Josephs Story Essay Example for Free

Josephs Story Essay Joseph’s story is a common one of an unsuspected massive heart attack. Even though Joseph had numerous existing factors that put him at risk of heart conditions he continued to live with no fear, or ambition to make changes. While playing ball with his son in the park, Joseph experienced his worst case scenario, a massive heart attack. There were several elements that went into this clinical turn for the worst. Joseph’s heart could now have irreversible damage due to the advanced stage of the condition. When Joseph’s heart stopped working in the park the cells that make up the heart started to use up the remaining ATP that was left in the cells. Because there was no heart function to push oxygenated blood through the vessels the carbon dioxide levels started to increase and PH levels dropped within the cell. The heart was no longer providing blood flow with the rich oxygen and glucose to the mitochondria, which is needed for the production of ATP. Without ATP it was only a matter of a few moments before the active transport pumps in the plasma membrane had stopped. This seize of activity had now allowed for sodium to begin leaking out of the cells and potassium to leak in. Joseph’s lungs could no longer expel harmful carbon dioxide from his body, or bring important oxygen in. Cells were dying. As Joseph lay in the park his son was crying and calling for help. Lucky for them both, some people were nearby who ran to ran to their aid. As one person called for help, another person started CPR on Joseph’s heart. CPR allowed for fresh oxygen to reach his cells and with every chest compression more carbon dioxide was expelled from his body. However, Joseph’s cells were still unable to produce ATP and the structure of the cells were being compromised to say the least. The lack of ATP also meant that special calcium ATPases had stopped moving calcium from the cytosol into endoplasmic reticulum of his cardiac muscle cells. As the intracellular calcium levels rose within the cells, they caused proteases to spill into their interiors of the cell, attacking the cytoskeleton. Lysosomal enzymes as well as mitochondrial organelles are usually contained by membranes or vesicles. A lot of a cell does it contained within that membrane. When a cell starts to die the first to start seize is the membrane, exchanging nothing intentional, but leaking nutrients in and out. The instructions Joseph’s body needs to repair itself and his disposition for vascular disease are both contained within the cell, inside DNA, located in the nucleolus. As the intracellular calcium levels rose, they caused proteases to spill into the interior of the cell, attacking the cytoskeleton. Lysosmal enzymes normally bound safely inside vesicles began to digest the plasma membrane and the membranes of the organelles. Oxygen is required by cells to produce ATP, oxygen, and nutrients, multiple cellular processes affecting hemostasis. Joseph was not treating his body with the care it needed. As a result the cells in his body reacted in a damaging way. Health and disease are ultimately determined at the cellular level.

Explore how chapter 56 in Pride and Prejudice fits into the overall scheme of the text Essay Example for Free

Explore how chapter 56 in Pride and Prejudice fits into the overall scheme of the text Essay What social comments do you think Jane Austen is making in this chapter? Pride and Prejudice was written by Jane Austen in 1813. The novel describes and exaggerates the life in which in Austen lived. The title Pride and Prejudice refers to the ways in which Elizabeth Bennet and Mr. Darcy first view each other. The story involves the lives of many different classes and how they interact with each other; it is also informing us of the way certain types of people were treated in those days. Near the end of the novel, Lady Catherine de Burgh comes to visit Elizabeth to try and persuade her not to marry Darcy. I will explore this chapter to find out what social comments Austen tries to make throughout the novel about the world she lived in. Chapter 56 is a summary of the whole novel. Lady Catherine has come to see Elizabeth to make her withdraw her acceptance of marriage to her nephew, Mr. Darcy. Lizzy is shocked by these accusations, as she has heard nothing of the sort, so wonders where Lady Catherine heard the rumours. She is the type of person who thinks that everybodys business is her own because she is of the higher class. It has been planned since Darcy and Lady Catherines daughter were born that they were to be wed and now she hears of Darcy proposing to another lady has outraged her. That is why she has come to visit Elizabeth to stop her marrying Darcy. From the moment lady Catherine arrived she was very rude and not welcoming. She says things such as, you have a very small park here, and this must be a most inconvenient sitting room. As soon as she entered the Bennets home she made no effort on being civil or polite to their