Effects of alcohol in human body

Alcohol is the most abused drug in most countries. The consumption of alcohol is more intense than any other drug due to its availability, and the laws governing its consumption which does not prohibit its consumption unlike other drugs, for example, hard narcotic drugs such as Marijuana.Although the law of different countries restrict the drinking age, which is 18 years and 21 years in some states, there is increased consumption of alcohol among the young people below the recommended age.The effects of alcohol are numerous and vary with the amount of alcohol consumed as well as the personal characteristics such as body weight, nutrition status, age, period of consumption and gender among others. This paper aims at analyzing the various effects in a human body attributing from alcohol consumption.Alcohol leads to deposition of fatty plaques in the inner walls of the arteries hence they become narrowed, as a result blood supply becomes insufficient. The insufficiency of blood in the b rain leads to stroke while into the heart leads to heart attack.However, evidence in recent research has shown that alcohol may lower heart diseases’ risks. According to the research, the consumption of one to two standard drinks of alcohol per day in middle aged and above (35 years and over), offers some protection against heart disease. (Glen et al, 2005)BrainAlcohol causes damage to the brain cells which leads to memory loss; an individual becomes confused and suffers hallucinations. Alcohol is regarded as a downer due to its direct effects on the brain cells. The damage can be fatal or lead to insanity if alcohol is taken in large amounts or taken along with other hard drugs such as narcotics over a long period of time.Alcohol cuts the supply of oxygen to the brain, a situation which kills thousands of brain cells each time a person takes alcohol. This may lead to hyper alertness to normal situations such as perceiving sound to be louder than normal or light too bright th an in the real situation (that is augmentation).The drinker may develop alcohol influenced behavior (learned behavior syndrome) which   stops after the person quits drinking and it can only be re-learntThe central nervous system (CNS)The brain, spinal cord and nerves originating from it form the Central nervous system. The transmission of sensory impulses and motor impulses pass from the CNS. Alcohol affects the CNS leading to intoxication hence affecting emotional and sensory function, memory, judgment as well as decreased learning capabilities.The smell and tenses are impaired and the ability to withstand pain increases with increase in Blood Alcohol Level (BAL). The long term effects of consumption of alcohol on the CNS causes tolerance, dependency and brain irreversible damages. The functioning of the nervous system deteriorates in every drinking episode that leads to intellectual dysfunction; disturbances in the sensory and motor control follow. (Haven and Gerald, 1996 pp. 19 8-256)BloodAlcohol causes blood sludging, a situation whereby the red blood cells bunch together causing the small blood vessels to block up, starve the tissues of oxygen causing the death of cells. In the brain this death of cells is more severe and often goes unnoticed. Due to increased pressure, the capillaries break, leading to red eyes in the morning, or the red, blotchy skin which appears on the face of a heavy drinker.Hemorrhage or death may occur when Blood vessels break in the stomach and esophagus. Alcohol effects on the blood can also cause: anemia, sedation of the bone marrow (this reduces the white and red blood count, and weaken the bone structure lowering the body’s resistance to infection. (Raymond et al. 1996 pp. 43-213)

