The Means for Effective Interpersonal Communication between Couples Essay

The Means for Effective Interpersonal Communication between Couples - Essay Example Most of the time, we tend to look at the faults and weaknesses of others while making quick judgments or conclusions at the same time. This usually is the first action since it is part of our innate instinct to be on the defensive, both physically and psychologically. Knowing this, you are already aware that taking your own side first in any argument is an instinctive reaction. Of course, that kind of action does not really deal with the problem initially. The first step in having an effective and happy interpersonal communication as a couple is to first look into your own self. This requires serious introspection and a degree of private time away from each other. Introspection requires a long and deep look into one’s own personality and character. Just imagine having to sit in front of a mirror while asking yourself questions about your own self. Some of the questions that could be asked would be about good traits, inherent character strengths, character flaws, and weaknesses. The primary reason why this step is important is because it practices you to be self-aware of mistakes that might have been overlooked. More often than not, it is easy to point fingers at the mistakes of others while forgetting that you have your own shortcomings as well. To be more conscious of your own mistakes is a matter of mindfulness. After spending a great deal of time understanding your personality and behavior, the next step is to have a self-appraisal on your personal manner of communicating. You have to realize that for an effective interpersonal communication to happen between couples, it is also important to know how you would communicate with yourself and if you have communication competencies. The issue is not whether or not you are good in expressing yourself. You can express yourself clearly but still send the wrong sentiments. Most of the time, it is the manner and not the message that has the

Andidal olonization in Diabetic Patients Essay Example | Topics and Well Written Essays - 500 words

Andidal olonization in Diabetic Patients - Essay Example As a result, there are infections that opportunistic and attack the host in colonies. In comparison to the effect of these infections on normal healthy individuals, the effect on diabetic individuals is adverse. Oral candidiasis is an infection that attacks individuals invaded by the fungus Candida albicans (Barnes, 2006). This infection occurs in colonies and the rigorousness of their spread in blood differs with individuals. The rate is higher in diabetic individuals as compared to normal individuals. The research utilizes the cytological techniques of oral exfoliation in data collection. Two test samples with a definite sample population are demarcated (Barnes, 2006). The two test samples are; normal individuals and diabetic individuals. The test involves tallying of the age and gender of the two test samples for a common base (Pallavan et al, 2014). The research is ethically undertaken with the underlying accord of the sample inhabitants is a study demand. A brief medical history for the individuals provides the basis for exclusion. The individual with rare deficiencies, other endocrine disorders; immunodeficiency, and chronic ailments are left out the sample population list. The mucosa linings of the mouth commonly emit the test sample. The reagent, which is the Periodic Acid Schiff, depicts the degree of the annexation of the verbalized candidiasis (Barnes, 2006). The microscope helps in the examination of the prevailing oral candidiasis colonies. Under specific test parameters, the result analysis employs statistical techniques to draw out test patterns. The underlying method commonly used is the Chi-square test. The Chi-square test shows major variations in the oral candidiasis colonies for diabetic and normal individuals (Pallavan et al, 2014).  

Importance of Planning in Childcare Environment

Importance of Planning in Childcare Environment Vanessa Clare Every child is born unique; they have their own characteristics, personalities and interest. They developes at different rates, but do follow a similar development pattern, i.e. one child may begin to walk 9 months whereas another child may not begin to walk until they are 17-18 months. There may be many factors that also come into the equation when a child is developing, i.e. If a child is born premature or at term, if the child has any special educational needs or other disabilities which a child needs extra support for, weather there has been any long or short term illness, and the environment that the child is in, this includes the Childs social environment, also stress. A Childs growth and development is influenced by their learning and their influenced by the people and the environment around them. The EYFS document Development matters show the four themes that the Eyfs underpin all guidance, these are:- A unique child + positive relationships + enabling environments = learning and developments. When planning for a child it is best to get as much information on the child as possible, ask parents for information, as they are putting their most treasured procession in the safety of your care. Observe the childs free play to find out their likes, dislikes, strengths weaknesses, where you can support the child in their learning and environment. Anylise your finding using the four themes, principles and practice from the Development matters document. This helps to find out where a child is on their learning path, consider ways to strengthen their current learning development, showing guidance from positive relationships and enabling environments so that you can plan for the Childs learning and developments to fit their needs. As a practioner you will get to know each of your key children and will find other ways to work with the child alongside their planning. By following the planning, observations, assessment triangles you gain understanding of the Childs actual stage of develo pment, their interest and their particular needs , it will stop the you from planning activates and resources that may be too hard or easy for the child, or that the child does not find interesting. Activities that are too hard can negatively affect their confidence and self esteem, as they will not feel able to do it. Activities that are too easy will not hold their attention and they will lose interest quickly. By doing the observation, analysing and planning triangle it helps constantly review the Childs progress and share with the parents as required by the EYSF at two points, the prime areas between 24 and 36 months of age and at the end of the EYFS in the EYFS profiles. The EYFS breaks down the areas of learning into prime areas and specific areas, Prime areas are fundamental, work together, and move through to support development in all other areas Personal, social and emotional development Communication and language Physical development Specific areas include essential skills and knowledge for children to participate successfully in society Literacy Mathematics Understanding the world Expressive arts and design When planning activities you need to make sure that you are meeting all the children’s individual needs and requirements so the children are all treated equally. Putting into practice the equal opportunities which are essential. Equality, the practice of treating every on equally Diversity the practice of recognising and valuing individual characteristics and differences Inclusion an approach that makes sure that all children can participate to a full extent within their environment. A worldwide document that governs equal opportunities for all children is â€Å"The National Convention on the Right of the Child† this document outlines all basic human rights that all children are entitled to. All early years setting practitoners must follow this convention and empower the children in their care. The world made a promise to children nearly 25 years ago â€Å"that we would do every in or power to protect and promote their right to survive and thieve, to learn and grow, to make their voices heard and reach their full potential.† The convention defines a child as a person below the age of 18, unless the laws of a particular countries has set the legal age for adulthood younger. Young children often don’t realise that they have rights so it is up to adults to make sure that they know that they do, one of the rights relevant is the right for all children to have their views and opinions listened to and their best interest at heart. The EYSF requires all setting providers to have implemented a policy and procedures to promote the equality of opportunity of children in their care, and show support for children with special educational needs and disabilities. This policy should also cover how the individual needs of all the children will be met. All staff should have read and have understanding of their settings equal opportunities polices. All children should be given the same concern and attention and not all treated the same as this can be discriminating against them. A setting and their staff should provide an inclusive environment as this will challenge discrimination which will help to build a positive environment where children and their families will feel respected and valued, making them want to return. The equality act 2010 replaced all existing equality legislations and is in place protect individuals from discrimination. If children are discriminated against it can cause them to become withdrawn and could affect their development by causing delays. There are many ways that children could discriminate against, a few of these are due to their gender, social class, physical appearance, race and culture, it will lower their self esteem and confidence and they will start to question their beliefs. You must treat everyone the same no matter what their gender culture etc. This does not just apply to the children but to their families too. Any one working with children has to challenge their own views and beliefs and not show any prejudices to any of the children or their families so they want to return to the setting. To make a setting welcoming to children and their families welcome signs should be in multiple languages, staff should have a smile and a positive greeting when children a nd their families enter the setting, this creates a happy environment, learning a few words in the children’s own language helps build strong relationships. Support children in their own choices, when it comes to cultural /religious celebration these should be in place whether a child of that religion / culture is in the setting or not, ask for people that are from that culture or religion to come in and help promote to a higher standard so that the children get a fuller picture of the culture / religion or festival. Help children to feel they can come and talk, encourage children to build on their unique character and feel comfortable in themselves, helping them feel positive about their background which in turn will help them gain emotional well-being. By promoting good diversity children will be more accepting of other who are different from themselves. Children trust the adults that look after them to keep them safe and love them as do their parents as they are giving their most precious prize possession to look after and keep safe and happy .part of caring for a unique child is promoting their well-being , making them feel safe and secure in their environment. Key workers are essential as a first point of contact for the unique child and their family. The key worker spends time on a one to one with the child getting to know the needs of the child supporting them as they learn to spend time without their parents, and learning all about their interest, the key worker also helps support the parent in talking to them about the routines and likes and dislikes and aiming to follow them. Setting need to be set out for the children’s age and developmental stage, making sure that the environment is appropriate and safe for the children. Staffs ratios are a legal requirement, in the age group 0-24 months the ratios are one member of staff to every three children, from 24-36 months the ratio is one staff member four children and from 36-60 the children are more independent and have a greater knowledge of their own safety so the ration is one staff member to eight children, at this age children should be given rules, boundaries and activities that get the children to listen. Road safety Stanger danger awareness to personal safety should also be introduced at this age. As children grow they can be given the chance to learn about keeping safe themselves, encourage the child in making decisions give the child the power to say no if don’t want to join in. Promoting independence is an important part of growing and learning and becoming a unique child. And environment should be set out in an appropriate manner for the child. I.e a child of 0-12 months will need the toys in reach so they can chose themselves as they become mobile the environment should be set out so resources are at the child’s height and they can get them easily. A choice of healthy snack should be offered, from 12-24 months the environment should be accessible to the child and they should be voicing opinions which should be listened too, from 24-36 months children should be choosing what they want to play with, communicating is getting better and children should be having their opinions asked and listened to they should be continuing to help set up and tidy away to promot e independence and help with children following rules and boundaries. From 36-60 months children should enjoying independent choices they should be involved in the setting playing and communicating, ask the children what they would like to play with involving them in setting out their environment, at the same time setting boundaries. Setting should following the children’s act 1989 which promotes empowerment for children, making sure that they are involved in decisions that can affect their well being. Making sure that the children’s feelings and opinions are listened to, making sure that individual needs for the children and families are met, that children have their race, culture, language and religion are valued and respected and making sure that the well-being is of paramount importance. By using all of these when working with children you come to learn that all children are unique and by meeting all of their individual needs you are making sure that they are in a happy safe environment where they can grow and learn at their own pace feeling confident at doing so with the all the love support and resources that they need to do so. By meeting the unique Childs individual needs will help the child in five of the â€Å"Every Child Matters† outcomes. In staying safe, being healthy, enjoying and achieving, making positive contributions and achieving economic well-being.