family. If Elizabeth were to behave in this manner when she was at Rosings it wouldnt have been tolerated in the slightest. The only reason Lady Catherine gets away with it is because she is a lady and very rich and of the higher class. Anyone who was below her would put up with her behaviour because it was not his or her place in those days to accuse her of being impolite. Jane Austen grew up in this world where the rich people were almost the celebrities of the day. In our world famous people have the money, the expensive cars and clothes and a celebrity status, where the public would stop and look at them and always aspire to be like them. In Austens time it was very much the same but the lower classes and even middle were always looking up to the higher classes and admiring them. This is why people with the money could be as rude and stuck up to people as they wanted because in the end they were the ones with the power and the money to do what they wanted. Lady Catherines reason for visiting Elizabeth was not what the family had thought. Elizabeth expected a letter from Charlotte yet no letter was given. Instead Lady Catherine remarked upon a, prettyish kind of a little wilderness on one side of your lawn. Again she is not really being as polite as she could have been about the garden. From this point Elizabeth realised that she wanted to be alone. She had realised that Catherine was again being very rude and stuck up and so made no effort to talk to her. Lady Catherine begins with, your own heart, your own conscience, must tell you why I come. Elizabeth doesnt have any idea what she is talking about. Lady Catherine talks about her conscience, which is showing that Lizzy is to feel guilty about whatever she has been accused of. She tells Lizzy that rumours have reached her that her and Mr. Darcy were to be engaged and says though I know it must be a scandalous falsehood, Lady Catherine cannot comprehend this idea, to think that a middle class person such as Miss Bennet, who has no real connections, would even consider accepting an offer of this sort. Lady Catherine does not hold back on her true feelings about the subject and as Elizabeth has been brought up in the proper manner she has to respect her. Elizabeth soon becomes tired of her picking at everything that is wrong with her and her family and is not rude but stands up for herself. She asks Lady Catherine if the only reason they should not wed is because she wants him to marry her daughter, then what is there to stop her? She replies with honour, decorum, prudence, nay, interest, forbid it. This is the long list that she has against Lizzy. The social points she is trying to make is that in those days if a family were to have such a disgrace as Lydias elopement then no man should be interested in them, rich men such as Bingley and Darcy should marry same class or higher and that there were some very snooty people who would disagree with the association of certain families! They dont have a lot of land so are not as wealthy and high class.families like this always tried to marry higher up. Need to put in that Bennetts dont have a lot of land or money so lady Catherine looks down. Not too sure how to say this fits in with the rest of the book or how the chapter does? Bit stuck but will be done properly when handed in; in neat its a promise

Dance as a Strategy for Social Inclusion

Dance as a Strategy for Social Inclusion All societies have some sort of division amongst themselves, whether based on race, religion, socioeconomic status, or some other criteria. Typically, those in the dominant group control the opportunities of those in other groups, more so in some communities than others (Levitas 1998). In overly simplistic terms, the degree to which individuals or non-dominant groups may and choose to join in the opportunities of the dominant society is called inclusion. The degree to which they are prevented or decline from joining in these opportunities is called exclusion. The terms social inclusion and its opposite, social exclusion, came into use in the 1970s in France, and have since been adopted by many countries in the EU (Reeves 2002). This study seeks to first define social inclusion and identify effective evaluation of social inclusion policy and programming. Alook at the historic role of dance as a means of social inclusion and exclusion is examined, with discussion of the roles of professional dance, dance instruction and performance, and social dance ininclusion. The study defines the requirements of dance projects intended as social inclusion tools to offer access, provision, accommodation, and empowerment. The results from such a program should include enhanced personal development, increased self-determination,and improved social unity. It is important to also consider the costto individuals participating in social inclusion activities, particularly how their changing thoughts, attitudes and goals affecttheir relationships with family and friends. The study concludes with six examples of