Industrial revolution

The Industrial Revolution was a time of drastic change and transformation from use of hand tools and handmade items to machine-made and mass produced goods. This change generally helped life, but also hindered it as well. Pollution, such as carbon dioxide levels in the atmosphere, rose. Working conditions declined, and the number of women and children working increased. The government, the arts, literature, music, architecture, and man's way of looking at life all changed during the period.Two revolutions took place, both resulting in productive, but also dire onsequences. The Industrial Revolution's impact on Europe like the mechanization of the textile industries, the development of iron-making techniques and the increased use of refined coal. Trade expansion was enabled by the introduction of canals, improved roads and railways. The Industrial Revolution provided both the mechanical engine of progress and the emotional engine of progress. These two things, the capacity to expand a nd the will to expand, fed directly into imperialism.Marxist Theory also made a huge because it developed socialism and communism, by placing more emphasis on value, rather than generating profit. Before the first Industrial Revolution, England's economy was based on its cottage industry. Workers bought raw materials from merchants and took it back to their cottages, and produce the goods at their home. It was usually owned and managed by one or more people, who were generally close to the workers. There was a good worker/boss relationship, which was demolished and destroyed by capitalism (Wyatt 7).This industry was efficient but the workers' productivity was low and it made costs higher. The longer it took one person to manufacture a product, the higher the price. Subsequently, goods ere more expensive and exclusive only to the wealthy people. In 1733, the demand for cotton cloth was high, but production was low. This crisis had to be solved or England's economy would be hindered. The answer came from a British weaver, John Kay, who invented and fashioned the flying shuttle, which cut weaving time in half. John Kay was a pioneer and his invention paved the way for numerous inventors (Wyatt 13).Although at first many workers didn't accept machines, in fact, many inventions were destroyed. But what was inevitable, couldn't be stopped. the 1750's, the Industrial Revolution had begun. At first, inventions were strictly limited to cotton weaving. Inventions such as the spinning Jenny and the water- powered frame, both of which provided spinning yarn faster, the spinning mule, the power loom and the cotton gin all helped the manufacture of cotton goods by speeding up the process (Wyatt 35). Mass production had begun, along with capitalism.Capitalists, people who have their own materials, money and space, bought many machines and stored them in a factory. They hired people to run the machines and produce manufacturing goods. The factory system had replaced the cotta ge industry. Mass production made usually expensive items, such as shoes, but now they make less expensive and affordable to more people. The quality of life had improved. In the 1800's, inventions werent Just limited to the cotton industry. Steam engines were invented, providing a faster mode of transportation, instead of the use from rivers and sources of water, to thrive (Wyatt 58).The First Industrial Revolution merged into the Second Industrial Revolution around 1850, when technological and economic progress gained momentum with the development of steam powered ships and railways, and, later in the nineteenth century, with the nternal combustion engine and electrical power generation. The torrent of technological innovation and subsequent social transformation continued throughout the twentieth century, contributing to further disruption of human life circumstances (Beard 25).Today, different parts of the world remain at different stages in the Industrial Revolution with some o f the countries behind in terms of industrial development being in a position, through adopting the latest technologies, to leapfrog over even some more advanced countries that are now locked into the infrastructure of an earlier technology. The first Industrial Revolution had forever changed England, and later the world. England was now ready for another change, as life with machinery had already been assimilated into society.The second Industrial Revolution proved more drastic not only in inventions, but in social and government policies and reforms. Art and culture flourished and was transformed into many different and unique styles. The second Industrial Revolution utilized the power of electricity to help develop technology, to help social and home life. Michael Faraday, a British scientist, demonstrated how an electric current could be made. This concept and principle is still used today. Electricity improved life by supplying people with light and electricity to power machine s (Thomas).Communications improved as a result of electricity (Thomas). The telephone and telegraph were the first communicational devices that were for public use (Thomas). With the development of technology, radio waves were discovered (Thomas). Now messages could be sent over long distances in virtually no time. Advances in science were also made. The discovery of radioactivity by Marie Curie used radioactivity as a power source, but also led to the discovery of the nuclear bomb. During the 1800's over 70,000 chemical compounds were broken down (Beard 45).Some of these were Portland cement, vulcanized rubber, synthetic dyes, and petroleum products. Petroleum began to be widely used as an alternate energy source (Beard 46). Gasoline was also needed for transportation, which evolved from steam engines to the internal combustion engine (Beard 47). The internal combustion engine made transportation faster and decreased the need for public transportation because people could own a the ir own cars. During this time, another a new technology was born in the field of transportation.Orville and Wilbur Wright successfully completed the first airplane flight at Kitty Hawk. The air plane industry was born (Hudson 15). Prior to vaccinations, medicine before the 1750's and in the 1750's wasn't well developed. Once infection set in, nothing was possible to save the patient. Various diseases couldn't be stopped or controlled because of limited technology. In the 1850's however, vaccinations were discovered and administered. X rays were also discovered and provided doctors with a faster way of diagnosing medical problems.Louis Pasteur discovered and fabricated a way to eliminate all germs in milk. Called pasteurization, this technique is now widely used on all milk. The technique involves heating the milk to slow the fermentation process (Clare 23). and plants evolve from a lower species. He also developed the concept of Social Darwinism that the strongest survive. Many peop le contested his ideas and argued against them (Doty 25). Life was drastically changed during the Industrial Revolution. People were living in germ infested, crowded and very unhealthy conditions, much like their place of work (Hudson 45-46).Children and women labored in harsh conditions, working long hours with little pay (Hudson 34). The British Parliament stepped in to limit and control child labor (Hudson 34). This sparked a rebellion. People, especially wealthy capitalists, wanted the government to stay out of its issues. It was called the laissez-faire system (Hudson 56-57). Many people opposed the laissez-faire system, saying the capitalists would gain too much power and people would be mistreated. The laissez-faire system was disregarded after a few years, and it is still used today.Art changed with the different ideas of social Darwinism, the laissez-faire system and the Industrial Revolution. Romantic artists painted emotions that they had no control over, such as love, re ligion, and beauty. It showed more of how people felt at one moment in time. Realism tried to capture what was really happening, all of the sadness, and tried to make people work to change what was happening (Wyatt 65). Socialists were reformers who wanted to construct a better life for all people. Among them, Robert Owen, an owner of a textile mill, whose reforms reshaped the working class.He raised pay, improved working conditions, and didn't allow children younger than eleven to work. Directly elated to Owens' reforms, crime and disease rates dropped and life improved. Marx, another socialist, started the class struggle (Wyatt 68). The conflict between the different classes of people, made an impact on the changes that occur in history. The Industrial Revolution brought on more technology, wealth and power, but at what consequence? The people were living in filth, working unthinkable hours and being paid very little.The revolution shaped modern society to what it is today. As Rou sseau said, â€Å"Civilization spoils people â€Å"(Montagna),† but did people spoil civilization by implementing machines to do our work? The Industrial Revolution provided both the mechanical engine of progress and the emotional engine of progress. These two things, the capacity to expand and the will to expand, fed directly into imperialism. On a more direct, grounded level, the Industrial Revolution gave Europeans the ability to mass produce weapons and technologies.This gave rise to a need to export manufactured goods and under the Mercantile Economic System (which was in its final days) export regions were taken as colonies to be administrated by the producing power. The weapons that were mass produced made warfare much easier. The technologies and products that came out of the factories raised the standard of living of Europeans, which lead to an increased value in how they saw their civilization. Europeans believed that their culture was behind their consistent techn ological progress, and moved to annex regions to â€Å"improve† their culture.This mentality was encapsulated by the White Man's Burden (Newton). The Expansion of Empire itself was also symbolic of European dominance and cultural superiority as they reasoned that only powerful empires can expand over new territories. Even though the Industrial Revolution significantly helped the United States and Western Europe, there were few consequences with the Industrial produced so much fewer educated people than Europe or North America. The pioneers who had done so well with first-generation approaches, technology, and general attitudes saw little need for improvement until too late.Eric John Ernest Hobsbawm was a British Marxist historian of the rise of industrial capitalism, socialism, and nationalism. Hobsbawn claimed that since the British middle class made money so easily in the first years of the Industrial Revolution, they simply did not work as hard as their rivals in other cou ntries. Workers, which were average people, were disadvantaged because the Industrial Revolution brought massive greed from big businesses run by people like Andrew Carnegie, John D. Rockefeller, and J. P Morgan. These employers demanded longer working hours (usually 12-hour shifts) and lower pay (Clare 34-37) .There were harsh conditions and no regulations that protected the workers (Clare 42-44). No unions. This was what led to the rise of socialism/communism and the unions (Clare 45). During the Industrial Revolution, big business controlled the government more than the government controlled itself. Thus, there were no environmental pollution laws. Factories could spit out as much pollution as they wanted and freely dump into the world's oceans (Clare 55). Its effects are still today, and has devastated certain parts of the world.Due to the Industrial Revolution, many Western European nations, particularly England, France, Portugal, Germany, and Spain, had a massive need for reso urces. Thus, they occupied underdeveloped and weak civilizations in Africa and the Americas (Princeton). This was an easy way to get free resources and feed their growing industrial might. But it ad a devastating effect on the people living there, as they were often treated harshly and without care. The Industrial Revolution marked a major turning point in Earth's ecology and humans' relationship with their environment.The Industrial Revolution dramatically changed every aspect of human life and lifestyles. The impact on the world's psyche would not begin to register until the early 1960s, some 200 years after its beginnings. From human development, health and life longevity, to social improvements and the impact on natural resources, public health, energy usage and sanitation, the effects were profound (Princeton). The onset of the Industrial Revolution marked a major turning point in human history, almost every aspect of daily life was eventually influenced in some way.It started with the mechanization of the textile industries, the development of iron-making techniques, and the increased use of refined coal (Doty 2). Trade expansion was enabled by the introduction of canals, improved roads and railways. The introduction of steam power fuelled primarily by coal, wider utilization of water wheels and powered machinery (mainly in textile manufacturing) underpinned the dramatic increases in roduction capacity (Doty 3). The development of all-metal machine tools in the first two decades of the 19th century facilitated the manufacture of more production machines for manufacturing in other industries.The effects spread throughout Western Europe and North America during the 19th century, eventually affecting most of the world, a process that continues. The impact of this change on society was enormous (Doty 4). The Industrial Revolution witnessed the triumph of a middle class of industrialists, and businessmen over a landed class of nobility and gentry. Ordinary wo rking people found increased opportunities for employment in the new hours of labor dominated by a pace set by machines. However, harsh working conditions were prevalent long before the Industrial Revolution took place.Pre- industrial society was very static and often cruel†child labor, dirty living conditions, and long working hours were Just as prevalent as before the Industrial Revolution (Corrick 42). The factory system was largely responsible for the rise of the modern city, as large numbers of workers migrated into the cities to work in factories. The transition to industrialization was not without difficulty. For example, a group of English workers known as Luddites protested against industrialization and sometimes sabotaged factories.Child labor had existed before the Industrial Revolution, but with the increase in population and education it became more visible. Many children were forced to work in relatively bad conditions for much lower pay than their elders (Corric k 46). Living conditions during the Industrial Revolution varied from the splendor of the homes of the owners, to the squalor of the lives of he workers. Poor people lived in very small houses in cramped streets. These homes share toilet facilities, had open sewers and were damp (Corrick 67).The Industrial Revolution concentrated labor into mills, factories and mines, thus facilitating the organization of combinations, or trade unions to help advance the interests of working people. The power of a union could demand better terms by withdrawing all labor and causing a consequent cessation of production. They forced employers to decide between giving in to the union demands at a cost to themselves, or suffer the ost of the lost production. Skilled workers were hard to replace, and these were the first groups to successfully advance their conditions through this kind of bargaining (cornck 45).During the Industrial Revolution, the life expectancy of children increased dramatically. The percentage of the children born in London who died before the age of five decreased from 74. 5% in 1730-1749, to 31. 8% in 1810-1829 (Corrick 43). Also, there was a significant increase in worker wages during the period 1813-1913 (cornck 52-54). According to Robert Hughes in The Fatal Shore, the opulation of England and Wales, which had remained steady at 6 million from 1700 to 1740, rose dramatically after 1740.The population of England had more than doubled from 8. 3 million in 1801, to 16. 8 million in 1851 and, by 1901, had nearly doubled again to 30. 5 million (Corrick 55). As living conditions and health care improved during the 19th century, Britain's population doubled every fifty years (Corrick 56-57). Europe's population doubled during the 18th century, from roughly 100 million to almost 200 million, and doubled again during the 19th century, to around 400 million (Corrick 58).The growth of modern industry from the late 18th century onward led to massive urbanization and t he rise of new great cities, first in Europe elsewhere, as new opportunities attracted huge numbers of migrants from rural communities into urban areas. In 1800, only 3% of the world's population lived in cities (Corrick 59), a fgure that rose to nearly 50% at the beginning of the 21st century (Corrick 60). In 1717 Manchester was merely a market town of 10,000 people, but by 1911 it had a population of 2. 3 million (Corrick 61). The Industrial Revolution had a huge impact on the United States and Western Europe.We still use technological advances today and if it wasn't for such advancement we wouldn't have these technologies. Before the Industrial Revolution, each generation of people economic wealth was fairly stagnant. After industrialization, production grew quickly and it generally increased each year. The Industrial Revolution led to many new theories, especially in social, economic, and scientific areas. Many of these theories had positive effects, but quite a few had negative effects. The new scientific theories were mostly positive because many resulted in inventions that improved the uality of life for most people.Social changes had both positive and negative impacts. However, many of the negative impacts, such as poor working conditions and child labor were reformed through formation of labor unions and passage of child labor laws. Industrial revolution The Industrial Revolution was a time of drastic change and transformation from use of hand tools and handmade items to machine-made and mass produced goods. This change generally helped life, but also hindered it as well. Pollution, such as carbon dioxide levels in the atmosphere, rose. Working conditions declined, and the number of women and children working increased. The government, the arts, literature, music, architecture, and man's way of looking at life all changed during the period.Two revolutions took place, both resulting in productive, but also dire onsequences. The Industrial Revolution's impact on Europe like the mechanization of the textile industries, the development of iron-making techniques and the increased use of refined coal. Trade expansion was enabled by the introduction of canals, improved roads and railways. The Industrial Revolution provided both the mechanical engine of progress and the emotional engine of progress. These two things, the capacity to expand a nd the will to expand, fed directly into imperialism.Marxist Theory also made a huge because it developed socialism and communism, by placing more emphasis on value, rather than generating profit. Before the first Industrial Revolution, England's economy was based on its cottage industry. Workers bought raw materials from merchants and took it back to their cottages, and produce the goods at their home. It was usually owned and managed by one or more people, who were generally close to the workers. There was a good worker/boss relationship, which was demolished and destroyed by capitalism (Wyatt 7).This industry was efficient but the workers' productivity was low and it made costs higher. The longer it took one person to manufacture a product, the higher the price. Subsequently, goods ere more expensive and exclusive only to the wealthy people. In 1733, the demand for cotton cloth was high, but production was low. This crisis had to be solved or England's economy would be hindered. The answer came from a British weaver, John Kay, who invented and fashioned the flying shuttle, which cut weaving time in half. John Kay was a pioneer and his invention paved the way for numerous inventors (Wyatt 13).Although at first many workers didn't accept machines, in fact, many inventions were destroyed. But what was inevitable, couldn't be stopped. the 1750's, the Industrial Revolution had begun. At first, inventions were strictly limited to cotton weaving. Inventions such as the spinning Jenny and the water- powered frame, both of which provided spinning yarn faster, the spinning mule, the power loom and the cotton gin all helped the manufacture of cotton goods by speeding up the process (Wyatt 35). Mass production had begun, along with capitalism.Capitalists, people who have their own materials, money and space, bought many machines and stored them in a factory. They hired people to run the machines and produce manufacturing goods. The factory system had replaced the cotta ge industry. Mass production made usually expensive items, such as shoes, but now they make less expensive and affordable to more people. The quality of life had improved. In the 1800's, inventions werent Just limited to the cotton industry. Steam engines were invented, providing a faster mode of transportation, instead of the use from rivers and sources of water, to thrive (Wyatt 58).The First Industrial Revolution merged into the Second Industrial Revolution around 1850, when technological and economic progress gained momentum with the development of steam powered ships and railways, and, later in the nineteenth century, with the nternal combustion engine and electrical power generation. The torrent of technological innovation and subsequent social transformation continued throughout the twentieth century, contributing to further disruption of human life circumstances (Beard 25).Today, different parts of the world remain at different stages in the Industrial Revolution with some o f the countries behind in terms of industrial development being in a position, through adopting the latest technologies, to leapfrog over even some more advanced countries that are now locked into the infrastructure of an earlier technology. The first Industrial Revolution had forever changed England, and later the world. England was now ready for another change, as life with machinery had already been assimilated into society.The second Industrial Revolution proved more drastic not only in inventions, but in social and government policies and reforms. Art and culture flourished and was transformed into many different and unique styles. The second Industrial Revolution utilized the power of electricity to help develop technology, to help social and home life. Michael Faraday, a British scientist, demonstrated how an electric current could be made. This concept and principle is still used today. Electricity improved life by supplying people with light and electricity to power machine s (Thomas).Communications improved as a result of electricity (Thomas). The