines across all forms of media in the UK. Articles fronted by ‘Children ‘stressed and depressed’ and ‘Primary Cause for concern’ were used offering direct quotes about what causes children such stress, citing: â€Å"the gloomy tenor of ‘what you hear on the news’ or by a generalised fear of strangers, burglars and street violence.† ITN webpage – Friday 12th October 07:05 am Furthermore articles in the media were concluding that: ‘ †¦our young children are anxious, badly behaved, stressed, depressed and obsessed with the cult of celebrity’ Garner, 2007 page 1 These emotive and somewhat generalized media headlines, alongside the Cambridge’s research papers demonstrate that there appears to be a high level of stress and depression in primary classrooms, but there is also a lot of anxiety in the ‘media’ at the possibility of there being stress and depression in the classroom. These headlines echo Mays’ conclusions who observed in his paper in ‘Stresses in Children’ (1996): ‘ there is still much to frighten, to frustrate and to intimidate a growing child’ (page 41) But just how successful are research methods and models of stress in helping to clarify and explain possible sources of stress in the primary classroom? Is it possible to accurately measure stress in children given some of the constraints of data collection? Perhaps more importantly are children able to understand the complexity of stress responses and have sufficient levels of emotional literacy to be able to accurately describe whether they are stressed or not? It seems a foregone conclusion, in stress research, that the respondent themselves is able to understand what stress is and how it affects them and to be able to recognise when they are stressed or not in given circumstances. It seems that collecting stress data from children is fraught with implicit difficulties. However, this should not deter such research being completed; it means only that the data collected may need a greater level of analysis and more rigorous reflection to be able to make any real conclusions. Collecting Stress data from Children There are two key difficulties with any stress research, both of which are applicable when exploring stress in children. The first central problem is that there is an absence of a common definition of stress and this makes research difficult due to the amorphous nature of how stress can manifest itself in different individuals (Ramsden 2007a). The second, somewhat related difficulty is that the vocabulary used to describe stress is often used loosely or interchangeably. It is not uncommon to read in books and research papers subsequent paragraphs using terms such as stress, anxiety, and worry to describe similar aspects of this phenomenon. Furthermore there is a central need to take care when referring to stress in terms of how it would change a person’s demeanor and/ or thought patterns. Stress research refers to stress as both a definition and a symptom. This can be somewhat overcome by trying to establish key differences in terms of relating anxiety as a symptom of stress, in very much the same way as references are made to headaches, depression and irrational thought, all of which may be as a direct result of the stress a person is under. However some research is now suggesting that stress, anxiety and depression are indeed co-variants and the inter-relationship and synonymous presence of all of these problems  together may indeed be: ‘ the rule rather than the exception.’ Compass and Hammem (1996)pg 242 If this comorbidity of anxiety, depression and stress has such strong bonds, then trying to ascertain what the differences are between these manifestations may be an impossible task. If this is the case then the interactionist perspective may indeed be the significant filter that holds such research together. By taking the essence of the Lazarus and Folkman (1984) model, the reason why a person feels they can’t cope is of secondary importance to the fact that they feel they can’t cope with current demands. Furthermore if such feelings of helplessness are born out of, or are exacerbated by, depressive tendencies then this is irrelevant to the basic fact that the individual feels they can’t cope with demands and therefore will be stressed. This tenet must then hold true for stress research into children. It does not seem to matter why the child feels stressed, the fact that they do, means that they are! That is, provided that they understand what feeling stressed i s, which falls back to the central difficulty of how effectively can you measure a phenomenon such as stress within a child when a child may not understand the phenomenon themselves? However, this then leads onto another dilemma. If it can be demonstrated that the children at the centre of the research have obtained a sufficient level of emotional literacy to determine what being stressed feels like, then to collect stress data in children, a methodological choice between two specific models needs to be made. The first strategy for collecting data uses the principle underlined by Selye (1934) that stress is a biological response to the environment and therefore it is possible to use biometric measures such as blood pressure and galvanic skin responses An alternative model such as that proposed by Lazarus and Folkman (1984) uses reflective self analysis to determine the individual’s ‘perception’ of their own stress. This second method can be collected in a number of ways but perhaps the most basic, but not necessarily the most simplistic, is either through questionnaires and/or interviewing the individual themselves. Before these qualitative methods are  discussed it is important to explore the more quantitative methods of data collection in children. Some