How Michael Henchards Character In the Mayor of Casterbridge Led to hi

Why Michael Henchard’s Character Led to His Misery and Demise The Mayor of Casterbridge by Thomas Hardy is a novel about the rising and plummeting of a complex man named Michael Henchard. Michael Henchard does not just have one characteristic or just one personality for that matter. His personality can be described as thoughtful and strong-minded but also as ruthless, stubborn and cold. Henchard's impulsiveness, aggressive attitude, childishness and selfish nature made failure and misery inevitable in his life. The essence of his character is the root of his demise and misery. Michael Henchard’s pride and stubbornness leads to the start of his demise. When we first meet Henchard he is a dejected hay-trusser of twenty-one years, who is married to his wife Susan, with a young daughter, Elizabeth Jane. We see Henchard sell his wife and daughter in a drunken rage in a furmity tent at a county fair. It starts out first as a joke, but then is turned foul. "Why shouldn't they put 'em up and sell 'em by auction to men who are in need of such articles? Hey? Why, begad, I'd sell mine this minute if anybody would buy her!" Henchard said. The main reasons for Henchard continuing on with his joke to sell his wife and daughter to a sailor were his pride as well as the effect of the alcohol. Drinking alcohol leads to a couple decisions that Henchard comes to regret. In fact he often regrets things after he does them, and suffers the consequences. An example of this would be the fact that he sold his wife and daughter to a complete stranger for only five guineas. That sin stays nestled on his conscience and haunts him not only right after, but throughout his life. Henchard was young and naive and felt that his wife and daughter wer... ...titude. â€Å"Henchard’s Will: ‘That Elizabeth Jane Farfrae be not told of my death, or made to grieve on a account of me. And that I be not buried in consecrated ground. And that no sexton be asked to toll the bell. SL And that nobody’s wish to see my dead body.’† Michael Henchard’s constant exercise of jealousy, pride, immature actions and overwhelming emotions bring him to his tragic end. Although Henchard might have you think he is a victim, the reader can see that his personality leads to the conclusion of his downfall and that Henchard’s inability to learn from his first mistakes takes him down a path no one wants to face. He might have been able to survive his mistakes had he not been so self-destructive. But because of the combination of his personality traits and the complexity of his character’s mind, he is eventually led to the nothingness that engulfs him.

Hamlet’s Infatuation with Death

†An Undiscover’d Country†: Hamlet’s Infatuation With Death Have you ever wondered what happens to you when you kick the bucket? Will you still be the same person? Or is death really the great equalizer? Is it possible we all end up the same? Death is a very scary and lonely thing to think about, and nothing is a greater example of that than William Shakespeare’s famous play Hamlet. Hamlet is infatuated with the idea of death and what it brings. With comments like, â€Å"To die: to sleep; / No more,† (Hamlet 3. 1. 61-62) and â€Å"we fat all/ Creatures else to fat us† (4. 3. 3-24), it is clear Hamlet has a very lonely and depressing view on what happens when you bite the dust. Hamlet’s fascination with death and dismal view on it are all evident throughout the whole play. We start to learn that Hamlet has a bizarre fascination with death when, every other scene, he is talking how everyone will end up in the ground one way or anothe r. â€Å"To be or not to be – that is the question† (3. 1. 57), is where it all starts off. From this famous speech to the end of the play, all Hamlet worries about is death. He continues to go on and on about how we will all become equal and starts to wonder what it is like to die. Hamlet often talks about self-murder, or suicide, and how it will affect his afterlife if he decided to do it. HAMLET. O, that this too solid flesh would melt Thaw, and resolve itself into a dew! Or that the Everlasting had not fix’d His canon ‘gainst self-slaughter! O God! O God! (1. 2. 129-132) Hamlet is obviously contemplating suicide here, but then he realized that he cannot go to Heaven if he commits suicide. Going to Hell is something that Hamlet does not want at all. This is obvious because, throughout the play, Hamlet thinks about killing himself, but he never does because he is scared to die, and even worse, scared to go to Hell. The language that Hamlet uses to express death is very interesting. The way and how Hamlet talks about death all the time is extremely depressing to read and I can only imagine how it made Hamlet depressed. Hamlet often has trouble with expressing his views on death as he often has conflicting statements. Sometimes he will think of death as an adventure, â€Å"The undiscover’d country from whose bourn/ No traveller returns† (3. 1. 81-82), or he will think of it as an extremely gruesome thing, â€Å"A certain/ Convocation of politic worms are e’en at him. † (4. 3. 21-22). The way he talks about death here is cringe-worthy. Just thinking about worms chowing down on Polonius is nauseating. Hamlet does not often talk about death this way in the play, though. He is almost making a joke in this quote, but the joke is true and extremely gross. Hamlet’s view on death is very dark and grim. His believe that death makes us all equal and there is nothing we can do to prevent that. In Act Five, Hamlet is in a graveyard with Horatio and is carrying on a very dark conversation with him. Hamlet has a very interesting quote in this Act, â€Å"Alexander died, Alexander was buried, / Alexander returneth into dust† (5. 1. 189-190). This quote is about Alexander the Great, and his name should go without saying that he was a very important person. It is depressing to think about it because Alexander was a great king. But he ended up like we will all end up, and that is dust in the ground. In the same scene Hamlet drops another interesting quote, â€Å"let her paint an/ Inch thick, to this favor she must come† (5. 1. 170-171). Hamlet happens to be holding the skull of Yorick when he says this. No matter how much make-up, or paint, you put on, no matter how much you dress up and act fancy, you will still end up like Yorick. And the sad part is that there is nothing you can do to prevent it. Mortality is a very commonly thought about in this play. Hamlet is not the only character that worries about the afterlife. Almost every character in the play has a view on life and death. Their views maybe different, most are still depressing. This theme is present because Shakespeare’s view on death was depressing. Hamlet’s view on death is a direct relation to William Shakespeare’s. They both believe we will end up the same; a dead body in the ground.

A Love Letter

Dear Chanel; In this letter, I would like to express my love for your products. I have always been a fan of just about everything that your company has to offer, but in particular, I love your handbags and your shoes. They have always been a big part of my life and I am a fan for a number of reasons. When compared to other companies out there, it is clear that Chanel makes the finest handbags and shoes on the market.I love your products because they are both stylish and classic. They combine the best of modern style with the old time classic feel that all of your customers demand. When I wear a pair of your shoes or carry one of your handbags, I feel like I am combining the old with the new. I am indulging my tendencies to set new trends, while remaining classy and traditional. This is why I love Chanel and their products. They are just better than any other shoes and handbags that you will find out on the market.I love Chanel shoes because they always feature the newest style. They are always setting trends and looking to do new things that other companies have not been able to do before. When I go out in a pair of Chanel shoes, I know that people are going to turn and look. I like that about their shoes.I love Chanel handbags for the same reason. While they are trendsetting and they stay up with the times, they still allow me to look as classy as I possibly can. This is a really cool part of wearing Chanel products. They make all of the other companies out there look silly.

Easy Guide to Making Lesson Plans for Adult Students

Easy Guide to Making Lesson Plans for Adult Students Lesson plans for adult education arent difficult to design. Follow these easy steps and see how effective you can be. Every good course design begins with a needs assessment. For our purposes here, we’re going to assume you’ve completed this assessment and you understand what your students need and what your objectives are for the course you’re designing. If you don’t know your objectives, you’re not ready to design your course. Like any gathering of people for any reason, it’s good to begin at the beginning and address who is there, why they’ve gathered, what they hope to accomplish, and how they’ll accomplish it. Welcome and Introduction Build in 30 to 60 minutes at the opening of your class to conduct introductions and review your objectives and agenda. Your beginning will look something like this: Greet participants as they arrive.Introduce yourself and ask participants to do the same, giving their name and sharing what they expect to learn from the class. This is a good time to include an icebreaker that loosens people up and makes them feel comfortable sharing.Try a fun classroom introduction for the first day of school.Write their expectations on a flip chart or whiteboard.State the objectives of the course, explaining why certain expectations on the list either will or won’t be met.Review the agenda.Review housekeeping items: where the restrooms are, when the scheduled breaks are, that people are responsible for themselves and should take a restroom break early if they need one. Remember, you’re teaching adults. Module Design Divide your material into 50-minute modules. Each module will contain a warm up, a short lecture or presentation, an activity, and a debriefing, followed by a break. At the top of each page in your teacher’s guide, note the time needed for each section and the corresponding page in the student’s workbook. Warm Up Warm-ups are short exercises (5 minutes or shorter) that get people thinking about the topic you are about to cover. It can be a game or simply a question. Self-assessments make good warm-ups. So do icebreakers. For example, if you’re teaching learning-styles, a learning-style assessment would be a perfect warm up. Lecture Keep your lecture to 20 minutes or less if possible. Present your information in full, but remember that adults generally stop retaining information after about 20 minutes. They will listen with understanding for 90 minutes, but with retention for only 20. If you’re preparing a participant/student workbook, include a copy of the primary learning points of your lecture, and any slides you’re planning to use. It’s good for students to take notes, but if they have to furiously write everything, down, you’re going to lose them. Activity Design an activity that gives your students an opportunity to practice what they just learned. Activities that involve breaking into small groups to complete a task or to discuss an issue are good ways to keep adults engaged and moving. It is also a perfect opportunity for them to share the life experience and wisdom they bring to the classroom. Be sure to build in opportunities to take advantage of this wealth of relevant information. Activities can be personal assessments or reflections that are worked on quietly and independently. Alternatively, they can be games, role play, or small group discussions. Choose your activity based on what you know about your students and on the content of your class. If you are teaching a hands-on skill, hands-on practice is a great option. If you are teaching a writing skill, a quiet writing activity may be the best choice.   Debriefing After an activity, it’s important to bring the group back together and have a general discussion about what was learned during the activity. Ask for volunteers to share reactions. Ask for questions. This is your chance to make sure the material was understood. Allow for 5 minutes. It doesn’t take long unless you discover that learning hasn’t happened. Take a 10-minute Break It’s important to get adult students up and moving every hour. This takes a bite out of your available time, but it’ll be well worth it because your students will be far more attentive when the class is in session, and you’ll have fewer interruptions from people who have to excuse themselves. Tip While breaks are important, it’s crucial that you manage them well and begin again precisely on time, regardless of stragglers, or chatter will get carried away. Students will learn quickly that class begins when you said it would, and you’ll gain the respect of the entire group. Evaluation End your courses with a short evaluation to determine whether or not your students found the learning valuable. Emphasis on the short. If your evaluation is too long, students wont take the time to complete it. Ask a few important questions: Were your expectations of this course met?What would you have liked to learn that you didnt?What was the most helpful thing you learned?Would you recommend this class to a friend?Please share comments about any aspect of the day. This is just an example. Choose questions that are relevant to your topic. Youre looking for answers that will help you improve your course in the future.