telephone and telegraph were the first communicational devices that were for public use (Thomas). With the development of technology, radio waves were discovered (Thomas). Now messages could be sent over long distances in virtually no time. Advances in science were also made. The discovery of radioactivity by Marie Curie used radioactivity as a power source, but also led to the discovery of the nuclear bomb. During the 1800's over 70,000 chemical compounds were broken down (Beard 45).Some of these were Portland cement, vulcanized rubber, synthetic dyes, and petroleum products. Petroleum began to be widely used as an alternate energy source (Beard 46). Gasoline was also needed for transportation, which evolved from steam engines to the internal combustion engine (Beard 47). The internal combustion engine made transportation faster and decreased the need for public transportation because people could own a the ir own cars. During this time, another a new technology was born in the field of transportation.Orville and Wilbur Wright successfully completed the first airplane flight at Kitty Hawk. The air plane industry was born (Hudson 15). Prior to vaccinations, medicine before the 1750's and in the 1750's wasn't well developed. Once infection set in, nothing was possible to save the patient. Various diseases couldn't be stopped or controlled because of limited technology. In the 1850's however, vaccinations were discovered and administered. X rays were also discovered and provided doctors with a faster way of diagnosing medical problems.Louis Pasteur discovered and fabricated a way to eliminate all germs in milk. Called pasteurization, this technique is now widely used on all milk. The technique involves heating the milk to slow the fermentation process (Clare 23). and plants evolve from a lower species. He also developed the concept of Social Darwinism that the strongest survive. Many peop le contested his ideas and argued against them (Doty 25). Life was drastically changed during the Industrial Revolution. People were living in germ infested, crowded and very unhealthy conditions, much like their place of work (Hudson 45-46).Children and women labored in harsh conditions, working long hours with little pay (Hudson 34). The British Parliament stepped in to limit and control child labor (Hudson 34). This sparked a rebellion. People, especially wealthy capitalists, wanted the government to stay out of its issues. It was called the laissez-faire system (Hudson 56-57). Many people opposed the laissez-faire system, saying the capitalists would gain too much power and people would be mistreated. The laissez-faire system was disregarded after a few years, and it is still used today.Art changed with the different ideas of social Darwinism, the laissez-faire system and the Industrial Revolution. Romantic artists painted emotions that they had no control over, such as love, re ligion, and beauty. It showed more of how people felt at one moment in time. Realism tried to capture what was really happening, all of the sadness, and tried to make people work to change what was happening (Wyatt 65). Socialists were reformers who wanted to construct a better life for all people. Among them, Robert Owen, an owner of a textile mill, whose reforms reshaped the working class.He raised pay, improved working conditions, and didn't allow children younger than eleven to work. Directly elated to Owens' reforms, crime and disease rates dropped and life improved. Marx, another socialist, started the class struggle (Wyatt 68). The conflict between the different classes of people, made an impact on the changes that occur in history. The Industrial Revolution brought on more technology, wealth and power, but at what consequence? The people were living in filth, working unthinkable hours and being paid very little.The revolution shaped modern society to what it is today. As Rou sseau said, â€Å"Civilization spoils people â€Å"(Montagna),† but did people spoil civilization by implementing machines to do our work? The Industrial Revolution provided both the mechanical engine of progress and the emotional engine of progress. These two things, the capacity to expand and the will to expand, fed directly into imperialism. On a more direct, grounded level, the Industrial Revolution gave Europeans the ability to mass produce weapons and technologies.This gave rise to a need to export manufactured goods and under the Mercantile Economic System (which was in its final days) export regions were taken as colonies to be administrated by the producing power. The weapons that were mass produced made warfare much easier. The technologies and products that came out of the factories raised the standard of living of Europeans, which lead to an increased value in how they saw their civilization. Europeans believed that their culture was behind their consistent techn ological progress, and moved to annex regions to â€Å"improve† their culture.This mentality was encapsulated by the White Man's Burden (Newton). The Expansion of Empire itself was also symbolic of European dominance and cultural superiority as they reasoned that only powerful empires can expand over new territories. Even though the Industrial Revolution significantly helped the United States and Western Europe, there were few consequences with the Industrial produced so much fewer educated people than Europe or North America. The pioneers who had done so well with first-generation approaches, technology, and general attitudes saw little need for improvement until too late.Eric John Ernest Hobsbawm was a British Marxist historian of the rise of industrial capitalism, socialism, and nationalism. Hobsbawn claimed that since the British middle class made money so easily in the first years of the Industrial Revolution, they simply did not work as hard as their rivals in other cou ntries. Workers, which were average people, were disadvantaged because the Industrial Revolution brought massive greed from big businesses run by people like Andrew Carnegie, John D. Rockefeller, and J. P Morgan. These employers demanded longer working hours (usually 12-hour shifts) and lower pay (Clare 34-37) .There were harsh conditions and no regulations that protected the workers (Clare 42-44). No unions. This was what led to the rise of socialism/communism and the unions (Clare 45). During the Industrial Revolution, big business controlled the government more than the government controlled itself. Thus, there were no environmental pollution laws. Factories could spit out as much pollution as they wanted and freely dump into the world's oceans (Clare 55). Its effects are still today, and has devastated certain parts of the world.Due to the Industrial Revolution, many Western European nations, particularly England, France, Portugal, Germany, and Spain, had a massive need for reso urces. Thus, they occupied underdeveloped and weak civilizations in Africa and the Americas (Princeton). This was an easy way to get free resources and feed their growing industrial might. But it ad a devastating effect on the people living there, as they were often treated harshly and without care. The Industrial Revolution marked a major turning point in Earth's ecology and humans' relationship with their environment.The Industrial Revolution dramatically changed every aspect of human life and lifestyles. The impact on the world's psyche would not begin to register until the early 1960s, some 200 years after its beginnings. From human development, health and life longevity, to social improvements and the impact on natural resources, public health, energy usage and sanitation, the effects were profound (Princeton). The onset of the Industrial Revolution marked a major turning point in human history, almost every aspect of daily life was eventually influenced in some way.It started with the mechanization of the textile industries, the development of iron-making techniques, and the increased use of refined coal (Doty 2). Trade expansion was enabled by the introduction of canals, improved roads and railways. The introduction of steam power fuelled primarily by coal, wider utilization of water wheels and powered machinery (mainly in textile manufacturing) underpinned the dramatic increases in roduction capacity (Doty 3). The development of all-metal machine tools in the first two decades of the 19th century facilitated the manufacture of more production machines for manufacturing in other industries.The effects spread throughout Western Europe and North America during the 19th century, eventually affecting most of the world, a process that continues. The impact of this change on society was enormous (Doty 4). The Industrial Revolution witnessed the triumph of a middle class of industrialists, and businessmen over a landed class of nobility and gentry. Ordinary wo rking people found increased opportunities for employment in the new hours of labor dominated by a pace set by machines. However, harsh working conditions were prevalent long before the Industrial Revolution took place.Pre- industrial society was very static and often cruel†child labor, dirty living conditions, and long working hours were Just as prevalent as before the Industrial Revolution (Corrick 42). The factory system was largely responsible for the rise of the modern city, as large numbers of workers migrated into the cities to work in factories. The transition to industrialization was not without difficulty. For example, a group of English workers known as Luddites protested against industrialization and sometimes sabotaged factories.Child labor had existed before the Industrial Revolution, but with the increase in population and education it became more visible. Many children were forced to work in relatively bad conditions for much lower pay than their elders (Corric k 46). Living conditions during the Industrial Revolution varied from the splendor of the homes of the owners, to the squalor of the lives of he workers. Poor people lived in very small houses in cramped streets. These homes share toilet facilities, had open sewers and were damp (Corrick 67).The Industrial Revolution concentrated labor into mills, factories and mines, thus facilitating the organization of combinations, or trade unions to help advance the interests of working people. The power of a union could demand better terms by withdrawing all labor and causing a consequent cessation of production. They forced employers to decide between giving in to the union demands at a cost to themselves, or suffer the ost of the lost production. Skilled workers were hard to replace, and these were the first groups to successfully advance their conditions through this kind of bargaining (cornck 45).During the Industrial Revolution, the life expectancy of children increased dramatically. The percentage of the children born in London who died before the age of five decreased from 74. 5% in 1730-1749, to 31. 8% in 1810-1829 (Corrick 43). Also, there was a significant increase in worker wages during the period 1813-1913 (cornck 52-54). According to Robert Hughes in The Fatal Shore, the opulation of England and Wales, which had remained steady at 6 million from 1700 to 1740, rose dramatically after 1740.The population of England had more than doubled from 8. 3 million in 1801, to 16. 8 million in 1851 and, by 1901, had nearly doubled again to 30. 5 million (Corrick 55). As living conditions and health care improved during the 19th century, Britain's population doubled every fifty years (Corrick 56-57). Europe's population doubled during the 18th century, from roughly 100 million to almost 200 million, and doubled again during the 19th century, to around 400 million (Corrick 58).The growth of modern industry from the late 18th century onward led to massive urbanization and t he rise of new great cities, first in Europe elsewhere, as new opportunities attracted huge numbers of migrants from rural communities into urban areas. In 1800, only 3% of the world's population lived in cities (Corrick 59), a fgure that rose to nearly 50% at the beginning of the 21st century (Corrick 60). In 1717 Manchester was merely a market town of 10,000 people, but by 1911 it had a population of 2. 3 million (Corrick 61). The Industrial Revolution had a huge impact on the United States and Western Europe.We still use technological advances today and if it wasn't for such advancement we wouldn't have these technologies. Before the Industrial Revolution, each generation of people economic wealth was fairly stagnant. After industrialization, production grew quickly and it generally increased each year. The Industrial Revolution led to many new theories, especially in social, economic, and scientific areas. Many of these theories had positive effects, but quite a few had negative effects. The new scientific theories were mostly positive because many resulted in inventions that improved the uality of life for most people.Social changes had both positive and negative impacts. However, many of the negative impacts, such as poor working conditions and child labor were reformed through formation of labor unions and passage of child labor laws. Industrial Revolution The Industrial Revolution led to new ways of organizing human labor, more enterprises, growth of energy and power, faster forms of transportation, higher productivity and more (Cole et al. 451). The first revolution began in the north of Britain in 1 760 and ended in 1850. The Industrial Revolution began in Britain, because its agriculture was more commercialese than nap. Veer else, because of its empire, trade networks and transportations of rivers and canals (Cole et al. 452). Because the first Industrial Revolution made such a huge impact, there was a second one as well.The Second Industrial Revolution was based off of innovation in steel, electricity, and chemicals in Germany (Cole et al. 48). It began in 1870 and ended in 1914. This revolution was a larger phased that occurred during World War l, and it had a lot of different advances as well. The first Industrial Revolution began with a technological leap which was cotton textiles (Cole et al. 453). There were many inventions t hat came along that helped the process of cotton. The spinning jenny that was invented by James Harvests, could produce up to six to twenty-four times more yarn than a hand spinner could (Cole et al. 53). There was also a spinning mule that could produce than more yarn than a spinner. The cotton gin invented by Eli Whitney could separate the cotton seeds from the fiber; therefore it could speed up the process and also reduced the price (Cole et al. 453). These machines were placed by water that could be used to power them, and eventually there were more mills being built where they could be used by steam (Cole et al. 453). There were a lot of cotton textiles on the world market that came from this.Interchangeable parts included the gun-making and the standardized patterns of a gun by Honoree Labeled (Identical). Not only did Eli Whitney produce the cotton gin, but he also produces 1 0,000 guns within two years (Identical). Coal and iron were used as heating sources, and also used fo r railroads. Railroads were created for people to travel long distances. The second Industrial Revolution had a lot of different advances that ranged from steel to communication and also medicine. Germany was the top of chemical advances that included the increase demand of dyes, fabrics and soap (Identical).The medicine during this time was bad. They needed better healthcare because there were more dangers in the workplace caused from people hurting themselves and also by small pox and cholera (Identical). If someone didn't take a shower or wash themselves good, they loud get miasma, which was a bad odor that causes diseases (Identical). The advances they made were building hospitals so people could go to, Pharmaceuticals such as aspirins and et cetera so it could help ease the pain for the people who were hurt (Identical).They could be hurt by the new explosives that were being made to any of the diseases that they could possibly get. Automobiles also became a huge technological a dvance, because they had internal combustion engines that would start off as a one cylinder and then could go to a 4 cylinder. Diesel engines came along and new markets such as rubber for tires and gasoline. The development of electricity brought the idea of telegraphs where you could send messages mainly by Morris code and/or power (Identical). Edition's bulb was also developed, but it was costly.The alternating current was the easy use of electricity at a good cost. The skill of communication advanced by undersea cables that transported messages far distances, the telephone that was invented by Alexander Gram-Bell where there was voice over wires, and also by radios which started with short distances. The biggest and important advances that came about during the second Industrial Revolution were economy and ions. Corporations in the economy were funded by the wealthy in which it replaced gills, and sold stock to investors. Identical). There was limited liability so that people cou ld own their own private boards. There were unions also being formed and workers could get replaced in the blink of an eye, which also brought along strikes. All of the classes were impacted, but the second Industrial Revolution had a huge effect on the working-class families, women and the middle class. Women had to rely on men for money, because they stayed home and took care of it and their children while the men worked.The working-class families had to have a way to support each other, and sometimes children even started working to earn some income for the family. The middle class were wealthy from the Industrial Revolution because they invested well and also prospered (Identical). The lower middle class, who were not working every day, they became a solid middle class by education (Identical). The first and Second Industrial Revolution was very significant to European Civilization in many different ways. It brought about many technological, social, and cultural advances to ever yone with the tremendous amount of production increase. Industrial Revolution Industrial Revolution The Industrial Revolution led to new ways of organizing human labor, more enterprises, growth of energy and power, faster forms of transportation, higher productivity and more (Cole et al. 451). The first revolution began in the north of Britain in 1 760 and ended in 1850. The Industrial Revolution began in Britain, because its agriculture was more commercialese than nap. Veer else, because of its empire, trade networks and transportations of rivers and canals (Cole et al. 452). Because the first Industrial Revolution made such a huge impact, there was a second one as well.The Second Industrial Revolution was based off of innovation in steel, electricity, and chemicals in Germany (Cole et al. 48). It began in 1870 and ended in 1914. This revolution was a larger phased that occurred during World War l, and it had a lot of different advances as well. The first Industrial Revolution began with a technological leap which was cotton textiles (Cole et al. 453). There were many inventions t hat came along that helped the process of cotton. The spinning jenny that was invented by James Harvests, could produce up to six to twenty-four times more yarn than a hand spinner could (Cole et al. 53). There was also a spinning mule that could produce than more yarn than a spinner. The cotton gin invented by Eli Whitney could separate the cotton seeds from the fiber; therefore it could speed up the process and also reduced the price (Cole et al. 453). These machines were placed by water that could be used to power them, and eventually there were more mills being built where they could be used by steam (Cole et al. 453). There were a lot of cotton textiles on the world market that came from this.Interchangeable parts included the gun-making and the standardized patterns of a gun by Honoree Labeled (Identical). Not only did Eli Whitney produce the cotton gin, but he also produces 1 0,000 guns within two years (Identical). Coal and iron were used as heating sources, and also used fo r railroads. Railroads were created for people to travel long distances. The second Industrial Revolution had a lot of different advances that ranged from steel to communication and also medicine. Germany was the top of chemical advances that included the increase demand of dyes, fabrics and soap (Identical).The medicine during this time was bad. They needed better healthcare because there were more dangers in the workplace caused from people hurting themselves and also by small pox and cholera (Identical). If someone didn't take a shower or wash themselves good, they loud get miasma, which was a bad odor that causes diseases (Identical). The advances they made were building hospitals so people could go to, Pharmaceuticals such as aspirins and et cetera so it could help ease the pain for the people who were hurt (Identical).They could be hurt by the new explosives that were being made to any of the diseases that they could possibly get. Automobiles also became a huge technological a dvance, because they had internal combustion engines that would start off as a one cylinder and then could go to a 4 cylinder. Diesel engines came along and new markets such as rubber for tires and gasoline. The development of electricity brought the idea of telegraphs where you could send messages mainly by Morris code and/or power (Identical). Edition's bulb was also developed, but it was costly.The alternating current was the easy use of electricity at a good cost. The skill of communication advanced by undersea cables that transported messages far distances, the telephone that was invented by Alexander Gram-Bell where there was voice over wires, and also by radios which started with short distances. The biggest and important advances that came about during the second Industrial Revolution were economy and ions. Corporations in the economy were funded by the wealthy in which it replaced gills, and sold stock to investors. Identical). There was limited liability so that people cou ld own their own private boards. There were unions also being formed and workers could get replaced in the blink of an eye, which also brought along strikes. All of the classes were impacted, but the second Industrial Revolution had a huge effect on the working-class families, women and the middle class. Women had to rely on men for money, because they stayed home and took care of it and their children while the men worked.The working-class families had to have a way to support each other, and sometimes children even started working to earn some income for the family. The middle class were wealthy from the Industrial Revolution because they invested well and also prospered (Identical). The lower middle class, who were not working every day, they became a solid middle class by education (Identical). The first and Second Industrial Revolution was very significant to European Civilization in many different ways. It brought about many technological, social, and cultural advances to ever yone with the tremendous amount of production increase. Industrial Revolution