well-run social inclusiondance programmes, and a plan for implementing a dance programme with a goal of increased social inclusion. In the examination of social inclusion or the effectiveness of aspecific tool in social inclusion, it is necessary to further definethe term. There is variation in the academic and political communitiesas to the focus and scope, not to mention purpose, of socialinclusion. Many disagree on the exact definition of inclusion andexclusion and appropriate models to describe their effect onindividuals and the community. For example, the United Nations holds that social inclusion â€Å"must bebased on respect for all human rights and fundamental freedoms, cultural and religious diversity, social justice and the special needs of vulnerable and disadvantaged groups, democratic participation andthe rule of law† (Britton and Casebourne, 2005). The European Social Fund defines social inclusion as â€Å"the development of capacity andopportunity to play a full role, not only in economic terms, but also in social, psychological and political terms† (Britton and Casebourne,2005). â€Å"Social inclusion is achieved when individuals or areas do not sufferfrom the negative effects of unemployment, poor skills, low income,poor housing, crime, bad health, family problems, limited to access toservices and rurality, e.g. remoteness, sparsity, isolation and highcosts,† according to the UK government (CESI 2005). The Laidlaw Foundation of Canada states, â€Å"social inclusion is about making surethat all children and adults are able to participate as valued, respected and contributing members of society,† while T.H. Marshall, inCitizenship and Social Class, bases the idea of social inclusion onâ€Å"the right to share to the full in the social heritage and to live thelife of a civilized being according to the standards prevailing insociety (Donnelly and Coakley, 2002; Marshall, 1950). There are even more definitions of social inclusion not listed here.However, some common elements included in most definitions aresubjective elements, such as feeling part of the community, respectedand valued, and physical elements, such as services within a reasonableproximity, or a certain level of material resources (CESI 2005). This study contends that social inclusion requires: †¢ Access allowing all members of a society entrance to and full participation in its opportunities †¢ Provision providing a mechanism for removing barriers betweenpeople groups in a society, including economic, language, and proximitybarriers †¢ Accommodation respecting and valuing the differences of itsmembers, whether physical, racial, economic, cultural, or otherwise †¢ Empowerment encouraging individuals and people groups within asociety to reach their full potential, as they define it, and fosteringtheir participation at all power levels Peter Donnelley and Jay Coakley support the above, in their report tothe Laidlaw Foundation, identifying five â€Å"cornerstones† of socialinclusion. First, all members of society must be recognized as having value. Individual differences must be respected, and necessary services provided for the entire community. Second, everyone has aright to development opportunities. This is most clearly seen inchildren; for example, recreation programs must be handicappedaccessible to allow for full participation. Third, non-dominantindividuals and groups should be involved in decisions effectingsociety in general and themselves in particular. An application of this would be senior citizens who suggest or plan their own activities,rather than simply participate in those created by paid communitystaff. Fourth, proximity is necessary for successful inclusion overtime. If the dominant group lives, works and plays in a differentlocation or one removed from m arginalised groups, social inclus ionactivities will be short-lived at best. Finally, inclusion requires the material resources necessary to truly participate (Donnelly andCoakley, 2002). A teen football player that is unable to afford theproper shoes will never be completely part of the team. Accordingly, successful social inclusion activity results in: †¢Personal development including self-esteem issues, skill attainment,creativity, and increased likelihood to participate in otheropportunities. †¢ Self-Determination in both decision-making and self-expression,for individuals and the community as a whole, with participants takinggreater responsibility over time for both the inclusion project andtheir own personal needs. †¢ Social unity improving relationships between members of the community and uniting people groups around common goals. The effectiveness of social inclusion activities and the achievement ofthe above results are often controlled by the political or leadershipmindset prevalent in the programme. It is important to note,therefore, that the above differ from the definitions set forth by theUK government. The government’s aims include â€Å"improved educationalachievement, increased employment prospects, improved