How to Use Flash Cards to Study Chemistry

How to Use Flash Cards to Study Chemistry Flash cards can be a great study aid. You can use them to help memorize facts, lists, and structures as well as to reinforce important concepts. Heres how to prepare and use flash cards to study. Learning Facts with Flash Cards Start with a stack of blank index cards.On one side of a card, write a question or name of a structure you need to memorize. On the back of the card, write the answer. Limit yourself to one fact per card.Prepare as many cards as you need.To use the cards effectively, view the question and quiz yourself. Do you know the answer? Check the back of the card. If you answered correctly, set the card aside. If you were wrong, place the card on the back of your stack so that you will see it again.Proceed through your stack of cards. Set aside cards you get right and continue through cards you get wrong until you have gotten all questions/answers correct.Now shuffle the cards and repeat the process.Practice makes perfect, so if you get frustrated, set the cards aside and come back to them. Go through your cards every day (or more often, if you are cramming). Memorizing a List with Flash Cards If you are memorizing an ordered list, try to guess the next card before you look at it. Continue through your list until you get a wrong answer.With the cards in the same order, start from the beginning and go through the cards to see if you can get further.For long lists, it may help to break the list up into manageable pieces, such as three smaller stacks of cards. Once you get the smaller stacks correct, put them together and see if you can recite the entire list.

How a Tree Gets Its Scientific Name

How a Tree Gets Its Scientific Name Tree species and their names are a product of a two-part plant naming system that was introduced and promoted by Carolus Linnaeus in 1753. Linnaeus grand achievement was the development of what is now called binomial nomenclature - a formal system of naming species of living things, including trees, by giving each tree a name composed of two parts called the genus and the species. These names are based on never-to-change Latin words. So Latin terms, when broken into their respective tree genus and species, are called a trees scientific name. When using that special name, a tree can be identified by botanists and foresters around the world and in any language. The problem before the use of this taxonomic Linnaean tree classification system was the confusion surrounding the use, or misuse, of common names. Using common tree names as the only tree descriptor still presents problems today as common names differ greatly from location to location. Common names of trees are not as commonly used as you might think when traveling through the trees natural range. Lets look at the sweetgum tree as an example. Sweetgum is very common throughout the eastern United States as both a wild, native tree and also a tree planted in the landscape. Sweetgum can have only one scientific name, Liquidambar styraciflua, but has several common names including redgum, sapgum, starleaf-gum, gum maple, alligator-wood, and bilsted. A Tree and Its Species Classification What does species of tree mean? A tree species is an individual kind of tree that shares common parts on the lowest taxonomic level. Trees of the same species have the same characteristics of bark, leaf, flower, and seed and present the same general appearance. The word species is both singular and plural. There are nearly 1,200 tree species that grow naturally in the United States. Each tree species tends to grow together in what foresters call tree ranges and timber types, which are confined to geographic areas with similar climatic and soil conditions. Many more have been introduced from outside North America and are considered to be naturalized exotics. These trees do very well when grown in similar conditions they were native to. It is interesting that tree species in the United States far exceeds the native species of Europe. A Tree and Its Genus Classification What does genus of tree mean? Genus refers to the lowest classification of a tree before determining the related species. Trees of the genus have the same basic flower structure and may resemble other genus members in outward appearance. Tree members within a genus can still vary significantly in leaf shape, style of fruit, the color of bark and tree form. The plural of genus is genera. Unlike common tree names where the species is often named first; for example, red oak, blue spruce, and silver maple - the scientific genus name is always named first; for example, Quercus rubra, Picea pungens, and Acer saccharinum. The Hawthorn tree, genus Crataegus, leads the tree genera with the longest list of species - 165. Crataegus is also the most complicated tree to identify down to the species level. The oak tree or genus Quercus is the most common forest tree with the greatest number of species. Oaks have some 60 related species and are native to nearly every state or province in North America. North Americas Species-Rich Eastern Forest Eastern North America and most particularly the southern Appalachian Mountains claim the title of having the most native tree species of any area of North America. Seems like this area was a natural sanctuary ​where conditions allowed trees to survive and multiply after the Ice Age. Interestingly, Florida and California can brag about their total number of tree species which were, and are, transported into these states from all over the world. One may cringe when someone asks them to identify a tree from these two states. They know immediately that it will be a word search of a bountiful tropic tree list. These exotic immigrants are not only an identification problem but also an invasive problem with future negative habitat change.

Athletic Affiliation and Violence Against Women Essay

Athletic Affiliation and Violence Against Women - Essay Example I agree with Sunday's findings in that culture plays a large role in determining the frequency of rape. I would argue that females have very little representation in high-level sport, so there is somewhat of a gender imbalance here. Sanday lists the three main causes as violence, male domination, and gender segregation. Sports such as football and hockey are violent enough already, but they also encourage male domination. Finally, females are not equally represented in these environments. If they are, in the case of football, then they are likely to be cheerleaders, which once again fulfill a stereotype that they are only there for entertainment and the pleasure of the players. Although violence against women can occur in all aspects of society, it is more likely to occur in sports because of the pressure.  Females are not equally represented in these environments. If they are, in the case of football, then they are likely to be cheerleaders, which once again fulfill a stereotype t hat they are only there for entertainment and the pleasure of the players. Although violence against women can occur in all aspects of society, it is more likely to occur in sports because of the pressure.

Reflection of Past Work Essay Example | Topics and Well Written Essays - 750 words

Reflection of Past Work - Essay Example took the alternative perspective that â€Å"peer pressure could act as motivation because it boosts one’s morale in becoming better at certain things. Under motivation children coming financially unstable homes find the momentum to work hard in their academics to get better jobs†. Taking the alternative perspective is not easy because we have to research more in justifying our position. This however is not the case when we write a narrative such as in the case of A Helping Hand. This piece may be longer to write but is actually a joy to do it. I enjoyed writing it because it allowed me a greater degree of creativity to create my own story. Unlike in editorial where I have to be reasonable in my position, personal narratives are based more on what I feel and think and I do not have to make solid justifications about it for as long as the reader can relate and understand what I am writing. In the first place, the goal of a personal narrative is to reach out and affect the reader and not necessarily convince him or her with my arguments such as in the case of editorials. Writing about a favourite subject such as the performing arts in the A Day in the Fairytale is also such a joy to write. It is because I just have to write what I felt and saw during that time and need not justify what I think about it such why I enjoy the comical aspect of the dance in the opening curtain of the show. This is fun to write because I only have to focus on the positive aspect of the experience most of the time. If there are negative aspects to it, they are very few if any and are often negligible and overwhelmed by the positive aspects of the experience. For example, the Nutcracker centers around family affair and that theme alone overshadows that not so impressive aspects of the performance. And writing about it is almost without pressure as I just have to relate with the performance. This however is not the case in writing a technical story such as â€Å"What a Flood of

The Importance of the Apollo 11 Lunar Landing and How It Affected Research Paper

The Importance of the Apollo 11 Lunar Landing and How It Affected America's Relationship with Russia - Research Paper Example The effects of the above mission on America’s relationship with Russia are reviewed in this paper; the explanation of the value of the specific mission for USA and for the global community has been considered as necessary in order to understand the differentiation of the relationship between USA and Russia under the influence of the Apollo 11 Lunar Landing. The paper aims to prove that the Apollo 11 Lunar Landing has been a unique event, highly affecting the relationship between USA and Russia which are considered as major competitors in the Aerospace industry. The Apollo missions are considered as the most important projects in the American Aerospace industry. Of particular importance is the first of these missions, the Apollo 11 Lunar landing that tool place in the 20th of July 1969. During that day ’Neil Armstrong and Buzz Aldrin, the two members of the crew, had the chance to walk for about half of a mile on foot’.1 It was the first time in human history that such trip has been achieved. Normally, the above achievement should have caused the interest of scientists and the public worldwide. Still, the value of the Apollo 11 Lunar Landing has been doubted.2 One of the key reasons has been the project’s cost. ... still, due to its cost the mission did not have the support expected, if considering its value for science, not just for USA but for the international community. The importance of the Apollo 11 Lunar landing can be understood if referring to the mission’s various aspects. The Apollo 11 mission has been a project in which critical programs of Aerospace have been tested. Reference can be made, for example, to ‘the Centaur Program, a program instrumental in the success of the above mission’.4 In ‘the 40th anniversary of Apollo mission’, engineers working in NASA’s projects had the chance to highlight the value of the Centaur program, which was developed during the Apollo 11 mission.5 During the above anniversary, the value of the Apollo 11 for the improvement of the technology involved in the Aerospace industry was highlighted; reference has been made, for example, to the robotic technology6 but also to the Space Shuttle engine,7 which had a criti cal role in the success of the Apollo 11 mission. Moreover, by completing the Apollo 11 mission successfully, USA could set more targets in regards to the Aerospace industry. The exploration of other planets and the development of other projects related to the space have been made feasible in the context of the Apollo 11 Lunar landing. This fact is reflected in the following event: in the 20th anniversary of the Apollo 11 Lunar landing, the US president, George Bush announced the intention of the US Government to support the expansion of projects related to the Aerospace industry.8 The expansion would include a series of initiatives, such as ‘a mission to Mars and a permanent return to the Moon’.9 The above announcements were made in order to enhance the popularity of NASA’s projects. Indeed, in the period

New Humanism in Architecture Research Proposal Example | Topics and Well Written Essays - 1250 words

New Humanism in Architecture - Research Proposal Example   Working with Nature to create architectural statements is possible as shown by the students at the University of Maryland. The students won the second place at the Solar Decathlon in 2007 with their â€Å"Leaf House,† a home with a roofline resembling a leaf and an indoor waterfall that provides a liquid desiccant. (DCraig, 2007) In New Paltz, Net-zero home (Schoenfeld, 2011) BOLDER Architecture designed the first zero-net energy development using â€Å"photovoltaic-solar panels and geothermal heating and cooling, combined with insulated concrete form walls, triple pane glass, and heat recovery ventilators† (Toder, 2006). Unlike the Leaf House which was designed specifically for a contest, these homes in New Paltz are already occupied. Contrary to the insights of the Manifesto: Towards A New Humanism In Architecture, BOLDER Architecture has â€Å"dared to act† (Toder, 2006) and as a consequence has created homes of the future. At present, there exist visually -pleasing structures which are also eco-friendly. These buildings and homes are recognized by both public and private award-giving organizations for their beauty and their energy-saving features. This only proves that architects can remain true to their calling of creating aesthetically appealing buildings and make these beneficial to the society and environment. Toward a Human Architecture: A Sociologist’s View of the Profession Through time, buildings have been a part of society because architects consult with men to come up with structures that often make—must make—a statement. At times, the resulting structures turn out to be contrary to what was envisioned by the client. As architect Bob Borson has written, he had been fired from a project â€Å"for not listening†. (Borson, 2010) This kind of dilemma is exactly why sociologist Herbert Gans (1993) suggests that architects should start building with their client’s needs in mind. Indeed, society appreciates a building with a unique architectural design. Not only does it make the place visually appealing but it also helps establish the architect in the field. Will Alsop knows that well, struggling to create himself a name which is now synonymous to magnificent structures in Peckham Library (Greer, 2007) the United Kingdom. In his works, Alsop lets his imagination run even if the outcome is not something that the public may want. (Worsley, 2002) This makes for buildings that have a high aesthetic value but may not be functional and comfortable for the people using these structures. Another architect whose works aim to be visually appealing is Odile Decq. Her take on the Shanghai Information Center is indeed a striking mixture of straight lines and triangles. Looking at the structure though makes one wonder if each space inside serves a purpose and can be utilized. Shanghai Info. Center (Decq, 2011) It has been said that an architect, like a painter or a sculptor, creates beau ty.