Customer Satisfaction and Quality Care Essay

In this competitive health care environment, consumers want and expect better health care services and hospital systems are concerned about maintaining their overall image. There is also attention to ways in which patient satisfaction measurement can be integrated into an overall measure of clinical quality. To begin, review the Hospital Consumer Assessment of Health Plans Survey (H.C.A.H.P.S.) available at (http://tinyurl.com/4272s7l). Next, visit the Hospital Compare website (http://www.hospitalcompare.hhs.gov), and follow these steps: 1. Type in your zip code   2. Ensure that â€Å"general search† is selected for the search type 3. Click on the â€Å"Find Hospitals† button 4. Select one of the hospitals by checking the box next to the hospital name and click on â€Å"Compare† 5. Review the survey of patients’ hospital experiences For the selected hospital, identify one satisfaction measurement criteria that you recommend for improvement. In your opinion, how might this customer satisfaction factor relate to quality outcomes? Provide a concrete example that supports your opinion. Additionally, identify at least three barriers that exist in the health care setting that could have an impact on the customer satisfaction score you selected. Be sure to state at least one structural barrier and one process barrier and describe the barriers you identified. (Refer to pg. 156 of your textbook for definitions of structure and process barriers) Finally, review the quality improvement tools presented in Chapter 3 of your textbook. Select a tool that a health care organization might use to study a process barrier related to the customer-satisfaction factor you identified. Explain why you selected the tool and how it could be used. Your paper should be two to three pages (excluding title and reference pages) and should contain at least two scholarly sources from the Ashford University Library. It should be formatted according to APA guidelines as outlined in the Ashford Writing Center.