health, reduced crime, and improved physical environment† (CESI 2005). Note that theserelate directly to economic concerns, with little consideration forpersonal development beyond the development as a worker, no mention ofself-determination at all, and no mention of social unity or cohesionbeyond a reduction in crime. Some local governments also take a strong economic focus. The Lancashire County Council defined social inclusion as something thatâ€Å"is to be achieved by involving the poorest of citizens so that theyexperience a rise in living standards, from which they are excluded atpresent due to a host of interrelated problems† (CESI 2005). This research supports the argument that social inclusion, while having a significant economic component, also involves the personal actionsand attitudes of individuals and people groups in a society. It is the opinion of this study, supported by numerous others, that the outlookand ownership in society of marginalised groups must first change forany true inclusion to take place. Ruth Levitas, in her book The Inclusive Society? Social Exclusion and New Labour, encapsulates the three primary models for addressing social inclusion. The first and most politically left model is there distributionist discourse, or RED. This model holds lack of materialresources to be the primary cause of exclusion. This leads to a callfor forced redistribution of material resources to achieve social inclusion. The amount of redistribution required for inclusion,however, particularly within a democratic or socialist society, isusually too much for the dominant group to bear. This channels deprived individuals and groups to reliance on â€Å"government handouts† and, ultimately, poverty in comparison to the dominant group. Thesociety practicing redistribution attempts to balance the needs of itsmarginalised citizens with the desires of those in power. This is adangerous game, as the resulting incomplete redistribution can lead tosoc ial unrest and economic difficulties for so ciety as a whole(Levitas 1998). The second model, the social integrationist discourse (SID), is the most centrist given today’s political climate. This model of inclusion focuses on equal access, opportunity, andparticipation in the labour market. The idea is that if marginalised people are given equal access to and participate equally in jobs and job training, they will become part of the greater society. Paid employment raises the standard of living or material resources, which allows them to participate in a wider range of society’s activities.Over time they integrate into the established society. The model presents the concept of community participation, or unpaid work, forthose unable to hold a paying position. This might apply to personswith severe handicaps, substance abuse issues, mental illness, or whoare the primary caregivers of young children or elderly parents. These persons should be encouraged to undertake volunteer opportunities inthe community, and thereby partici pate in society (Lev itas 1998). There are also obvious difficulties with this model. First, it ignoresthe many barriers that marginalised people face when seeking paidemployment, including language and cultural issues, and childcare forsingle parents. These can take many years to overcome, if they areovercome at all (Cook, K. 2004). The model also assumes the availability of jobs and job training, not a reality in our presentlabour market. With the concept of community participation, it isunclear how or where such unpaid work would take place, given thatthese are people who are â€Å"unwanted† by the paid employment sector. The third model, the moral underclass discourse (MUD), is the most politically right model. This assumes that marginalised people are not included in society because they choose not to participate (Levitas1998). According to this model, a young person from a deprived neighbourhood chooses to be poor and to pass by the job training or educational opportunities afforded to him by society. For social inclusion to be successful, these individuals and people groups mustchoose to participate in society. Proponents of this model oftenencourage punishment of some type to individuals who do not comply with programmes aimed at helping them, and rewards to those who comply. The moral underclass discourse overlooks the complexity of manymarginalised people’s situations. It fails to consider the pressureindividuals face from their culture groups, lack of role models andself-esteem issues, and personal resources to overcome initial barriersto societal participation. The model further fails to identify causesof non-participation. Any social inclusion activity should identify and target deprivedcommunities or people groups. In addition, an effective long-termprogramme will seek to address the causes of this deprivation, not justthe results of it. Effective solutions will value the input of thosefrom the deprived community and look at the situation from a holisticperspective (Britton and