Self-reflection on Communication Essay Example | Topics and Well Written Essays - 750 words

Self-reflection on Communication - Essay Example Although interactions with diverse groups of people through communication have widened my knowledge in socialization diversity, it forms one of my situations in which I am least comfortable while talking. The multicultural individuals are mostly my classmates from all various cultures of the world. The fact that we are of different cultures implies that our communication patterns differ a great deal. Additionally, communicating with strangers is another experience that I am least comfortable with because the is no relationship whatsoever between the intended correspondent and me. Personally, I find it adorable and more comfortable in situations where I am interacting with my friends because there is the aspect of sharing of common behaviors and issues. Moreover, interacting with members of the family guarantee the freedom of expression, and this characterizes an interpersonal communication that makes it interesting. Friends are at liberty with each other and even if one were to be criticized for mentioning anything irrelevant; it would not be in a manner that may lower his/her self-esteem. I possess a number of strengths and weakness when it comes to social interaction. Remarkably, my major strength is the ability to listen for long enough and participate effectively when required. I actively participate thus encouraging longer hours of any constructive chat. Secondly, I tend to keep a keener eye on aspects such as facial expression, the tonal variation of the speaker and use of gestures. The ability to focus on details regarding the subject of communication helps me avoid mistakes resulting from the inability to listen well. A third forte is that am able to adopt the use of gestures and tonal variations to place emphasis on issues that I deem more important than others have.  Ã‚  

Are we taking it too far by blaming fast food restaurants for obesity Research Paper

Are we taking it too far by blaming fast food restaurants for obesity When is it individual responsibility and when is it appropriate to place blame - Research Paper Example Obesity is a major risk factor for several diseases which include cardiovascular problems, Diabetes, Gall stone and is a major health concern today. Working for BBC, Ray Dunne came up with some alarming statistics. The numbers around 300m people worldwide are obese, one in three American adults is obese and one in four Britons is obese. Obesity is estimated to cost the US $75bn annually. Obesity can reduce life expectancy by up to nine years and poor diet and a lack of exercise killed 400,000 Americans in 2000. These are some jaw dropping an alarming factors but the big question that needs to be asked in who is responsible for all this and who is to be put at blame? Last couple of decades showed a rapid growth of corporate world and so did the world of ‘food chain’ business came up. Now there are thousands of food chains all over the world and MacDonald’s being a leading industry in that. In 2003, Jazlyn Bradley aged 19 and Ashley Pelman aged 14, unable to resist the temptation of MacDonald’s and weighing 270 pounds and 170 pounds respectively sued MacDonald for making them obese. They argued that they didn’t know about the food ingredients and their father said that he always thought MacDonald’s was good for his children’s health. The court didn’t seem to agree and said that, "Its not the place of the law to protect them against their own excesses." This totally explains my personal opinion about it as well since it is the responsibility of an individual to decide what is good for health and how much they can consume it. After this case, US House of Representatives also passed a legislation which made it illegal to sue any food chain just because it makes people obese. Diane Fields (5) seems to propose the same idea. Just like you can’t blame tobacco industry for mouth cancer and casinos for problem of gambling, similarly you can’t blame fast restaurants

Self-reflection on Communication Essay Example | Topics and Well Written Essays - 750 words

Self-reflection on Communication - Essay Example Although interactions with diverse groups of people through communication have widened my knowledge in socialization diversity, it forms one of my situations in which I am least comfortable while talking. The multicultural individuals are mostly my classmates from all various cultures of the world. The fact that we are of different cultures implies that our communication patterns differ a great deal. Additionally, communicating with strangers is another experience that I am least comfortable with because the is no relationship whatsoever between the intended correspondent and me. Personally, I find it adorable and more comfortable in situations where I am interacting with my friends because there is the aspect of sharing of common behaviors and issues. Moreover, interacting with members of the family guarantee the freedom of expression, and this characterizes an interpersonal communication that makes it interesting. Friends are at liberty with each other and even if one were to be criticized for mentioning anything irrelevant; it would not be in a manner that may lower his/her self-esteem. I possess a number of strengths and weakness when it comes to social interaction. Remarkably, my major strength is the ability to listen for long enough and participate effectively when required. I actively participate thus encouraging longer hours of any constructive chat. Secondly, I tend to keep a keener eye on aspects such as facial expression, the tonal variation of the speaker and use of gestures. The ability to focus on details regarding the subject of communication helps me avoid mistakes resulting from the inability to listen well. A third forte is that am able to adopt the use of gestures and tonal variations to place emphasis on issues that I deem more important than others have.  Ã‚  