of these discussion points can be found in Ramsden (2007b) which explores variations in data collection in greater detail, however it does not elucidate how they can be utilized with children and therefore it is worth touching on some of those points again but with specific reference for research with children. Biometric data collection in children If the argument is that children do not have the experiential capability to understand what stress is and the ability to describe accurately how they are feeling, or indeed able to recognise when they are stressed, then it seems plausible to assume that a more standardized, less subjective and fundamentally, a less reflective method of data collection is needed. In terms of stress research, the collection of such ‘clinical’ information must revolve around measuring biological responses rather than a child’s ability to tell the researcher when they are feeling stressed, and how this is different to when they are not feeling stressed. This biological method of data collection has its foundation in some of the earliest research into stress. Some of the very first experiments into the stress response were conducted by Hans Selye (1907-1982), an endocrinologist who conducted his work largely in the first half of the Twentieth Century. In his studies, he used biometric measurements from laboratory rats to determine the level of stress they were under. Selye, who was later given the accolade of the first person to define stress, referred to it as: † a non-specific (i.e. common) result of any demand on the body, whether the effect be mental or somatic† page 32 (Selye1936) His definition may well have some value here. If we take the stance that young children are indeed unable to identify accurately what stress is, then we should be measuring this ‘non-specific’ demand on the body in a purely biological way. It would seem plausible then that by observing children in a primary school throughout a typical day or week, and by taking regular  measurements, there may be a case to correlate variations in biological states at certain times of the day. Collecting data such as changes in blood pressure, pulse rates and sweating may give an insight into times when the body is under stress and when the child is calmer and more relaxed. This information could then be matched with events, observations and activities and correlated to show changes in responses to situations encountered. Using this method it should be relatively easy to find out whether participation in SAT tests or some other social situations, that blood pressure, pulse rates and GSR increase to reflect the physical, and by default, the emotional state of the child, and therefore conclude that this was or was not a stressful event for them. There may be a problem with this type of research however. Apart from some of the ethical difficulties, there is a crucial observation to be made. It could be argued that for children, the actual process of data collection may affect their stress levels. It could also be surmised that the actual method of data collection can be as stressful as the event in itself and therefore eradicate any impartiality in the result. There may be echoes here of the ‘Hawthorne effect’ (Roethlisberger & Dickson, 1939). Although a concept that has been applied to business models, it is worth exploring a little here. First established by Elton Mayo, Fritz Roethlisberge r and William J. Dickson who saw it as: ‘a temporary change to behavior or performance in response to a change in the environmental conditions.’ Roethlisberger & Dickson (1939)., page14 This definition is a salient one in this discussion. It could be argued that even if the outline of a study was not described to children, and even if the children were not aware that they were being studied so closely, there would be a difference in their day because at somepoint some interactions are needed to measure changes to their physiological state. This would be even more prevalent if these changes were happening alongside other stresses such as SAT tests. It seems therefore that by measuring a response, as Shaver (1981) highlighted, evokes close links with the Hawthorne principles. ‘Almost no matter what experimental conditions were imposed†¦.the investigators had obviously influenced the subjects’ behavior merely by studying that behavior.’ Kelly Shaver p272 In order to measure stress in a primary classroom then, some continuous measurement needs to happen that can be compared to a baseline. This in itself could be problematic. For some children the basis of their stress and the source of their fears and anxieties may come from the school environment itself. If being in the school itself is a cause of high levels of stress, it would be very difficult to ascertain a baseline to measure relative changes to stress levels in the individual. Studies into autistic children in some school environments (Hiroshi 1991) show that for many individuals school can be one continuous bombardment of stressful events. Extensive studies into school phobia at the primary level (eg: Place, Hulsmeier, Davis and Taylor, 2002; King and Ollendick, 1989) also indicate that it would be very difficult to determine a relaxed state for a baseline. In order to address this quandary, one possible method of data collection would be to use a portable blood pressure (BP) kit for example that would pose less intrusive method that enables an individual’s BP to be taken automatically without the need to stop and prepare for the examination. But this in itself causes problems apart from the physical tightening process of blood pressure being taken, it also serves as a reminder that they are being observed. This could be offset however by having