Casebourne 2005). This addressing of causesand empowering of marginalised peoples is not provided for in the moralunderclass discourse. The government currently pursues policy based on the socialintegrationist model, focusing on providing educational opportunitiesto children to prepare them for later job training, and vocationalopportunities to adults (Reeves 2002). Despite its flaws, it seems themost feasible means of delivery of social inclusion. SID supports theidea that effective inclusion goes beyond simple access issues.Non-dominant groups must be allowed to strive for their full potentialwithin society, raising their standards of participation and acceptanceuntil holistic involvement is achieved. Inclusion, as seen throughthis model, is â€Å"about closing physical, social, and economic distancesseparating people, rather than only eliminating boundaries or barriersbetween us and them† (Donnelly and Coakley 2002). While it is possiblefor individuals or groups to be included in some arenas and excluded inothers, this research assumes that inclusion in any for m contributesto inclusion holistically. True inclusion, however, goes beyond allowing those in non-dominantgroups to simply participate in the activities of the dominantsociety. They must choose to fully engage with the dominant group, andhave opportunity grow and develop to their full potential, andultimately have equal input into the decisions and actions of thesociety as a whole. Both the dominant group and the marginalisedgroups or individuals must work together for social inclusion tooccur. There are three levels of participation in inclusive situations betweenthe dominant group in a society and marginalised individuals andgroups: assimilation, accommodation, and separation. The type ofinteraction occurring is determined by the amount of change anindividual will undergo to fit into the dominant group or groups in asociety, and the willingness of the society to accept individuals orgroups with characteristics, means, or culture different from their own. Assimilation occurs when the dominant society chooses to allownon-dominant individuals and groups to adopt its activities, values,and culture, and non-dominant participants choose to adopt suchthings. Groups immigrating to North America historically valuedassimilation, and often neglected teaching their children the culture,traditions, and language of their native land. There was a great valueplaced on these second-generation immigrant children consideringthemselves â€Å"Canadian† or â€Å"American.† This à ¢â‚¬Å"melting pot† culturalmelding allowed immigrant children to quickly assimilate into thebroader culture, although often at the cost of many of their own uniqueattributes and traditions (Gamble and Gamble 2005). A more current example would be an immigrant Muslim woman whoenrolled in university. If this woman chose to adopt the dominantuniversity culture, she might abandon traditional head covering for ahat or hooded jumper. While continuing to dress modestly, she wouldwear clothing that did not distinguish her from her peers. Herinteractions would be in English. She might join clubs and participatein activities, study groups, and the like in a manner similar tonon-Muslim students, perhaps even dating in a manner typical ofuniversity women. If the other students, in general, accepted heractions, she would assimilate to their culture. If the same woman sought accommodation, rather than assimilation, shewould participate in the academic portions of university, but not tryto be like the other students. She would continue to wear whateverclothing she had worn prior to entering school. While required to speak English in the classroom, she would use hernative language often. She would abide by her religious guidelines asfar as interactions and activities were concerned. In short, she wouldbe a Muslim woman in a non-Muslim, British institution of highereducation. The university community would choose to accept her,cultural differences and all, or separate from her. Sometimes, however, inclusion is not achieved because the marginalisedgroups choose not to participate in society. This is calledseparation, and in this case the Muslim woman would not attenduniversity at all, choosing instead to stay within a community ofothers from her native country who share her religious beliefs. Shewould not make any effort to learn English or interact with thedominant society around her. The dominant society rarely makes aneffort to include individuals or groups choosing to self-separate, andsometimes encourages separation (Gamble and Gamble 2005). Successful inclusion, therefore, r equires a desire or willingness onthe parts of both the dominant society and the marginalised individualor group to join together in community. Society must accept theactions of the assimilating or accommodating person, and the personmust accept the boundaries and norms of society. Further defining social inclusion assumes a desire on the part ofmarginalised groups to join with the dominant