Reactivity of Metals with Water and Acid Essay Example for Free

Reactivity of Metals with Water and Acid Essay Introduction This report discusses an experiment to study the relationship of the physical and chemical properties of elements in groups and periods to the atomic structure of the elements. The objective of the experiment is to observe what happens when seven metals (magnesium, calcium, iron, lead, copper, aluminum, and zinc) are placed in water and/or hydrochloric acid. The hypothesis is that not all metals will react with the water and/or hydrochloric acid. This report presents the experiment’s procedures, results, analysis and questions. Purpose To observe relationships between the reactivity of elements and their location on the periodic table. Materials Part A: Reactivity of Metals in Water 1. 2. chemical safety goggles 3. 250 mL beaker 4. test tube (18 mm x 150 mm) 5. test-tube rack 6. scoopula 7. spark lighter 8. Bunsen burner clamped to a retort stand 9. test-tube clamp 10. pH paper 11. paper towel 12. small samples of 1. calcium, Ca(s) 2. magnesium, Mg(s) 3. copper, Cu(s) 1. wooden splint Part B: Reactivity of Metals in Hydrochloric Acid 1. 2. chemical safety goggles 3. 20 mL graduated cylinder 4. 4 test tubes (18 mm x 150 mm) 5. test-tube rack 6. scoopula 7. small samples of 1. magnesium, Mg(s) 2. iron, Fe(s) 3. zinc, Zn(s) 4. aluminum, AI(s) 1. dilute hydrochloric acid (0.5 mol/L) 2. spark lighter 3. Bunsen burner clamped to a retort stand 4. paper towel 5. wooden splint 6. masking tape or test-tube stopper Procedure Part A: Reactivity of Metals in Water The materials were selected and brought to the station. Safety protocol was followed and safety glasses were worn throughout the experiment. The appropriate data tables were drawn in which to record the data observations. The beaker was filled with approximately 250 mL of tap water. The water was tested with pH paper and the results were recorded. On a folded piece of paper towel, the professor placed a small piece of calcium (Ca). Observations of physical properties were recorded. A test tube filled with tap water was placed, mouth down, into the beaker (figure 1) and the calcium was placed in the beaker(amendment: the original procedure asked to select a metal that produced a gas to collect the gas after first attempting the procedure. To avoid wasting time, the gas [if there was] was collected on the first and only attempt). The reaction was observed and recorded. After the reaction was complete, the water was tested with pH paper. This procedure was repeated using samples of magnesium and copper. All results were recorded. The test tube was extracted from the beaker and without flipping it, was placed mouth down in the test tube rack. Using a spark lighter, the Bunsen burner was lit and a wooden splint was lit from the flame. The burner was turned off. Using a test tube clamp, the test tube was lifted and with it’s opening at the bottom; the burning splint was inserted into the mouth. Observations were recorded. The splint was extinguished with water from the tap and all waste was disposed of. Part B: Reactivity of Metals in Hydrochloric Acid The materials were selected and brought to the station. Safety protocol was followed and safety glasses were worn throughout the experiment. The appropriate data tables were drawn in which to record the data observations. A graduated cylinder was filled with approximately 20.0 mL of dilute hydrochloric acid. 5.0 mL were poured into four clean test tubes, which were then placed on the test tube rack. On a folded piece of paper towel, the professor placed small quantities of magnesium, iron, zinc, and aluminum. The physical properties of each of the metals were recorded. One at a time, each of the metals was carefully dropped into a different test tube of hydrochloric acid. Reactions were observed for a 20 minute period (amendment: because of the lack of time, reactions were only observed for five minutes) and observations were recorded. Masking tape was used to lightly cover the test tube in order to collect gas from the elements that bubbled in the acid. After the reactions were complete, a wooden splint was lit using a Bunsen burner and the masking tape was removed. The glowing splint was held just inside the mouth of the test tube. Observations were recorded and the waste was disposed of. Observations Part A: Reactivity of Metals in Water Element Calcium Magnesium Copper Physical properties Solid, silver, metallic, soft Long, thin, solid, smooth, malleable, silver, shiny Thin, solid, malleable, bronze in colour, shiny Reaction Upon putting the calcium in water, it bubbled and released gas. The water in the test tube was displaced when it was held above the calcium while it was reacting pH before reaction: 7 pH after reaction: 8/9 There was no reaction when the magnesium was placed in the water, therefore no gas. There was no reaction when the copper was placed in the water, therefore no gas. Part B: Reactivity of Metals in Hydrochloric Acid Element Zinc Iron Aluminum Magnesium Physical properties Solid, shiny, silver in colour Rusty, small individual solid flakes, dull Powder, grey/silver Long, thin, solid, smooth, malleable, silver, shiny Reaction Slow reaction, but it eventually started to bubble. Very slow reaction. Few bubbles were produced. Though there was no observed reaction from the aluminum and the hydrochloric acid, further research shows that it does react. It releases heat and the water evaporates. Upon putting the magnesium in the hydrochloric acid, it quickly started to bubble and fizz. Throughout the observation, it also releasedlots of heat. Analysis The objective of the experiment was to observe what happens when seven metals are placed in water and/or hydrochloric acid. Calcium, magnesium, and copper were all placed in water and of the three, only the calcium reacted. Zinc, iron, aluminum, and magnesium were placed in the hydrochloric acid. There was a reaction in every test tube, but the magnesium showed the greatest reaction with iron being the least reactive to the acid. Even though the metals may be in the same period, how it reacts to the water or hydrochloric acid depends on the type of metal. Error(s) When the lit splint was held just above the mouth of the test tube with the magnesium, there was no reaction, unlike the high-pitched popping sounds emitted by other groups’ experiments. Perhaps this is because the masking tape was removed from the mouth of the test tube minutes before the wooden splint was lit, giving the collected gas enough time to diffuse. A reason for the zinc and aluminum not reacting with the hydrochloric acid could have involved dirty glassware or the lack of time allowed for observation. Conclusion The purpose of this lab was to explore the patterns in reactivity in the periodic table. Through careful observation and planning during this experiment, the hypothesiswas deemed successful. Not all metals react with water and hydrochloric acid. Questions 1. Rank the elements tested in Part A from least reactive to most reactive. 1. From the elements tested in Part A, calcium reacted the most with water (it produced hydrogen), while both copper and magnesium did not have a reaction. 1. Sort the elements that you tested into groups. State the apparent order of reactivity as one proceeds down a group. Does reactivity increase or decrease? 1. Group 2 (alkaline earth metal): magnesium, calcium Group 8: iron Group 11 (coinage metal?): copper Group 12: zinc Group 13: aluminum For the metals, the reactivity increases as one proceeds down the group. This is because it is easier for electrons to be given farther down the periodic table. 1. Sort the elements that you tested into periods. State the apparent order of reactivity as one proceeds across a period. Does reactivity increase or decrease? 1. Period 3: magnesium, aluminum Period 4: calcium, iron, copper, zinc For the metals, the reactivity decreased as one moves from left to right across periods, because it is easier for electrons to be taken away farther to the left of the periodic table. 1. Is the solution that is produced when a metal reacts with water acidic or basic? 1. The solution that is produced when a metal reacts with water is basic, because the pH increased. 1. Based on your gas test observation in Step 16, what gas is produced? 1. Based on the gas test observation in Step 16, hydrogen gas is produced. This can be determined by the ‘squeaky pop’ sound that is heard when the lit wooden splint is placed at the mouth of the test tube. 1. Rank the elements tested in Part B from least reactive to most reactive. 1. In part B, copper would be the least reactive, because there was little-to-no reaction with it and the hydrochloric acid. Iron is the second least reactive, as its reaction was slow but there were a few observed bubbles. Zinc would be the second most reactive and magnesium the most reactive, with a quick reaction and the plenty of heat that was released. 1. Does the reactivity increase or decrease as one moves across a period of elements? 1. As one moves across the periodic table from left to right, for the metals, the reactivity decreases, this is because the farther to the left, the easier it is for electrons to be given or taken away. But for the non-metals, the reactivity increases(excluding the nobles gases), because the farther right, the higher the electronegativity, resulting in a greater exchange of electron. 1. Based on your gas test results, what is the gas produced in these reactions (Steps 16 and 25)? 1. Based on the gas test results and the similar ‘squeaky pop’ sound the elements emitted, the gas produced from the magnesium and hydrochloric acid reaction and also the calcium and water reaction is hydrogen gas. 1. Does the reactivity increase or decrease as one moves down a group of elements? 1. As one moves down a group of elements on the periodic table, for the metals, the reactivity increases, this is because the farther down, the easier it is for electrons to be given or taken away. But for the non-metals the reactivity decreases as one goes down because the farther up, the higher the electronegativity, resulting in a greater exchange of electron. 1. Evaluate this investigation. Did the design enable you to collect enough evidence to answer the questions? How could it have been improved? Would your suggested improvements raise any safety concerns? 1. The design was decent, but it did provide all the evidence needed to answer all the questions; a few of the questions required further research. I think the investigation could have been improved by writing clearer instructions and being more descriptive to avoid confusion. Also, students should be able to experiment with different metals to help them expand their understanding of the reactivity of metals in water and hydrochloric acid (this may raise a few safety concerns). 1. Predict what might happen if you were to drop a piece of potassium (or lithium) into a beaker of water. 1. Because potassium is an alkaline metal (lithium as well), it is extremely reactive. I predict that dropping it in water would cause it to react quickly and intensely, and produce hydrogen gas. 1. Connect the trends observed in Parts A and B to atomic radius, ionization energy, and electron affinity. Write a paragraph to explain the trends. 1. The elements moving from left to right across a period, the atomic radius decreases, as does the ionization energy(the nucleus of the atom gains protons).The atomic radius increases moving down a group, but the ionization energy decreases moving down a group (gains protons and new energy shells of electrons).And opposite to the ionization energy, electron affinities increase from left to right across a period. Electron affinities change little moving down a group, becoming slightly more positive.

What Is Decision Support System?