a period of acclimatization where the individual being measured would get used to such routines and this may normalize the influence of the measurements being taken. Studies using adults seem to suggest that repetetive BP monitoring does not interfere with the validity of the data (Georgiades, Lemne, De Faire, Lindvall, Fredrikson,1997; Steptoe and Cropley, 2000) but the evidence to suggest that this is the case in studies using children as subjects is not clear. In the absence of any certainlty as to whether collecting biometric data in children can provide reliable evidence, it is important to explore other ways of gathering primary data from children. Qualitative methods of data collection with children As discussed above, in order to collate qualitative evidence of stress in children, there needs to be a clear understanding of a child’s ability to know when they are feeling stressed as opposed to when they are feeling relaxed. Fortunately for the stress reasearcher in this field, there is now a plethora of commercial teaching materials available to schools on Emotional Health and Well-being. Furthermore with ‘Being Healthy’ formally on the national agenda through the Every Child Matters (ECM) outcomes (eg Every Child Matters: Change for Children. DfES publication -1110-2004), the PSCHE curriculum in the primary school seems full of opportunities for even the youngest of children to explore their own emotions. It can be said therefore, that pupils in today’s primary schools are better equipped to discuss their emotional state than they have ever been. It seems fair to assume from this, that there only needs to be some basic ground work teaching to occur to give children the necessary vocabulary and a sense of introspection required to respond to stress-related questions and produce meaningful results. Nevertheless, even with this encouraging notion, it is important that the researcher does not lose sight of the influence they may have when trying to obtain children’s views. As with any socio-psychological research, and especially any involving children, ascertaining views on levels of stress or trying to clarify what causes stress does not lead to the adult influencing the responses or the conclusions the child makes about a given situation. This is of particular interest to stress research because of its important in the Lazarus and Folkman (1984) model of Cognitive Appraisal. It is vital, that that the child themself, determines whether a particular situation was stressful or not, rather than the adult implying to the child that it was. This effect is known as ‘Psychological Causality’ and is important in stress research with children. Herbert describes this phenomenon as: ‘†¦the tendency in young children to attribute a psychological motive as a cause of events’ Herbert page 23 (1996) Although Psychological Causality is not usually associated with stress research, it is important to bear in mind that it may be a factor when determining sources of stress in the primary classroom. Especially if this research is conducted in and around other stresses such as SATs, school performances or parents’ evenings. In order to clarify what these stresses are, further research into this field is needed and would help to clarify the influencing factors of data collection. The use of questionnaires One formal method of collecting quantitative information is the use of questionnaires. Perhaps their greatest strength is that it can provide a fair and rigorous structure to the questioning procedure. By handing out questionnaires to all the children, each child will have the opportunity to answer the same questions as everyone else. This rigidity also allows the researcher the ability to analyse statistically the evidence. The use of questionnaires for children is not uncommon and can provide a useful insight into many research areas. The use of a questionnaire as a method of collecting data from children is not without its difficulties however. The first point and perhaps the most salient is that formalising questions through prose has two basic problems. 1. Do the questions allow children the opportunity to give answers that are meaningful to the research question? 2. Will the wording of each question be interpreted by children in the way the researcher wanted them to be answered? Because of these two issues, It is very important therefore to focus on the wording of these questionnaires so that specific vocabulary such as stress, anxiety, worry and nervousness are not misconstrued by the reader and answered in different ways. It seems that once again a lack of a formal definition of stress hampers validity and structure in research design. It seems that compiling a flawless stress questionnaire is very difficult. Fife-Schaw (2000) takes this notion further: ‘Designing the perfect questionnaire is probably impossible’ Fife-Schaw pg159 Nevertheless, even with such limitations, a questionnaire may be useful in ascertaining information but will need some very careful planning. Bath and North East Somerset Council provide some helpful guidelines in their ‘Children in Need Handbook’ on principles for using forms and questionnnaires with children and young people. This information offers advice suggesting that some feedback about the results are done ‘†¦either immediately and/or at a later session’, but most importantly in the implementation of the questionnaire to: ‘Allow plenty of time’ Bath and North East Somerset Council ‘Children in Need Handbook’ (2007) page 47 Giving children enough time to read and process the questions raises a number of key issues, all of which may impact on the validity of the answers collected. Central to these difficulties is the child’s ability to reflect