society in theircommunity through either assimilation or accommodation. It is important to consider that some persons or groups self-excludebecause of past exclusion, or because of pressure to conform to theculture of their non-dominant group. Not all individuals from deprivedcircumstances are able to take opportunities when presented. Cultural,self-esteem, economic and other issues come into play. Dance should be considered in its use as a tool for social inclusion byfirst studying existing programmes and their effectiveness. Evaluatingthe successfulness of social inclusion programmes, particularly danceprogrammes, is difficult. Although great strides have been made inrecent years, most documentation of social inclusion success has beenwith activities focusing on other areas of the arts. Dance, as aphysical medium, is more difficult to empirically examine over time.While studies of dance tend toward feel-good stories and individualnarratives, several works of credible research have been conducted inrecent years. Evaluators also need to consider the type of dance activity they arestudying. For example, a ballroom dance class aimed atcross-generational integration and appreciation has a far differentpurpose than a performance dance programme aimed at increasing theself-confidence and empowerment of disadvantaged youth. Three types ofdance activities are used in reaching social i nclusion aims,performance dance, instructional dance (classes designed for skillattainment, recreation, or health more than public performance), andsocial dance. Research has been done primarily on the effectiveness ofthe first two types of dance, as they occur in controlled environmentslending themselves to analysis. Performance dance gives groups in the local community theopportunity to work and present their art collectively. This not onlybrings together groups from varied ages, cultures, and socioeconomicbackgrounds for a common purpose, it allows the community to view theirefforts, further reinforcing the inclusive nature of their endeavours(Donnelly and Coakley 2002). Often, professional dancers or communitymembers employed in some form of dance perform with the programme group. Performance dance programmes are typically evaluated by reactions ofparticipants and audience, fiscal results (including support documentedfrom the local community, and quality of performance (Reeves 2002).Participants and audience members are given surveys, indicating theirreaction to the programme and results of their participation. Thosesurveyed are asked about their outlook, goals, and perceptions prior tothe performance dance activity, and after. The number of peopleindicating positive life outcomes and the degr ee to which they reportpositive life outcomes can then be calculated and compared with similarprogrammes (Matarasso 1997). An arts programme for youth in Portsmouth brought togetherprofessional artists and local children, from infant to sixth form.They would work together in a workshop setting, then perform locally.One group of children, for example, worked with the Kokum dancecompany. In this programme, data was collected from the children’steachers, rather than the children themselves. Teachers were asked toevaluate specific items regarding each child’s behaviour, attitude, andperformance in the classroom, providing reliable data regarding benefitthe children derived from participation (Matarasso 1997). As many of these performance projects are funded wholly or in part bypublic funds, fiscal considerations come into play. Were members ofthe community willing to support the project by purchasing tickets?Was the project able to recoup some of its costs, and if so, how much?Francois Matarasso’s 1999 groundbreaking research, Use or Ornament?The social impact of participation in the art s, deals with the growingemphasis on economic contributions of the arts community to the overallfinancial health of communities and the country, and the importance ofthe arts as an export for the British economy. This is sometimes atconflict with the purposes of those initiating and operating danceprojects. However, as funding is required for most inclusionactivities, it remains an evaluative consideration (Matarasso 1997). Quality evaluations of performance dance activities aimed at socialinclusion are as controversial as reviews of dance performances ingeneral (Reed 1998). Consensus between those familiar with danceperformance, however, can be a useful tool in evaluation (Reeves2002). Instructional dance is even more focused on the life impact on itsparticipants. These programmes are typically held in dance schoolenvironments, often in connection with the local schools or a communitycentre, and often focus on children. The dance projects undertaken bythe Merseyside Dance Initiative’s Out of Reach programme areinstructional activities leading to performance. Research conducted byMDI on their dance programmes included survey, interviews, videos,photos, and letters, providing both empirical and subjective resultsfor