Why the Tomato Was Feared in Europe for More Than 200 Years Essay

Why the Tomato Was Feared in Europe for More Than 200 Years - Essay Example hem, however the wealthy Europeans used Pewter plates which were high in lead content , the tomato due to its high acidity would leach the lead from the plate resulting to the numerous lead poisoning deaths.In Europe it was classified as â€Å"deadly nightshade † that contained toxins called tropane alkanoids as put by Adrew f Smith. Pietro Andrae referred to it as the golden apple and a nightshade . As the tomato popularity increased ,there was a period in time in which the plantations were infested the green tomato worm, with a length of three to four inches and a horn sticking out of it back.a man named Dr.Fuller claimed the worm was a poisonous rattlesnake that was very reactant to the skin , claiming that contact with the worm would lead to eventual death, however an entomologist Benjamin Walsh cleared all possible misconceptions highlighting that the worm was just but a mere worm that fed on tomato leaves. . The article educates and seeks to emancipate the readers on the stages the fruit underwent before it peaked its popularity. The essay also enables the reader to familiarize themselves with the historical progressions of the tomato fruit , from where it was initially planted to all the rising negativities that faced its production. The fruits history comes from way back when it was deemed poisonous . The purpose of this article is to educate the reader and enable us to demystify ourselves. The target audience in this case is the prospective tomato consumer. It goes on to educate the consumer and future consumers that the fruit was faced by numerous misconceptions. The author educates the target which is the consumer on the fruit, clearing out all the disapproving theories and sublimed misconceptions. The persona of the writer is informative. She states and issues facts making various quotations like what the Italian herbalist Pietro Andrae, reffered to it as soddom apple. She goes on to give quotations even on the issue of worms where Dr. Fuller claimed

Charlemagne as a Christian king Essay Example | Topics and Well Written Essays - 500 words

Charlemagne as a Christian king - Essay Example th the papacy and various ecclesiastical and administrative reforms, he managed to stop the cultural and political collapse of the early, Middle periods and establish a basis for extensive central administration north of the Alps, (Barbero 34). Charlemagne was a prominent military conqueror, and he directed his talent into the church service, for in winning some of the Western Europe and some parts of east, he utilized military forces to coerce all his subjects to turn to Christianity. In addition, he supported various, subtle missionary attempts and motivated the expansion of Benedict monasteries mostly the duplication of theological manuscripts. Charlemagne’s religiosity made him visualize himself as having a spiritual responsibility to establish the kingdom of God on the earth, but he used brutal, intrigue and extreme hostility to the latter. He invested all his crucial campaigns with religious significance. Charlemagne abolished the pagan idols and Saxons’ grooves and offered them a choice of converting to Christianity or dying, (Sypeck 67). Charlemagne offered a better deal of alms to the needy in his country and beyond. Whenever he realized that Christians were languishing in poverty- such as Jerusalem, Africa and Egypt – he had benevolence on the people, and sent resources oversea to assist them. Through this support, he strove to establish friendships with alien kings to be able to provide relief to Christians under their rule. He adored the Saint. Peter’s Church at Rome and bombarded its treasury with extensive riches of Gold, precious stones as well as Silver. He also sent various valuable endowments to the popes and in the whole of his leadership, his most desirable wish was to restore the traditional Roman authority by his influence and under his authority. He also longed to preserve and defend St. Peter’s Church, beautifying and enhancing himself over all other Christian churches. The military conquest, subtlety and efforts to enforce

Comparing people income with college degrees and people without Research Paper

Comparing people income with college degrees and people without college degrees - Research Paper Example Carmel, Stanley, Nolan, and Young support this observation and identify a positive correlation between education level and income among individuals (67-77). While Sedat acknowledges a similar relationship between the variables, his study did not identify a significant relationship (62-72), a position that Lin, Gao, Zhuang, and Chen reiterate (n.p.). Wells however identifies a significant relationship between education level and income with economic independence (13-21) and the study seeks to ascertain validity of the proposed relationship. Academic qualification is one of the determinants in employment and dictates people’s positions. This suggests a relationship with income that also varies with type of job and an individual’s position in an organization. The study proposes to ascertain significance of proposed relationship between education level, whether a person has a degree or not, and level of income. The study will use data from Infoplease to obtain average income for a person with a degree across years and average income for a person without a degree across respective years. Test of hypothesis for difference between means will then be used to determine existence difference between the two secondary means and a significant difference would mean that education level affect income. Lin, Jing, et al. â€Å"Exploring correlation between education level, income level, and job satisfaction in Gippsland.† Agribusiness Gippsland. N.d. Web. August 21, 2013. . Sedat, Gumus. â€Å"Investigating the relationship between the quality of education and level of educational attainment in Turkish provinces.† International Journal of Education Reform 21.1 (2012): 62-72. Wells, Ryan. â€Å"Education’s effect on income inequality: A further look.† California Centre for Population Research. N.d. Web. August 21, 2013.

Fiscal policy and regulation Term Paper Example | Topics and Well Written Essays - 2250 words

Fiscal policy and regulation - Term Paper Example The scope of Fiscal policy is wide and involves several government functions all of which are aimed at ensuring spending is contained and restricted to those areas cum sectors where they have the greatest and positive effect on the economy. (Creel et al pp.8) The main entities for the fiscal policy are government revenues, government expenditures and debt management. Fiscal policy is usually as a result of a well thought process mainly involving the best economic minds that a country may have who are organized as Public Service Program or Capital Improvements Program. This paper will examine the various aspects of Fiscal Policy and its use by the government to achieve its various economic milestones. (Weil pp.1) Besides these, we will look at the main proponents of the Fiscal policy and the main reasons that fail the working of the policy. At the end of this essay, the reader should be able to understand fully the workings of the Fiscal policy and its various aspects. In the end, one maybe able to give an indication of why Fiscal policy may not work as intended. It is important though to note that though the impact of economic changes are felt by certain groups in the economy such as family units especially when the government offers tax cuts, the disposable income of this family increases. (Mont pp.75) The fiscal policy is not aimed at an examination of such mild changes or impacts but is focused on the effects of changes in the government budget as a whole. Fiscal policy is usually looked one sided but a study of it reveals two types of fiscal policies which are not necessarily founded on different bases but are as a result of budget movement. These budget movements on the other hand are determined by the finances available to the government for the purpose of meeting its budgetary requirements. (Creel et al pp.32). These are either budget deficits or budgetary surplus

BUSINESS ASSIGNMENT Essay Example | Topics and Well Written Essays - 1250 words - 1

BUSINESS ASSIGNMENT - Essay Example The mobile telephony combined with internet form the basis for the growth and development of social networks and revolution in media as well. Bala (2010) states that while mobile phone penetration also rises with per capita GDP, it happens earlier, and faster, than Internet adoption.  No longer purchasing a Mobile or Cell Phone is considered as a capital investment. It is forming part and parcel of the life of an individual, especially the youngsters throughout the world on account of its necessity in day-to-day life. Librero et al (2007) states that with falling prices and increasing functionality, however, it is virtually certain that not too far in the future all of the world's students will have a cell phone. The business environment The competition in this area is intense and there are several small retail stores dealing in similar products. These stores display the products of all the manufacturers generally and there are few exclusive showrooms of the manufacturers, especial ly in big cities. Due to fragmentation, customer retention and brand building is a key problem in the business. Customer satisfaction becomes crucial in respect of servicing for building up the business. E-commerce plays a vital role and this would be more effective in the case of the existing customers who could trust the retailers based on their earlier experience with regard to the judgment and advice of the retailers in their buying decisions. Display of varieties, strategic location of the retail units, proper interior decoration, effective advertisements, effective customer service and understanding of the segmentation are essential for market penetration and brand building. Alshurideh (2010, p. 297) states â€Å"Consumer behaviour in the mobile phone purchasing setting is controlled by the actions of marketing management which provides a variety of mobile communication offers that are signalled by behaviour setting stimuli and denote behaviour consequences clearly. †¦ T hese advantages cannot be achieved without †¦ mutual relationship†. Products and Service Though the cost could be same for different consumers for the same product, the ability to absorb the cost differs from the customer to customer. Secondly, the utility value of the new model could be more important to some consumers rather than its cost. In some cases, it could be considered as a fashion (Mobile phones studded with diamonds for instance.); they also change the instrument frequently in line with the latest trend in the market irrespective of its utility. Cell phones are now being used by all walks of people and Kharif (2008) states that widespread adoption by universities would be a welcome boost to sales for Qualcomm, such carriers as AT&T and Verizon Wireless, and hardware makers, such as Hewlett-Packard (HPQ) and Apple. Gartner outlines 10 mobile technologies to watch in 2010 and 2011 which include Blue Tooth, Mobile Widgets, GPS and Broadband, which opens up new av enues for growth. Permutations and combinations of services offered by the handset manufacturers to cater to the different types of users would improve the product spectrum with immense scope for