What Is Decision Support System? DSS can be defined as use of computer application that can help managers, staff members, or people who interact within the organization to make decisions and identify problems by using available data and communication technology. Origin Of DSS In 1960 J. C. R. Licklider wrote a paper on his observation of how the interaction between man and computer can improve the quality and competency in recognising and problem solving. His paper proved to be like a guide to many future researches on DSS. In 1962 with use of hypertext online system helped in storage and retrieval of documents and creation of digital libraries. SAGE (Semi Automatic Ground Environment) built by Forrester is probably the first data driven computerised DSS. In 1964 Scott Morton built up an interactive model driven management decision system which could help managers make important management decisions. In 1970 John D.C. Little noted that the requirement for designing models and system to make a management decision was completeness to data, simplicity, ease of control and robustness, which till date are relevant in improving and evaluating modern DSSs. By 1975 he built up a DSS called Brandaid which could support promotion, advertising, pricing and product r elated decisions. In 1974 the focus was on giving managers with information which was from accounting and transaction processing system with use if MIS(Management Information Systems) but MIS was found to not helping out managers with making key decisions. Hence in 1979 Scott Morton and Gorry argued that MIS just primarily focused on structured decisions and hence the system which also supports unstructured and semi-structured decision should be termed as Decision support systems. In s nutshell developments:- 1960Æ’Â   Building model-driven DSS 1970 Æ’Â   Theory developments Mid 80s Æ’Â  Implementation of financial planning systems, spreadsheet DSS and Group DSS. Early 90s Æ’Â   Evolving of Data warehouses, Executive Information Systems, OLAP and Business Intelligence. Mid 90s Æ’Â  Knowledge-driven DSS and the implementation of Web-based DSS Types Of DSS: Model Driven DSS `Quantitative models provide the most basic level of functionality. Model driven DSSs use small data and parameters provided by the DSSs users usually managers to help them in analysing a problem and generate statistical, financial report and simulation model to help the decision makers. Model driven DSSs question can help organisational processes to answer the WHAT IF question and thus help them forecast the effects of changes in business process. Ferguson and Jones production scheduling application was also a model-driven DSS but Scott-Mortons in 1971, production planning management decision system was the first widely discussed model-driven DSS. Data Driven DSS Data driven DSS are systems which makes use of companys mostly internal data and sometimes external and real time data to help organisations make decisions. Usually the data comes in form of databases or data warehouse which allows queries and data retrieval tools and analysis to make decisions. Richard Klaas and Charles Weiss at American Airlines developed one of the first data-driven DSS. An example of data driven DSS can be use of digital maps or the GIS( Geographic Information System). Communication Driven DSS Communication Driven DSS helps in decision making to internal group of people by sharing of information and enabling communication between them. Most basic example can be the threaded email between a group and complex example can be video conferencing. In communication driven DSS communication technologies is most important component of its working architecture. In recent years internet provided vast possibilities to communication driven DSS. Groupware bulletin video and audio conferencing are few of the technologies used for communication Driven DSS. Document Driven DSS Document driven DSS uses the organisations documents such as policies, procedures, processes, specifications, historical, stored documents and processing technologies to give documental analysis and enhance decision making. This type is system is usually targeted at larger base of users. Internet greatly increases the availability of all required documents and hence helps in development of document driven DSS. Knowledge Driven DSS Knowledge Driven DSS are used usually by managers to help them with management advice or to choose products or services. These DSSs can be just a standalone computers with applications which are expert in particular domain along with its understanding so as to solve the problems of that particular domain. Artificial intelligence is vastly used by such application to help Knowledge driven DSSs. Now a days Knowledge Driven DSS coupled with intelligence systems are used at medical diagnostic centres, fraud detection and scheduling manufacturing operations. Web-based DSS Computerized DSSs capabilities were extended with emergence of internet and world-wide web. With passing time HTML developed and TAGS and tables further helped in enhancing Web-based DSS. With all these developments web-based DSS became main platform for all types of DSS to develop. Corporate have started using intranet for knowledge management and support information exchange between various departments. The server that is having the DSS application is connected to the computer by a network through the TCP/IP protocol. Recently application service providers introduced enterprise knowledge portals that combined information portals, knowledge management, business intelligence and communications-driven DSS in an integrated Web environment. Benefits of DSS Improves efficiency Helps in faster problem solving Helps in interpersonal communication Promotes learning Increases organizational control Provides new evidence in support of a decision Creates a competitive advantage over competition Encourages exploration and discovery on the part of the decision maker Reveals new approaches to thinking about the problem space Helps automate the managerial processes. Cost reduction and enhance profit. Disadvantages of DSS Over dependency for Decision making Assuming it to be correct. Unanticipated effects Deflect personal responsibilities Information overload. Conclusion DSS is still and evolving technology. The types of DSS mentioned are just few of the many DSS which are around and help organization in decision making. Many of the types of DSS are subsets of previously researched and created DSS with added functionality and/or requirements. A very brief span of historical data has been used to portray DSS evolution and growth in early years. All the scientists, researchers and professors then set up a base for future DSS to develop and build upon to enhance and simplify decision making. By understanding how DSS evolved over the period of time and how its still being developed helps us in understanding how and where the future DSSs are heading and what to expect next in this fast emerging technology. Of the types discussed Web based is the most rapidly growing and improving DSS. Recent developments in internet, computers and communication devices are helping Web-based DSS application to divulge into various other fields. DSS and DSS application continues to take advantage of any and all emerging technologies in artificial intelligence, databases, data warehouses, human interaction with computers which can help improve it more and simplify decision making. Sources/References:: http://www.bestpricecomputers.co.uk/glossary/decision-support-systems.htm http://searchcio.techtarget.com/definition/decision-support-system http://en.wikipedia.org/wiki/Decision_support_system http://dssresources.com/history/dsshistory.html Vitamin E: Functions and Metabolism Vitamin E: Functions and Metabolism Vitamin E is one of 4 fat-soluble vitamins. The vitamin is formed by plants, and has eight unlike isoforms separated into two classes of four vitamins each. The compounds include of a 6-chromanol ring and an isoprenoid side chain.The group bond to the R1, R2 and R3 position on the 6-chromanol ring verify whether the vitamin is acknowledged as alpha, beta, gamma, or delta.(www.exrx.nt, 2011) A large body of the study now focuses on the alpha tocopherol form of vitamin E, which is the most biologically active (Tiidus, P. M., and M. E. Houston, 1995, Traber, M.G., 1999). Recently gamma tocopherol has been a subject of importance by countless researchers. Vitamins are a vital source of life. Vitamins are any organic that is essential for many living things to obtain a normal healthy living. (Dorling Kindersley, 1998) Dietary Function Vitamin E is an essential part of cellular membranes whose main role is to protect the cell alongside to oxidation, Within cells and organelles vitamin E is the first line of defence against lipid per oxidation. The vitamin also acts as a very important function in providing elasticity to red blood cells as they travel through the arterial system. Artificial vitamin E nominates dl-alpha-tocopherol, is less expensive from the naturally occurring form, d-alpha tocopherol. The expected/natural form of the vitamin is synthesised only by vegetation and is found mostly in plant oils. Vitamin E is also present in large numbers in the chloroplast and as a result the leaf of most plants.The fat-soluble property of vitamin E allows it to be stored within the fatty tissues of humans and animals. Therefore a diet that includes meat supplies additional vitamin E. However, the amount of vitamin E obtained in a high protein meat complete diet is less than the quantity supplied by a plant source. Metabolism Absorption and Bioavaliability Absorption of vitamin E is highly reliant on the same process that develop during fatty acid digestion and metabolism. A lack of any component of these transporters will reduce carrier structure and in turn vitamin E absorption. vitriol acids are a measured essential for vitamin E absorption and micelle formation. Once formed, the micelle is then able to cross the undiluted water layer and discharge its contents into the enterocyte. A contemplation of the flow pressure of vitamin E through the enterocyte has been elusive to researchers (Traber, M.G., 1999). The ingested Vitamin E is quickly vacant from the bloodstream, into tissues as blood concentrations of vitamin E in humans and animals have minute relation to the quantity within the body. Vitamin E is fat soluble; food intake could potentially persuade its bioavailability, it is claimed that the alpha-tocopherol has the highest bioavailability. The lower bioavailability of Vitamin E is form a typical vitamin E supplement, and the changeability which is experimented when consumed, this suggest that vitamin e is poorly absorbed through the body with low-fat meals. Vitamin E can be improved by food reinforcement makes Vitamin E more bio-available .Bioavailability of vitamin E, is influenced by the increase of risk in coronary heart disease. Vitamin E is an antioxidant that is vital for our bodies, to preserve optimum health and in people diets. Vitamin E is extensive and in all kinds of foods. Most vitamin E comes from vegetable oil and products made from them like margarine and salad dressings. It is important for youth,in order to maintain their health. It aids in protecting red blood cells, defends the body against oxidative damage and helps avoid damage of both vitamins A C. Having vitamin E as part of a well balanced diet can reduce the risk of heart disease and cancer, also slows down the effect of Alzheimers disease when consumed in high dosage Once in the blood 15 to 45% of the total vitamin E intake can be absorbed by the cells. Transport Upon reaching the bicollateral exterior of the enterocyte vitamin E is packed into chylomicrons and then elated throughout the body via the movement. Within five minutes of arrangement chylomicrons are broken down by lipoprotein lipase and the contents are isolated towards a range of paths. The vitamin E in the chylomicron equilibrates both with (HDLS) and (LDLS) ( Groff, J.L., Gropper S.S., and Hunt S.M 1995). HDLS all circulate lipoproteins which eventually receive vitamin E, as HDL fervently relocates the compound to the lipoproteins at a rate equivalent to 10% of the plasma vitamin E per hour (Traber, M.G., 1999). The vitamin E remaining in the chylomicron becomes a chylomicron remnant and travels back to the liver for re-uptake in a process that has garnered much research, but so far is poorly understood. Once in the liver the vitamin E is packaged into Very Low Density Lipoproteins (VLDL) and excreted back into the circulation. Being the most biologically active of the eight vi tamers, (Groff, J.L., Gropper S.S., and Hunt S.M 1995, Kanter, M.M. 1998, National Academy of Sciences. 2000, Traber, M.G., 1999, www.exrx.nt), alpha tocopherol is sequestered by the liver and constitutes over 80% of the total vitamin E packaged into the VLDL and secreted by the liver (Traber, M.G., 1999, www.exrx.nt). The predominant transfer of the alpha vitamer is performed by alpha tocopherol transfer protein (ATTP). As the VLDL are broken down by lipoprotein lipase, Low Density Lipoproteins (LDL) are formed and from these lipoproteins the vitamin E is transferred to HDL and eventually incorporated into either circulating lipoproteins or peripheral tissue. Any of the previously mentioned lipoproteins have the ability to transfer vitamin E to the tissue as needed (Groff, J.L., Gropper S.S., and Hunt S.M 1995, Traber, M.G., 1999, www.exrx.nt). A final mechanism for vitamin E is uptake by the peripheral tissue from the chylomicron via lipoprotein lipase activity. Unlike re-uptake o f vitamin E by the chylomicron remnant, uptake of the vitamer by peripheral tissue is better understood. After vitamin E has been transferred to the LDL from the chylomicron two receptors (LDL dependent receptor and LDL independent receptor) within the tissue play a key role in the uptake of vitamin E into the cell (Traber, M.G., 1999, www.exrx.nt). Storage Vitamin E is a lipid soluble vitamin and therefore over 90% of total body vitamin E is found in the adipose tissue (National Academy of Sciences, 2000, Traber, M.G., 1999, www.exrx.nt). Over 90% of these pools are found as a part of an adipocyte fat droplet whereas the remaining amount is found mainly in adipocyte cellular membrane. The storage ratios of vitamin E are also very difficult to alter. It takes over two years to alter the ratio of alpha to gamma isoforms. Previous studies have shown that the ratio is altered as the alpha vitamin replaces the gamma vitamin, which is reduced by 70% (Tiidus, P. M., and M. E. Houston, 1995, www.exrx.nt). Concentrations of vitamin E cover a wide range in body tissues. In the plasma the concentration of vitamin E is approximately 27 umol/l. Within skeletal muscle protein the vitamin E concentration varies considerably depending upon the type of muscle (National Academy of Sciences, 2000). Although a large majority of vitamin E is found in adipo se tissue (230 nmol/g wet weight) (National Academy of Sciences, 2000) there isnt an organ that function to store and discharge vitamin E. The actual means regarding vitamin E release from the tissue is unknown at this time. While it seems likely that vitamin E is released during lipolysis associated with exercise this may not be true. Research has shown that even during times of weight reduction vitamin E is not released from the adipose cells (Traber, M.G., 1999). Therefore, the factors that regulate bioavliability of vitamin E from adipose tissue are not known. Requirements As it is unknown how much vitamin E should be consumed by adults, it is aid that according to the (RDA) that men whould have a Vitamin E intake of 15 mgs and 10 mgs for females.(S.Frances,2006) Only natural alpha-tocopherol can typically provide supplements of Vitamin E, and only existing one stereo-isometric form. The need for vitamin E increases as people diet consist of more polyunsaturated fats and oils as the oils in Vitamin E needs a source of antioxidants to help absorption/and protection. Vitamin E is largely contained in raw oils. In 1968 the RDA for vitamin E was established at 300 IU (300 mg) for a 65 kg adult male ( National Academy of Sciences. 2001).The detailed RDA is listed in table 1 and table 2. This daily level is difficult to reach unless a diet high in polyunsaturated fatty acids was consumed ( Tiidus, P. M., and M. E. Houston1995)From 1 mg of vitamin E approximately .3 ( Traber, M.G., 1999) to .5 is in the alpha vitamin form and therefore readily absorbed. The o ther vitamers are not stored as efficiently and usually excreted ( Tiidus, P. M., and M. E. Houston1995, Traber, M.G., 1999). Therefore a new RDA was set based on the alpha-tocopherol form of the vitamin. In 1989 the RDA for Vitamin E was set at 10 mg alpha tocopherol for men and 8 mg of alpha-tocopherol for women (Traber, M.G., 1999, www.exrx.nt). In the year 2000 all RDA values were in the process of being replaced by Dietary Reference Intakes (DRI). The DRI has been established at 15 IU of alpha-tocopherol. The revised DRI levels are the same for both men and women ( Packer, L.1997, www.exrx.nt). Recommended Dietary Allowance (RDA) In 1968, the recommended dietary allowance for vitamin E was established at 300 IU (300 mg) for a 65 kg adult male ( National Academy of Sciences. 2001. The other vitamins are not stored as efficiently and usually excreted (Tiidus, P. M., and M. E. Houston1995, Traber, M.G., 1999). In accordance to information resourced from Traber, M.G. in 1999 , there was a new recommended dietary allowance which was set based on the alpha-tocopherol form of the vitamin. In 1989 the RDA for Vitamin E was set at 10 mg alpha tocopherol for men and 8 mg of alpha-tocopherol for women. Deficiency Anaemia, muscle necrosis, and foetal death have been observed in over fifteen different vitamin-E-deficient animal species.(www.exrx.nt) .Humans who have fat mal-absorption suffer from the same symptoms shown in rats, but to a lesser degree. These manifestations are exhibited early in childhood. Some of the symptoms include decreased sensory perception, muscle weakness, scoliosis, and muscle structural abnormalities. These symptoms can usually be reversed using vitamin E supplementation ( Tiidus, P. M., and M. E. Houston1995, www.exrx.nt)) Vitamin E deficient diets fed to adult humans have resulted in the formation of very few deficiency symptoms. (Bunnell R.H., E. De Ritter, S.H. Rubin 1975, www.exrx.nt) has shown that prisoners performing strenuous physical labour while fed a vitamin-E deficient diet for 13 months exhibited no deficiency symptoms. A diet full of vitamin E may lower the risk of cancer and the likely hood of death, in part through oxidation and inflammation. Lacking vitamin E concentrations in the blood; people die more often and than people with a high blood concentration (s.Frances, 2006).Through research and development of vitamin E has an effect on helping slowing down the loss of function that occurs in Alzheimers disease when taken in excessive dosages. Toxicity Vitamin E toxicity has not often been acknowledged in humans. Doses up to 1600 I.U. have been usually administered in study with no clear unpleasant side effects. Toxicity may be complex since there is a wide variant in daily blood vitamin E levels. Increasing vitamin E levels in muscle tissue is especially difficult to attain and therefore toxic levels are difficult to achieve. Meydani et al. ( Karlsson J.,1997, www.exrx.nt) given 800 I.U. of vitamin E to subjects for a period of 48 days and only saw a 37% increase in plasma alpha tocopherol levels (www.exrx.nt). The tocopherol binding protein is most commonly said to manage the quantity of vitamin E that can be physiologically stored. High levels of vitamin E are likely excreted by the body. Conclusion In conclusion vitamin E may help reduce oxidative stress and lipid per oxidation of cellular membranes. The current Dietary Recommended Intake for vitamin E meets the needs of most individuals can be achieved through a healthy diet, and eating plan. In April 2000 The National Academy of Sciences according to Packer, L. In 1997 established an intake maximum of 1100 I.U for synthetic and 1500 I.U. for natural vitamin E. These maximum levels are approximately one hundred times the Dietary Recommended Intake. Vitamin E supplementation by both active and non active individuals is widely employed. The choice to supplement or not supplement a diet with vitamin E is an option. REFERENCE LIST Bunnell R.H., E. De Ritter, S.H. Rubin. Effect of feeidng polyunsaturated fatty acids with a low vitamin E diet on blood levels of tocopherol in men peroforming hard physical labour. Am. J. Clin. Nutr. 28:706-711, 1975. Clarkson P. M. Antioxidants and physical performance. Crit. Rev. Food Sci. Nutr 35: 131-141, 1995. Class notes on vitamins and minerals. Dr. Mariam Farhad, 2011 Groff, J.L., Gropper S.S., and Hunt S.M. The Fat Soluble Vitamins. In: Advanced Nutrition and Human Metabolism. Minneapolis: West Publishing Company, 1995, p. 284-324. Hartman, A., A.M. Neiss, M. Grunert-Fuchs, B. Poch, and G. Speit. Vitamin E prevents exercise-induced DNA damage. Mutat. Res. 346: 195-202, 1995. http://consumerlab.com/RDAS viewed 15.05.2011 http://ods.od.nih.gov/factsheets/VitaminE.asp viewed 13.05.2011 http://www.exrx.nt/nutrition/antixidants/vitaminE.html viewed 15.05.2011 Karlsson J. Exercise, muscle metabolism and the antioxidant defense. World Rev. Nutr. Diet. 82:81-100, 1997. Packer L. Protective role of vitamin E in biological systems. Am. J. Clin. Nutr. 53:1050S-1055S, 1991. Rokitski, L., E. Logemann, A.N. Sagredos, M. Murphy, W. Wetzel-Roth, and J. Keul. Lipid peroxidation and antioxidative vitamins under extreme stress. Acta. Physiol. Scand. 151: 149-158, 1994 Traber, M.G., 1999. Vitamin E. In: Modern Nutrition in Health and Disease. Ninth Edition. Edited by Maurice Shils, James Olson, Moshe Shike, and A. Catharine Ross. Baltimore: Williams Wilkins, 1999 p. 347-362. Watt, T., T.T. Romet, I. McFalane, D. McGuey, C. Allen, and R. C. Goode. Vitamin E and oxygen consumption. Lancet. 2: 354-358, 1974. T., T.T. Romet, I. McFalane, D. McGuey, C. Allen, and R. C. Goode. Vitamin E and oxygen consumption. Lancet. 2: 354-358, 1974.