these activities (Peerbhoy, Smith, and Birchall 2002). It is important to take into consideration the native languages andages of those surveyed in this type of research. Young childr en andthose for whom English is an additional language can have difficultywith written surveys. For example, Out of Reach, a report of danceinclusion programmes by the Merseyside Dance Initiative, describes howparticipants were surveyed using a Face Scale, showing seven facesgoing from broadly smiling to frowning. They were then asked toidentify the face that expressed how they felt about their life ingeneral. MDI also used a Cantrils Ladder, where participants ratedtheir life satisfaction by choosing a rung on the ladder to representit (Peerbhoy, Smith, and Birchall 2002). By using this surveytechnique before and after participation, MDI was able to quantifyparticipants’ views on their experience in their programmes. Thisallowed them to use the same survey for children and adults, regardlessof language backgrou nd. The Merseyside Dance Initiative researchers followed the above surveyswith oral interviews, including a series of questions for allparticipants, an additional que stion set for senior members of thedance programme, and a third set of questions inclusive of the firsttwo for dance leaders. These were open-ended, subjective questions,such as â€Å"What impact do you think Out of Reach has had on your group?†and â€Å"Out of Reach is a community project what does that mean to you?†(Peerbhoy, Smith, and Birchall 2002). Skill attainment is an important item of evaluation, in addition toself-esteem and similar benefits from an instructional dance activity.Skills can be measured by observation on the part of the instructor orclass leader, with data collected at the beginning and end of the classor activity. Again, results can be compared with similar programmes todetermine effectiveness, or used to project the effects of a project tobe implemented. Instructional Dance is not immune from financial considerations or thepolitical emphasis on jobs and job training in social inclusionprogrammes. The Enterprise and Cultural Committee’s submission fromthe Aberdeen City Council in 2004 included a number of such goals orachievements, including â€Å"the training and development of artists,contributing to the cultural and economic vibrancy of an area,†improved economics, â€Å"enhancing the image of Scotland both at home andabroad,† and â€Å"training for play workers, youth workers, and c areworkers to broaden their understanding and experience in utilisingdance as part of their programmes and everyday work.† Instructionaldance programmes, without performance revenues, tend to face even morevolatile financial situations, and are often offered in directcorrelation to funding availability (Aberdeen 2004). The third type of dance, social dance, is difficult to quantitativelyresearch. Social dance activities are usually offered by localorganisations and governments as recreational opportunities, withsocial inclusion aims a secondary consideration. The Aberdeen CityCouncil’s report, mentioned above, cited 1402 community dance eventsheld in 2003 / 2004 by their citymoves initiative. These eventsincluded festivals and dance events (Aberdeen 2004). While participants in a formal dance programme can be surveyed beforeand after their activity or class, this is impractical and, for thatmatter, almost impossible at a festival or public social dance type ofevent. Data can be collected on the number of attendees, any acts ofviolence or physical altercations between people groups, and similarstatistics. General observations made also be made about people’sparticipation and recorded, although subjective. Comparisons betweencommunity situations before and after a series of such progra mmes arealso often used. For example, did the juvenile crime rate andincidences of vandalism drop after the inception of a weekly youthsocial dance? Children in the community are also affected by participants in socialdance activities. They are quick to notice who attends and observe whoparticipates in what activities at a festival. The participation orlack thereof by certain groups within the community reinforces thechild’s perceptions of appropriate community interaction, laying thegroundwork for either tolerance and acceptance or bigotry and mistrust(Hanna 1983). This is an important component almost impossible tomeasure through research. Overall, the need for empirical and fact-based research remains strongfor dance activities, particularly those focused on broader goals suchas improving community social cohesion. Additional studies should beencouraged. Dance has historically reinforced distinctions between people groupsand social classes, particularly social dance. After all, social danceis usually between friends or romantic interests. There is stronginclination at all levels of society to fraternize in such settingswith members of one’s own social group. In much of Europe, for example, those of the upper levels of