PROJECT DESCRIPTION Essay Example | Topics and Well Written Essays - 250 words

PROJECT DESCRIPTION - Essay Example Particularly, I focused on the water conditions, depth, and flow. The experimental research took various routes; however, my first observational study was the water conditions. Apparently, the samples of the water revealed a substantial amount of Algae, which is a type of bacterial substance produced by duck week and sewage residues. Through further research into algae, I found that there is a way of filtering this algae bacterium into a mineral. According to research, this is said to be good for muscular a joint conditions. Having found out this possible, I wanted to talk this further. Therefore, I decided to design a thermal pool whereby I would use the algae as the healing mineral. In the course of enriching the discovery, I will have a three-floor building beside the thermal pool. The ground floor will serve as the changing rooms as well as toilet facilities. The first floor would be the lab area for important experiments and presentation of findings. Subsequently, it will constitute a gallery space where the bacterial findings and different filtration as well as a recycling processes display. Most importantly, this will include the bacterial filtration process for the Algae collected, the sand filtration process which is used to recycle the canal water to the thermal pool and third the recycling process of the used thermal water channelled back into the canal. In essence, the water is pumped from the canal into pipes using a pressure pump, which then pumps to the roof of the building. Conceivably, this is where all the filtration processes take place, opened into a valve, which lets the waterfall down into the pool

Arab News Essay Example | Topics and Well Written Essays - 1500 words

Arab News - Essay Example "Traditional rule in the emirates generally has been patriarchal, with political allegiance defined in terms of loyalty to the tribal leaders. Political leaders in the emirates are not elected, but citizens may express their concerns directly to their leaders via traditional mechanisms, such as the open majlis, or council" (Country Reports on Human Rights Practices, 2001).According to the Constitution, Federal Supreme Council consists of the seven emirate leaders, which means, all regions have approximately equal access to legislative process. The Council elects President and Vice President directly among its members, and President is entitled to select Cabinet and Prime Minister. In spite of the well-known fact that emirate leaders normally meet in informal settings, the Constitution obliges them to assemble annually and determine legislation, country budget and further social policy. The Cabinet controls and manages the Federation on a daily basis, and the Federal National Council, the major advisory body, constitute a link between the Council and the Cabinet, as FNC officials are expected to provide consulting services to emirate leaders and make queries to the Cabinet, even though FNC has no legislative rights. Every region maintains control over its oil and mineral resources, local economic issues, inter-emirate trade and some aspects of local and regional security. The central Government declares dominance in terms of international affairs, defense strategies, and progressively more in terms of law and the provision of certain government services to population (bbc.co.uk, 2006). Judicial branch in UAE is mostly independent, but the court system is subordinated and in some sense managed by the federal Government, in particular, international cases and all events and crimes, associated with terrorism. Policing in United Arab Emirates is comparatively independent, since each region has its own internal police force, but they all are accountable to hierarchically vertically higher structures. The federation supports the establishment of free commerce and has market economy, basically maintained by oil and natural gas trade as well as light industry, like textiles and garments manufacturing. Abu Dhabi, the largest emirate is economic and political center, as the majority of petrol production businesses are situated in this region. The Emirate of Dubai is likewise an oil producer, as well as a growing financial and commercial center in the Gulf. "The remaining five emirates have negligible petroleum or other resources and therefore depend in varying degrees on federal government subsidies, particularly for basic services such as health care, electricity, water, and education. The economy provides citizens with a high per capita income, but it is heavily dependent on foreign workers, who constitute at least 80 percent of the general population" (Country Reports on Human Rights Practices, 2001). Human rights in UAE are respected, but in fact not realized completely. For instance, there are some biases at governmental level, which support patriarchate and male domination, and correspondingly, there are almost no business or educational newspapers, intended for women. Furthermore, the Government rejects the citizens' right to change or elect authorities, and the press and television still omit or avoid direct criticism of authorities, as the most popular and available newspapers are government-oriented

Performance distance Essay Example for Free

Performance distance Essay In â€Å" Embedded Learning Strategy Instruction: Story-Structure Pedagogy in Heterogenous Secondary Literature Classes†, Michael Faggela-Luby, Jean Schumaker, and Donald Deshler examine the problem of uneven learning structures among literature students. Their previous research found that a majority of secondary education level students were reading below the reading comprehension level appropriate for their age level. This was attributed to the inability of teachers to find a structure of teaching reading comprehension and story structure in a method that would both allow LD students to comprehend narrative story structures while still challenging higher level learning students. They present a number of relevant studies done over the years that have presented different story structure learning models to different focus groups of students to examine the results. However, these results are largely inconclusive because some studies failed to produce graphs that explained their results and others did not separate LD students from other students, therefore failing to examine the experimental structures in terms of these two distinguishable groups. Their research attempted to find a reading comprehension structure that could be applied to all levels of students and be used as a universal tool towards learning comprehension and story structure for students of all learning aptitudes and levels. They conducted a research experiment using 79 students to examine the effectiveness of the embedded-story structure. Some students were limited readers, while some were strong readers. Students taught in their regular classrooms with regular materials and were randomly assigned to one of two groups. One group would use the embedded story structure (ESS) while the other would use the comprehensive skills instruction (CSI) method. A graph and statistical data was included to present the statistics of these two groups in terms of age, gender, and test scores. Another figure displayed the categories of self questioning, story structure analysis and summary writing that were utilized in ESS. The CSI group used the categories of vocabulary strategy, question-answer relationships, and semantic summary mapping. More tables listed the statistical information for which students received which test form. Results of all tests administered revealed data that proved learning improvement and comprehension advancement in students using the ESS method. These increases in comprehension were in the non-LD students on both lower and higher reading strengths. The conclusion seems to be that ESS benefits readers on any reading level, but does not necessarily provide marked improvement for LD students. The results of the research seem positive, and it seems that the ESS method could represent a solution to the problem of uneven learning comprehension in students at different reading levels. But one of the limitations pointed out by the researchers is that in the experiment, the teacher was also the researcher. I found this interesting because it helped to ensure study viability, but does not guarantee that improvement results would be the same with other teachers, which makes it questionable as to its practical application in the classroom. A possible solution to this, and a way to help ensure that ESS is being taught similarly at learning institutions everywhere, would be to implement an educational forum to instruct teachers how to properly utilize ESS in the classroom. This could also give teachers suggestions for implementing the method with LD students in an effort to give them the same benefit. Further research could be done into streamlining ESS to better benefit LD students and instructing teachers accordingly. The article, â€Å"Ensuring Content-Area Learning by Secondary Students with Learning Disabilities†, Donald D. Deshler, Jean B. Schumaker, B. Keith Lenz, Janice A. Bulgren, Michael F. Hock, Jim Knight and Barbara J, Ehren research the problem of preparing learning disabled students to handle heavier course loads and learning expectations at the secondary and high school level. They provide background statistics finding a large number of LD students that experience self-esteem issues at these school levels or drop out. A graph included shows the performance distance between LD students and the general population students they are often put in classes with and illustrates how the two groups acquire knowledge differently. The researchers examine dual elements of a study done at the University of Kansas Research Center on Learning. The purpose of the article was to examine the study done at KU-CRL and determine whether its dual-intervention approach was beneficial to LD students and could be implemented in classrooms at all levels. The researchers at KU-CRL found that there needed to be two levels of intervention to help LD students. The first, according to the authors, needed to be done by the teachers and involved implementing teaching strategies that were accessible to students on all learning backgrounds. The second focused more on the students themselves and teaching them learning and studying methods that helped them understand and comprehend material. There are five levels of intervention teachers can use to impact learning levels of students. They vary according to the methods of intervention used by the teacher and the direct impact on the student, ranging from implementing overall learning routines to providing the student with individual strategy structures designed for them. The authors cite studies in which these strategies of embedding learning have worked with limited results. They also point out that the method of delivery for the strategies is important to their effect. A model explains the inclusion strategy for use. Overall, the authors find all of the studies done on the KU-CRL research finds that general learning strategies can be beneficial to LD students to help them with learning comprehension, and that once these are implemented in the classroom that many LD students are able to utilize these strategies outside the classroom too. It recognizes that placing LD students in general classroom settings doesn’t mean that they will be able to learn successfully according to general strategies. I found this article interesting for its examination of the learning needs of the LD student at both the individual and institution-wide level. The authors stress that individual attention and tutoring are still vital when implementing these blanket learning strategies, and I think that’s important to remember. My recommendation if these intervention level learning strategies were to be implemented would be to simultaneously implement a tutoring program for LD students that find themselves requiring a different level of intervention or a different strategy than what is being implemented in the classroom. This would assist teachers attempting to implement the intervention model but still finding that some LD students aren’t receptive. This tutoring could also encourage LD students to keep learning new methods for knowledge comprehension. The authors also emphasized proper training and ongoing support for teachers implementing this learning strategy in the classroom and I think that’s important as well. Teachers learning a new approach for helping LD students in their classroom should have the benefit of accessing new research and findings into the most effective methods of teaching to bridge the gap between normally developed learners and LD students.