Marks of a leader Essay -- essays papers

Marks of a leader Leadership is the ability to guide, direct, or influence people. A good leader can do all of this while maintaining the approval of the people that he or she is leading. Some people want a leader to take control and others want a leader that is more flexible and will allow them to have a say in what the leader does. Due to this, leadership depends a lot on the people being lead. A good leader needs to know what kind of people they are leading because that should effect how they lead. People do not respond to the same things. For example, my little brother absolutely needs a strict authority figure in order to operate because he will try to take advantage of a more democratic leader. I on the other hand, respond better to the more friendly democratic type of leader because when some one is trying to strictly lead me I get into a rebellious attitude, which hinders my performance, and the ability of my leader to lead. A good leader should show strength and compassion. I cannot even imagine what would happen if an Army General showed even the slightest bit of fear during a battle. The leader needs to hold the group together and keep them strong. A leader needs to do what needs to be done for the welfare of his followers. This is where things get tricky because most of the time the people being lead don’t know what is really the best thing for them. This makes the job of a leader very difficult because they need to decide whether to do...

Performance Budgeting :: American Government, Budgeting Initiatives

This paper examines the benefit of performance based budgeting as a practical theory of efficiency for government programming. Confronted by fiscal limitation and demand for improved public services, government agencies are utilizing the budget as a means to elevate government accountability and efficiency, rather than simply as a means for distributing funds and controlling expenses. Performance based budgeting has been defined as a system wherein managers are provided with the flexibility to utilize agency resources as required, in return for their commitment to achieve certain performance results. (Brewer, 3) Performance budgeting is a system of planning, budgeting, and evaluation that emphasizes the relationship between money budgeted and results expected. (Government of Alberta, 1) Performance budgeting signifies an important divergence from habitual line item budgeting. A line item budget is mainly a tool for controlling expenditures it characteristically indicates the amount of spending permitted for particular purposes. As a fiscal year progresses, departmental spending must remain within the budgeted amounts unless formal budget amendments are approved. Under line item budgeting spending in one category cannot automatically be used to supplement another category. (Government of Alberta, 2) While traditional budgets can be useful in assisting managers with internal control, they are not typically as useful as a policy or decision making tool. Line-item budgets assure elected and administrative officials that money is being spent only for approved purposes, but they do not show what is being accomplished with the money. (Government of Alberta, 3) Additional drawbacks to line-item budgets involve the promotion of indolence, due to the minor modifications made to budget planning each year. Line-item budgeting can result in ineffective and costly actions because management is not allowed the flexibility to address changing situations. (Virginia Society of Certified Public Accountants, 7) Many government programs are often forced to use funding, or lose funding at the end of a program year; these restrictive processes have the potential to invite micromanagement and impede the fulfillment of program objectives. (Government of Alberta, 3) In comparison, performance budg eting has more of a policymaking orientation it links plans, measures, and budgets and it pushes administrators and policymakers to contemplate the big picture. (Brewer, 23) Performance budgeting provides useful information about the impact of budget decisions on people and gives departments increased budgetary flexibility. Additionally, performance budgeting allows for ongoing monitoring and strengthens legislative decision making and oversight.

Bhopal Gas Leak and BP Oil Spill

Bhopal and BP. They are two names that would ring a bell with anyone who is familiar with industrial disasters. Bhopal is a city in India where an industrial disaster in 1984 killed thousands people and maimed hundreds of thousands. BP (British Petroleum, BP Plc. ,), on the other hand is the name of a petroleum company (an energy industry super major) that appeared in international headlines recently for causing the worst marine oil spill in history.The number of casualties associated with BP oil spill is rather negligible but damage the spill caused on environment and economy of some American states were immense and it is ranked amongst major industrial disasters. In both these disasters it was the corporate houses that were in the wrong. Union Carbide (UCC), the company that ran the pesticide plant in Bhopal, neglected the safety measures required while handling toxic materials and in the BP oils spill it is the negligence of British Petroleum that led to the accident on the oil ri g â€Å"Deepwater Horizon† that ended up in the oil spill, which the company couldn’t stop for weeks.Though separated in time by decades and space by thousands of miles, both these disasters are connected in many respects. Curiously enough the final court verdict on the corporate culprits of Bhopal disaster came at a time when BP was busy capping the oil leak thousands of meters beneath the sea. In 1984 when the methyl isocyanate gas leak killed thousands in Bhopal the first thing Union Carbide management did was to put the blame on somebody else. In those years when Sikh militancy and terrorism were high in India UCC said the accident was the result of terrorist activity (nobody paid any attention to it).This year when the oil spill began in the Gulf of Mexico the first thing BP too tried to do was to put the blame on others –on Transocean Ltd (the company which owned the oil rig) and Halliburton, the company which manufactured the blow out presenter valve on t he oil well. The media mocked this and BP dropped the strategy. In the Bhopal the US based corporation then argued that it should not be held legally responsible because the Indian subsidiary was a separate legal person with very minimal ties with US. At the time of the accident the UCC-based in New York City – owned 50. 9% of the UCC India Ltd. , 22% owned by govt.of India and the rest by Indian citizens. The US court hearing the plea against UCC accepted the company’s contention and dismissed India’s pleas for justice. Later on humanitarian ground the company agreed to pay $470 million as compensation to victims of gas tragedy. In that pre-globalization period, India as a developing country had practically no clout over the US multinational company and finally it had to satisfy itself with prosecuting the Indian man agent of UCC India Ltd. In the case of BP oil spill too it was an instance of a company registered in one country creating problems in another cou ntry.In the initial stage BP management tried to portray the liability issues as US action against British industry and ward of penal actions. In the case of BP oil spill, along with the news of gushing crude spreading all over the Gulf of Mexico, talks about pinning the corporate responsibility on BP also appeared in the headlines. There was intense pressure on president Osama’s administration to act tough on BP and it made BP to pay up $20 billion for the clean up operation. In the BP oil spill case the corporation had to bow before the government. It was a company from a weaker country against a global super power; US finally had its way.The chief executive of BP had to own up responsibility for the fiasco and step down. 1 Pearce, Frank, Tombs, Steve (1990), ‘Ideology, Hegemony, And Empiricism: Compliance Theories of Regulation’, The British Journal of Criminology 30:423-443 2 Murru ,Maurizio (2004), ‘Bhopal 20 Years On: Globalization And Corporate Respo nsibility’, Health Policy And Development 250 volume 2 number 3 December 3 Amnesty International, 2004, Clouds of injustice, Bhopal disaster 20 years on, London 4 Broughton, Edward (2005), ‘The Bhopal disaster and its aftermath: a review’, Environmental Health: A Global Access Science Source, 4:6