appropriately on their own changing emotional states and determine which events, if any, could be regarded as being under stress. It could be that this variance in what children understand about stress may invalidate results as it may be difficult to ascertain any consistency amongst the data. This could mean that some children need additional or supplementary support in answering the questions. If the questions need to be read out or explained to the child then this could influence how the child answers the question. An immediate concern to the researcher therefore, is whether the responses given reflect the child’s true feelings or ones that are dictated by the way the question is received? This difficulty in ascertaining consistency however may not be such a diffcult obstacle in collating data as it could be in other areas of research. Once again the Cognitive Appraisal model is able to lessen these problems. If the assumption is that all primary children have a ‘basic’ understanding of what stress is and how it affects them, then any reference  to feeling anxious, stressed and or upset in a particular sitaution is pertinent to their ‘assessment’ and therefore their perception of the situation. This data can then be used qualitatively by the use of any ‘thematic analysis’ technique to attribute feelings associated with the notion of stress, irrespective of the possible misuse of language by children. It seems that using markers or coding systems can help capture a variety of words used and still maintain an acceptable level of structure to the analysis of the data. The questionnaire may also need some modification in the format according to the child’s developmental stage (Sadock and Sadock 2000). Given all of these variables and constraints, perhaps the more flexible method of collecting data would be to talk to the children directly. Interviewing children Interviewing children needs careful handling. Chan highlights the difficulty children have when answering open ended questions such as ‘How did you feel ?† to unknown adults, indicating that many may respond with a passive response such as â€Å"I don’t know’, Chan (2005). Conversely in an interview scenario, Breakwell highlights the problem of ‘Acquiescence Response Bias’ (ARB) when asking children direct or closed questions such as ‘Did you feel stressed?’ She feels that the ARB often leads a child to say â€Å"Yes† to any question posed by an adult, irrespective of their own true feelings. Her advice however may not necessarily be helpful given Chan’s perspectives. Breakwell (2000) advises: ‘Questions should be posed so that they are not open to a yes – no response’. Page 245 How then can a researcher obtain collectable data on levels of stress in children that has some validity? The answer to this may be by looking closer to the research subjects. The age of the child is going to be important and can affect the structure of the interview. In some cases it may be necessary to have an adult in with the researcher who can be used for moral support but the choice of the adult needs very careful thought. The ‘Save the  Children’ organization issue a very clear message about the sensitivity needed when choosing this person. ‘Ensure that adults are out of the way – except for the translator and perhaps a project worker, teacher, or another adult that the child knows and trusts.’ Taken from Save the Children/ ‘Interviewing children’ (2007) accessed on the web 17.11.07 In some cases however, especially where children are older and more confident in their social interactions, it may be sufficient to interview the child on their own but in a less formal and more relaxed environment. Furthermore, whether adults are present or not, the interviewer should not limit themselves to interviewing and/or questioning by the use of words alone. By structuring the communications around other activities it may be possible to elicit emotional responses through activities such as play, drawings or model building Gabarino and Stott (1989). Whatever the technique used to interview children, and whatever the age or developmental stage they may be at, it seems the central responsibility of the researcher is to make the child feel at ease with the information-giving process. It should be a central skill of the researcher to design an environment where natural, or as close to natural, observations can be made. The research design should take into account where children feel at ease in giving information to adults. It is fortunate for many pedagogical researchers that school environments are constantly interloped by adults seeking answers to questions. It would seem common in most Primary Classrooms that professionals such as Ofsted, Educational Psychologists and Speech and Language Therapists are more of a visible part of the school environment than ever before. At least for research purposes, it seems that children are used to being observed by visitors in school in one capacity or another and where children’s voices are being sought over some issue on a regular basis. Conclusion It seems that those parental opinions voiced in the playground or in lines at the local supermarket echoing dismay that school is ‘not what it used to be’ are correct on one level. Primary school environments today are more attuned to assessments being made and where adults conducting observations are more commonplace. Classrooms are regular hosts to a whole variety of adults making some evaluative judgments on one issue or another. Children are required to prove themselves in one academic discipline or another at all ages and where children are given numerous and onerous responsibilities in and out of a school environment. 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