Woodspurge Analysis Essay Example for Free

Woodspurge Analysis Essay â€Å"The Woodspurge† is a sixteen-line poem divided into four-line stanzas that describe a grief-stricken narrator in an outdoor setting. In his depressed state, the narrator emotionally observes the details of the woodspurge, a species of weed that has a three-part blossom. The poem’s first stanza presents a countryside and begins to suggest the narrators’s state of mind. The narrator is not walking toward a specific destination; he moves in the direction the wind is blowing and once the wind ceases, he stops and sits in the grass. The fact that his walking and stopping are guided merely by the wind indicates aimlessness and passivity The narrator’s posture in the second stanza indicates that he feels exceedingly depressed. Sitting on the grass he is hunched over with his head between his knees. This shows that he is insecure. His depression is so severe that he cannot even groan aloud or speak a word of grief. His head is cast down, as is his soul – so much that his hair is touching the grass. He remains in this position for an unknown length of time but long enough that he â€Å"heard the day pass†. In the third stanza, â€Å"My eyes, wide open, had the run† let the readers know about the sudden changes in his attitude. He finally accepts what had happened and knows that he has to move on. From his seated position, he says there are â€Å"ten weeds† that his eyes can â€Å"fix upon†. This reflect that he sees his problem and becomes aware of it. He realises that the â€Å"weeds† (his problem) are in his way and the hardiness of the â€Å"weeds† tells that the problem that he faced are hard to be rid of. Out of that group, a flowering woodspurge captures his complete attention and he is dramatically impressed by the detail that it flowers as â€Å"three cups in one†. The narrator attributes his depressed state to â€Å"perfect grief† in the final stanza. He then comments that grief may not function to bring wisdom and may not even be remembered. He implies that he himself learned nothing from his grief that day and can no longer remember its cause. However, â€Å"One thing then learnt remains to me†: He had been visually overwhelmed by the shape of the woodspurge and consequently, its image and the fact that â€Å"The woodspurge has a cup of three† have been vividly burned into his memory forever. Themes and Meanings Although the cause of the narrator’s sorrow is never specified, the poem was written in the spring of 1856 when Rossetti was in an anguished state. He was experiencing intense strife with Elizabeth Siddal over the issue of her desire for marriage. Rossetti was also tormented at that time about relationships with other women and what he perceived as lost of artistic opportunities. However, nothing in the poem points to these specific issues. By leaving the cause of the narrator’s depression unspecified, Rossetti gives universal expression to the psychological phenomenon of acute mental awareness and heightened sensation simultaneously with mental and emotional distress. Although â€Å"The Woodspurge† has a plant’s name as its title, the poem does not have nature, or even the woodspurge itself, as its subject. Nature does play an indirect role in the poem, but it is not the focus here or in other works by Rossetti. Both in his painting and poetry, the function of nature is to act as a background for the presentation of human action and emotion. The depiction of details from nature is not meant to draw attention to nature itself but to mirror an inner experience. In conclusion, â€Å"The Woodspurge† is about the narrator’s grief and that an insignificant detail or image can remain vivid after emotional pain is forgotten. It concentrates on creating emotional effect, accuracy of detail and the use of nature as a framework for the expression of the mental and emotional state of the narrator.

Workers Motivation

Workers Motivation Since this day many theories have been developed trying to identify what lies behind the motivation of workers. What is it that pushes workers to improve their performance, increase their effort and ultimately feel part of an organisation? Motivation is a conscious decision to perform one or more activities with greater effort than other competing activities (Roberts and Corbett, 2009, Understanding Organisational Behaviour IB1230 p.240). It could be interpreted that motivation being a conscious decision cannot be forced, but only be triggered by managers using certain methods. However, even today many managers refuse to give up Taylorism and the use of the scientific management. As a result the idea of the rational economic man still exists and managers still treat the workers as cogs in a machine presumed that they are motivated only by pay. This essay will argue that today job has come to be a way to make a living, and pay is just the mean for a better living but not what motivate s people to work (Gostick and Elton). Pay itself does not motivate people to improve their performance or increase their effort. What people desire beyond their material well-being, that pay can offer, is self-fulfilment and a sense of belonging. To begin with, the effectiveness of the scientific management has been challenged many times but the first blow was the Hawthorne Studies conducted by Elton Mayo in the 1920s. Until then workers had mostly no saying on the decision-making or work process, and based on McGregors Theory X, were seen as genetically lazy, with no real ambitions. With his experiment Mayo wanted to show the relation of productivity and the poor working conditions and how this could be controlled by alternating some factors of the working environment. However, productivity was increasing whatever the working conditions, leading to the conclusion that workers wanted to perform better in return of the interest that the managers had shown to them. The results of this study challenged the established conception of the rational economic man and brought the era of the social man and McGregors Theory Y. Workers are still human beings when they enter the factory door with feelings and ambitions, in search of self-a ctualisation. So this leads to the conclusion that motivation is affected by social factors as well, and sometimes workers place more importance to these than pay itself. Self-actualisation needs were what Maslow considered to be the highest level in his Hierarchy of Needs. Maslow supported the view that people must firstly satisfy each before they can move on to the higher-order needs. It is believed that self-actualisation is what continuously motivate workers as it is never fulfilled but always pursued. However, what managers must understand is that once they offered to workers the taste of self-achievement and freedom it is difficult to then remove them.   Also self-actualisation is not only achieved through work and individuals progress in this pyramid. It is achieved at different times by individuals and using different methods by their managers (Fincham and Rhodes). FIGURE 1.1-Source: Lecture Notes Herzberg further developed this idea in his Two Factor Theory where he presented job satisfaction to be a result of the motivators and job dissatisfaction as a result of the hygiene factors. Therefore it was assumed that different factors let to either job satisfaction or dissatisfaction.   Ã‚   Motivators Hygiene Factors Achievement Company Policy Work itself Supervision Responsibility Work conditions Advancement Pay FIGURE 1.2-Source: Lecture Notes It can be argued that there are similarities with Maslows Hierarchy of Needs as motivators satisfy the top needs of the pyramid whereas hygiene factors fulfil the basic human needs. Pay here is assumed to be a factor that leads to job dissatisfaction when is not met and thus included in the hygiene factors. It is broadly believed that workers with a satisfied pay will not necessarily be encouraged to perform better but only manage not to be dissatisfied. On the other hand, if the work itself is challenging and there is a potential of recognition, this is more likely to keep workers motivated and devoted to the organisation. That is why Herzberg talks about job enrichment, a means to encourage motivation by building greater responsibility and variety into a job (Roberts and Corbett, 2009, Understanding Organisational Behaviour IB1230 p.248). After all, as he argued, the very nature of motivators, as opposed to hygiene factors, is that they have a much longer-term effect on employees a ttitudes (Herzberg, 2003, One More Time: How Do You Motivate Employees? p. 70). Therefore it can be assumed that pay is just a short-term solution to the motivation problem since when they reach a satisfies economic position then they will turn their attention to the social factors. However, Herzbergs Theory did not come about without criticisms that compromise its effectiveness in motivating the workers. It is argued that his research was not objective as it only included accountants and engineers, occupations that were considered to be profitable. In addition, as it is clearly illustrated by Heiders Attribution Theory people tend to attach successes to internal factors and externalise any failures. As a result the interviewees blamed the managers for feeling dissatisfied from their job and on the other hand, recognised themselves as the main factor leading to job satisfaction. Another strong criticism involves the fact that the workers may not have been honest of what really motivates them, offering therefore a reason why pay is included as a hygiene factor (Fincham and Rhodes). It was argued that this behaviour may exist because workers want to be socially accepted and thus portrait themselves to be motivated by a more noble factor than pay (Rynes, Gerhart an d Minette). Recent studies still draw the same conclusions as the one carried out by Herzberg more than 50 years ago. Workers are more likely to contribute to the work process if they feel comfortable in the work environment, close to their managers and have a sense of achievement. Once more, pay did not play a major role in motivating people since the pursue of self-actualisation remains the major concern of workers and their ultimate goal (Bassett-Jones and Lloyd). Moreover, pay has a major role in Adams Equity Theory where workers are presented to be motivated by pay   in relative terms rather than in absolute. Money can be measured and thus it allows comparisons to be made leading to the importance of equity and fairness as a factor of motivation. Therefore it is argued that workers are more likely to improve their performance if they consider their pay to be fair relative to the effort they had put and the effort of the others. This idea is supported by the experiment held out by Adams where the students who they receive higher pay relative to their efforts were motivated to work harder in order to restore equity in the exchange (Fincham and Rhodes, 2005, Principles of Organisational Behaviour p.203). However, there is the risk that conflict maybe arise because workers and managers have different perceptions of what the effort the workers must be and the pay that is considered to be fair for that effort.      Beyond the theories the managers can put in practice, they must firstly realise that the workers are individuals with different needs, values, experiences, that have an impact on what finally motivates them. As said before, people are on different levels on the Hierarchy of Needs pyramid and place different value on different hygiene factors and motivators (see figures 1.1 and 1.2). In order for this obstacle to be overcome the managers must concentrate on the individuals who work in the organisation. What drives the motivation of the each worker may change, because of different circumstances. Known the worker on a personal level gives the advantage to change the behaviour towards them. It is true that with the current crisis and the growing fear of the unemployment many workers do not have the feeling of security in their job. Thus this is their motivation for the specific time and what the managers must try to restore. However it could be argued that in this decision-making process the workers must have the chance to be heard and a compromise decision to be reached in order for any organisation to have a brighter future. On the other hand, inter-group conflict may be aroused because of managers expectations concerning certain groups. What managers expect of subordinates and the way they treat them largely determine their performance and career progress (Livingston J.S, 2003, Pygmalion in Management p.176). Therefore if a manager expects a group to perform baldy and not be able to reach a certain target, this demotivates the individuals of the group and their performance is declined as expected. However, this may not always be the case since the individuals desire to prove the manager wrong may drive them to improve their performance and thus raise the expectations which the manager previously had. It could be argued that the conflict is sometimes desirable as it changes the behaviour of the workers to the best which it is in line with the interactionist approach. In this example pay did not play the major part in motivating workers even though it could be claimed that the individuals improve their pe rformance in order to receive a better reward. However Herzbergs followers would argue that what really motivated the group was the job that became more challenging and gave the opportunity of self-achievement and recognition. Of course, the behaviour of the workers is affected by the organisations structure and culture. According to Maslow workers pursue their self-actualisation through work and therefore it could be argued that the organisational performance will depend ultimately on the extent to which individuals are provided with the opportunity to satisfy their own goals by contributing to the goals of the organisation (Mullins J., 2008, Essentials of Organisational Behaviour p.355). People are more likely to be motivated and feel part of an organisation when they share the same values, beliefs and attitudes. Therefore the organisation policy may focus on the pay as a measure to reward better performance and to the individual needs of the workers. It is true that some workers will be motivated through this but for the wrong reasons. The organisations structure encourages them to behave unethical in order to gain a raise in their pay or a promotion (Luecke, 2006). Indeed the ideas that people work for money and that more money rewards mean better performance are only just myths. As argued before, people look for something deeper in doing their work and managers who ignore that and continue to bribe their employees   in fact they pay the price in a lack of loyalty and commitment(Pfeffer J., 2003, Six dangerous myths about pay p.99). Of course the policy of the organisation and its structure depends on which country it operates as there are different perceptions of what motivates people. This is evident from a survey in 2000 where among eight countries   U.K valued good pay the highest. However, this is a result of the different methods used in these countries from which British companies may learn in order to rely less on pay to motivate their workers. In conclusion, pay does motivate people but this will not last in the long-run. Money is the means for a better life but is mostly seen as a condition to work rather than related to particular effort (Handy C., 1993, Understanding organisations p.52). Once the workers achieve their material well-being they will try to satisfy their desire for self-fulfilment. As a result pay does motivate to some extent and mostly at the beginning of someones career but then he/she will pursue recognition, achievement and finally self-actualisation. Therefore managers must strive to learn their workers on a personal level, consider their worries and needs in order to discover what ultimately motivates them to give their best effort. The Tandem Computer took this step, and moved away from offering money for better performance to being more concerned of keeping their workers satisfying through the work itself. Therefore it would not even tell you your salary before expecting you to accept the work (Pfe ffer J., 2003, Six dangerous myths about pay p.93). More organisations must take this difficult step in order to depend less on money and offer their workers greater opportunities for personal growth. Bibliography Roberts, Ashley and Corbett, Martin,2009. Understanding Organisational Behaviour IB1230 Warwick Business School: McGraw-Hill Custom Publishing Fincham, Robin and Rhodes, Peter,2005. Principles of Organisational Behaviour Fourth Edition. Oxford: Oxford University Press Mullins Laurie J.,2008. Essentials of Organisational Behaviour Second Edition. Harlow: England; New York: Financial Times/Prentice Hall Timpe Dale. A, 1986. Motivation of Personnel. Aldershot: Gower Publishing Company Limited Gostick Adrian And Elton Chester, 2009. The Carrot Principle. London: Simon Schuster UK Ltd Handy Charles, 1993. Understanding Organisations Fourth Edition.   London: England; Penguin Group Grey Chris, 2009. A Very Short, Fairly Interesting and Reasonably Cheap Book About Studying Organizations Second Edition London: SAGE Publications Ltd Herzberg Frederick, Mausner Bernard, Snyderman Barbara Bloch, 1993. The motivation to Work Second revised Edition. New Brunswick: New Jersey; Transaction Publishers Latham Gary P., 2007. Work Motivation: History, Theory, Research, and Practice. Thousand Oaks: California; Sage Publications, Inc. USB!!!!!!!!!!! LECTURES!!!!!!!!!!!!!!!!!!! Manville Brook and Ober Josiah, 2003. Beyond Empowerment: Building a Company of Citizens Harvard Business Review, 81(1), pp. 48-53 Fryer Bronwyn, 2003. Moving Mountains Harvard Business Review, 81(1), pp. 41-47 Herzberg Frederick, 2003. One More Time: How to you motivate Employees? Harvard Business Review, 81(1), pp.86-86 Luecke Richard, 2006. Harvard Business Essential: Performance Management. Boston: Massachusetts; Harvard Business School Press Kerr Steve, 2003. The Best-Laid Incentive Plans Harvard Business Review, 81(1), pp.27-37 Nicholson Nigel, 2003. How to motivate your problem employees Harvard Business Review, 81(1) pp.57-65 Livingston Sterling. J, 2003. Pygmalion in Management Harvard Business Review, 81(1) pp.97-106 Levinson Harry, 2003. Management by whose objectives? Harvard Business Review, 81(1) pp.107-116 McClelland David C., Burnham David H., 2003. Power is the great motivator Harvard Business Review, 81(1) pp.117-126 Goleman Daniel, 2000. Leadership that gets results Harvard Business Review, 78(2) pp.78-90 Manzoni Jean-Franà §ois, Barsoux Jean-Louis, 1998. The Set-Up-To-Fail Syndrome Harvard Business Review, 76(2) pp.101-113 Pfeffer Jefferey, 1998. Six Dangerous Myths About Pay Harvard Business Review 76(3) pp.109-119 Goffee Rob, Jones Gareth, 1996. What holds the modern Company together? Harvard Business Review, 74(6) pp.133-148