Judgement Day

â€Å"First of all, let me apologise for our pathetic performance against Crystal Palace. Enough has been said about that already, and now we must focus positively on this afternoon's match. It's a game we must win, and then keep or fingers crossed about the eventual outcome. I don't want to think about the unthinkable. † The colourful, shiny programme I held in my hands trembled as I read this. It was from the weekly interview with the Portsmouth F. C. manager, Graham Rix. It sounded a long way away from the cool and collected manager, who had denied all problems and remained optimistic until this day. For you see, this was no ordinary day, no ordinary Saturday match for the inhabitants of the bustling south coast city of Portsmouth. This was like something out of a cheesy American movie. It was the last day of the season and, as they had been forced to do four times in the last six years, Portsmouth had to win to stay in the division. It was their own fault really, as many a Pompey fan would admit. They had spurned their chance to escape this last day nerve-jangler only three days prior to this momentous day. The chance had arisen when they played Crystal Place, the team one place below them, the place feared by managers and fans alike, the final relegation place. It had been a cold, damp night at Fratton Park, and yet still, the Pompey faithful wore only the shimmering blue and gold shirt, onto which, the Portsmouth badge was stitched. They had turned out in there hoards, believing this would be the night when our troubles came to an end, and after which we could relax, safe in the knowledge that we would remain in Division One for at least one more year. It was evident as the match kicked off that all was not well, as Palace stroked the ball around the park with ease, confident in their own surviving ability. This confidence paid off, and, within the first ten minutes of the match they had scored. They kept going, and by half time they were leading the uncomfortable looking ‘royal blues' 3-0. The rot continued, and despite a bright spell of ten minutes, in which they clawed it back from the brink to 3-2, the final score was one of woe for Portsmouth. The match finished 4- 2, with Portsmouth playing abysmally, and giving themselves a severe up hill struggle, needing to win by two or more goals on the last day, against a strong Barnsley team, whilst also counting on Crystal Palace or Huddersfield to lose. The crestfallen fans trudged home, pouring into the gloomy streets, no doubt feeling as bad as the dire weather. There were mutterings of discontent all over the town, about the manager, about the team, and most worryingly, about the future. It was obvious to me, from his emotional spill in the programme, that Rix had also felt this bitterness as he left the stadium. It was this I hoped, as I moved along with the surging mass of blue, that would keep us up, that finally we had a manager who cared about the team, not just his bank account. I noticed that, alike the sea of friends I did not know, I had been overtaken by a strange numbness, a sort of hollowness, which rendered me unable to speak or sing along with the rest. As I handed my ticket to the collector upon entering the lower east KJC stand, he seemed to notice my nervousness, and gave me a wink or reassurance, and told me it would be ok. This went a great deal to settling my nerves, but it was not nearly as soothing as the great roar that greeted me, as I stepped out from the stairs to find my seat, sifting through the cheering fans. It was quite simply breath taking; in all my life I am unable to recall another time when I had received such a rush of adrenaline. After taking to my seat I soon joined in with the familiar chants that had graced the ground for decades before, and lost my already quivering voice in the process. Then, the place went silent, as our chairman, Milan Mandric came out of the tunnel, looking as anxious as we all felt. He made a speech, which reverberated over the ancient tannoy, shaking the stands. He reassured us that this team was his heart, and we, were his blood. We were, in his eyes, the best followers he could have hoped for, and he then thanked us for coming, and made his way up the stairs of the stand, and sat down among the fans, much to their delight. The team then crossed the threshold of the tunnel, and entered the hallowed turf of Fratton Park to a standing ovation. It was the biggest game of their lives, but they did not show it, warming up as usual, and signing autographs for the children. Then, as they stripped from their training kits to reveal the kit, that every young boy from the area dreams of putting on, the ground seemed to take on an eerie silence. This continued for a few more minutes right up to the start of the match, when only then it was broken by the referees whistle, signifying one of the most important games in the history of the club, and certainly the most important in my short lifetime. This was it! This was the match! All of 16,000 people, the capacity crowd at Fratton Park held their breath, said their prayers, and hoped that after the ninety minutes had ended they would be cheering again. As the whistle sounded the crowd exploded into noise, with the fans hollering out the traditional morale boosting songs, unique to Portsmouth. Barnsley didn't know what hit them. From the start they faced wave after wave of attack from the blend of youth and experience that was the Portsmouth team, most of which broke onto the defensive rock that was Darren Barnard, the Welsh international. Then, as time went on the constant pressure applied from Portsmouth began to show, the lackadaisical Matt Appleby pondered too long on what to do next and was caught in possession by the energetic local boy, Gary O'Neil. He powered his was down the wing, and swung in an accurate, curling cross. This was met by the huge frame of die-hard Portsmouth fan and player Lee Bradbury, who powered the Blues into the lead by steering the ball past the hapless keeper, Kevin Miller, into the net. Before the ball had even touched the floor the crowd were on their feet, sheer jubilation running through them, as they hugged strangers, and friends alike. They could sense something special was on the way. I leapt up from my seat, throwing my programme to the floor, and cheered all I could, losing my voice, which I had only just regained. Among the crescendo of clapping and cheering the game had already started again. There was a buzz among the crowd, as the players in blue seemed to swarm the ill-fated Barnsley defence, pouncing on every mistake. After a swift attack in which Barnsley committed many men forwards, Portsmouth broke, tearing up the field, sweeping the ball from left to right. Lee Sharpe came up with it, on the left flank, and violently lashed it centrally, towards the advancing run of Gary O'Neil. The wayward defence watched, as he cut through them expertly, until he had a clear chance at goal. I was amazed at his composure, as most experienced players would, by now, just have belted it goal bound and hoped for the best, but O'Neil calmly and collectedly dinked the ball over the advancing keeper, and landed it in the far corner of the goal, where it rolled over the line. The crowd again detonated a chorus of cheers and clapping. O'Neil ran over to the crowd in celebration, and was instantly mobbed by the devotees, who were restrained by the stewards, who themselves were in a jubilant mood. All around me I could see happy faces, it was not their dream come true, but their nightmare vanquished, and I revelled with them in delight. It was, in hindsight, a little presumptuous of us though, to have celebrated already, as there was still another half to go. The first half in fact drew to a close with the booking of Bruce Dyer, who was beginning to get frustrated by the constant badgering from the home supporters. At half time the multitude of persons arose, and filed off, to get their customarily dodgy half time snack, of pies, tea and chocolate. Whilst down there though, many people began cheering, for what seemed like no reason, but then it was made public over the tannoy that at that specific moment in time both Huddersfield and Palace were losing, and if all stayed as it was we would stay up. Still, I was worried, football is a cruel game, and Portsmouth had been known for conceding late goals, costly ones. As I stepped back out onto the terracing I glanced around at the surroundings. It was an ocean of blue, shone upon by the sun, on a hot May afternoon. It all seemed calm, all problems washed away, knowing that we were all in this together, and that, come rain or shine, we always would be. It was a touching moment I can assure you. The next half continued as the first half finished, which was brilliant from our point of view, as we had been playing out of our socks for the first 45 minutes. The players had obviously deliberately not been told about the results elsewhere, as they still set about their task with a great sense of urgency, giving their all. The more and more we attacked the more defiant Barnsley became, and soon the constant failure of all of Portsmouth's attacks began to frustrate some of the Portsmouth players. What happened next horrified the Pompey faithful, as an off the ball argument soon developed into a brawl, in which Shaun Derry crudely head-butted Barnsley's captain Neil Shipperly, breaking his nose. For this pointless act of violence Derry was rightfully dismissed, and even the bluenose Portsmouth fans did not complain. Whilst Shipperly was replaced by Rory Fallon, Portsmouth adjusted their formation to cope with being a man down. There were whispers behind me that this was the changing point, and that all our good work had been undone. It was a worrying time to be a fan, and the jitteriness of the crowd returned. But my worries were soon quashed, as Portsmouth seemed not to be affected by their numerical disadvantage, and played some lovely flowing football, all applauded riotously by the fans. It was a long period of sustained build up play that led to the third goal. The ball had been played backwards, and forwards, as Portsmouth, instead of launching high balls over the top, decided to probe their opponents, and retain possession. This worked a treat, as a great link up between O'Neil and Mills put through Bradbury, who, with endless space took the ball cheekily around the keeper, and slotted the ball home, into the unguarded net. Barnsley were broken, their spirit crushed, they had been out played in every dimension and they knew it. The crowd also knew it, and sung out in great approval, as the minutes passed by at a snail's pace. After what seemed like an eternity the referee began to look down at his watch. At this the Portsmouth fans prompted him by whistling to a deafening pitch, and after two more minutes of this the referee, who had performed well, blew for time. For a second there was silence, an aura of disbelief swept over the stands. I stood there taking it all in, pinching myself, aware that I had just been privileged enough to witness one of the greatest moments in the clubs' history. My train of thought was broken, by the rather poignantly apt ‘Great Escape' theme being blasted out of speakers all around the ground. The crowd got their voice back again, and scenes of celebrations soon followed. I was swept along, on a wave of euphoria with the crowd onto the pitch, where the players were lifted high above the heads of the crowd, on their shoulders. Flags were hoisted up around the ground, and the news cameras were all over the place, interviewing fans, interviewing players. I came upon one interview with the relieved Graham Rix. On one of the greatest days of my life, I stood there, listening to what he had to say, along with a great number of fans, who waited to congratulate him after. His words at first were serious, stating, that ‘this would never happen again. ‘ How many times I had heard that in the last six years. But there was something about this man, something different. He cared. We all knew it, and we all knew that he would do everything in his power to keep his promise. His next words struck a particular chord with me, and have stuck with me ever since. His face changing from one of happiness to one of ambition, as his delivered his final words, ‘just think how those fans would have reacted if we could really give them something to celebrate! ‘