Work Experience Essay -- Papers

Work Experience As I woke up one Monday morning, the 7th of July 2003, it hit me. I had work experience for the next two weeks; it was brilliant, amazing. No school for two weeks. The excitement of the big wide world out there and homework. It couldn't be better, but it could be worse and It was the weather outside was appalling cloudy, cold and it was raining and I had to ride three miles to Quendon, to Red Star Tyre & Exhaust. It wasn't going to be as great as I thought getting there; the weather was like a cold winter's day, but it wasn't it was the start of summer. But I made it and pulled up outside a building, which looked as if it had been uninhabited for years. The place looked like it should have fallen down twenty years ago. The sign outside was missing words. The fuel pumps didn't work, and the man who runs the place didn't look much better, with curly ginger hair, he was a small guy for a fully grown man. He was about 5ft 6". I saw him standing behind the till his back towards me. All I saw was his hair and a dirty bedraggled jacket with what was meant to saw red star, but instead it said ' ed st r'. Then he turned round and looked at me to welcome me in, and said " I'm Terry Bacon". I didn't fell very welcome at all, and muttered " nice to meet you in a very trembled voice. He reminded me of a manic doctor you see on horror films with red eyes and a worrying smile. I heard somebody pull up outside and I looked out of the large floor to ceiling windows to see a white Peugeot 406, and stepped a young guy, well younger than Terry. He was about my height, medium build brown hair, and brown eyes, and looked as if... ... one day a customer turned up and he was about the same age as Brian, and he was in a fiesta. He wanted one of his tyres changed, so I did what he wanted done and then he left. Afterwards Brian told me he was the one at school who was really clever and went to university. After I now realise that even if you do all of university you still have to start at the bottom and work your way up. Experience is worth more than grades and its not what you know it who you know. I have learned from working at the Red Star that I want to stay on a school for as long as possible. But I don't want to go and work for somebody as I have seen at the Red Star the workers don't get treated properly. With poor quality equipment, and they still have to get the job done. I have also found out a lot about myself in the two weeks I had there.

Another New Horizon :: Personal Narrative Writing

Another New Horizon What did Mississippi have in common with New York, Hong Kong, Boston, Australia, Vancouver, Venezuela, Montreal, the Philippines, China, and Toronto? Nothing. Those were my exact thoughts as my parents tried to explain why we had to move once again. With a missionary as a father, our family constantly moved from country to country. When we had finally settled down in Canada, I had hoped that I would, for the first time, find some stability in my life. I listened to my parents and nodded while my heart broke for the thousandth time. Though I was only nine years old, I felt like I had already lived a lifetime of good-byes. As I stumbled up the stairs, I didn’t even remember where we were moving to; all I knew was that it was my world we were now moving from. I thought of all the friends I had already left behind, and I couldn’t even bear to think of the friends I would now have to leave. On the morning we left for Mississippi, my father picked me and my brother up from our beds and gently laid us down on the back seat of our small car. He never woke us up, knowing I would cry all the way to the airport. I thought about my best friend, Tim, as we waited to board the plane. I had promised him I would never forget him. But my greatest fear every time we moved was that I would forget. I was afraid of losing mymemories—the only things I could keep with me no matter where I went. I feared that if I just looked away for a second, I would lose my most precious possessions. I wanted never to lose the memory of Tim’s face whenever he laughed at my jokes or the feeling of invincibility when I finally made my Australian school’s soccer team or even the boring French songs we sang in our Canadian classes. I worried that once the bruises from my Kung-Fu classes had healed, perhaps all of Sensei’s teachings would just fade away. I feared most of all that I would forget who I was—that once the memories had passed, the very soul of my being would slip through my fingers. I thought that perhaps with every place I left, an irreplaceable part of me would also be left behind. The passengers began boarding the plane, and my brother and I fought only half-heartedly for the window seat.