societyparticipated in court dances, while those at lower levels of societyparticipated in country-dances. The types of dances one learned andthe way one carried oneself at the festival, dance hall, or ballroom,quickly communicated the social level or class of that individual. Itis hard to imagine, even a hundred years ago, a duke or duchess lopingaround a typical country-dance, or the typical commoner being acceptedat a royal ball. To some extent dance remains so today, where a dress worn at formalballs of the wealthy can cost in excess of a working persons wages forsix months. The galas and events reported in the newspapers andmagazines are intended for and attended by the wealthy and theirfriends. By the same token, the patrons at a typical hip-hop club in adisadvantaged neighbourhood would exclude a clean-cut, obviouslywealthy man in business attire. There remains hesitancy between groupsto attend social functions on another group’s turf, or in a communitysignificantly different from one’s own. Many ethnic communities retain dances from their native cultures,accommodating rather than assimilating to the society around them. Ifthese dances are performed or taught to others in the community, thiscultural sharing can have a strong inclusive effect. However, ifnative dances are reserved by their cultural group to only those withinthe group, the practice of such dances becomes exclusive. Another type of exclusionary dance programme remains popular today.A number of communities offer dance activities for disadvantaged youth,or those recently released from incarceration, or a similarmarginalised group. By offering services only to one specific group,geographical area, or income level, these programmes may actually detersocial inclusion (Reeves 2002). Deprived neighbourhoods often lack thephysical facilities or funding necessary for dance activities, andindividuals from outside the community may be reluctant to venture in,fearing crime or similar deterrents. Therefore, while these activitiesare obviously designed to serve a specific population and often are ofpositive benefit, they neither allow access to all members of societynor remove barriers between people groups, and therefore cannot beconsidered truly inclusive. Dance also experiences a higher rate of self-exclusion than some otherart activities. Men are often wary about participating in a danceactivity, as dance is still considered unmanly in some cultural sets.Also, the physical expression necessary in dance is considered immodestor inappropriate by some cultural groups (Reed 1998). Matarassodescribes an art panel activity, the Mughal Tent Project, where womencreate embroidered art panels for public display (Matarasso 1997). Theprogramme serves primarily Muslim women residing in the Leicesterarea. Although there was initial resistance from some husbands,eventually most became supportive of their wives efforts, even watchingthe children so their wives could complete their art. It is unlikelythese husbands would be equally supporting if their wives wereparticipating in a public dance performance (Matarasso 1997)). New Life and Hope, a community centre serving a deprived area with ahigh number of recent immigrants in the Bronx, NY, USA, noted a similardifficulty with performance dance. Many of the people moving into thecommunity were from Middle Eastern areas, predominantly Muslim withsome Hindu. The centre initially offered several art programmes forchildren and adults, including painting, sculpture, music, theatre, anddance. Very few men participated in these activities. Women andchildren were quick to sign up for spots in painting, sculpture, andmusic, somewhat slower to engage in theatre opportunities, and onlyyounger female children enrolled in any dance offerings (Ortiz 2005). Significant promotion of the adult dance programme and changes to makeit more culturally sensitive, including dropping dress requirements,were not able to increase enrolments. Women attending other coursesoffered, when questioned why they did not participate in danceactivities, often cited disapproval from their families. It is unclearwhether discontinuing the public performance portion of the danceprogramme (all participants put on a programme for the public at theend of the course) would have made it more palatable to thispopulation, as it was apparently not implemented. Dance wasdiscontinued from the centre’s offerings after two years due to lack ofinterest (Ortiz 2005). Dance also has historical significance as a means of inclusion within acommunity. From the earliest tribal communities, dance has been a waythe group comes together and reaffirms its unity. Primitive culturesoften use dance as a means to build social cohesion, including adoptingnon-native individuals into their group and marking rites of passage,such as children coming of age or entering into marriage-typerelationships (Kaeppler 1978). Certain dances themselves have aided in social inclusion at severaltimes in the past. For example, in the early 1900s in the UnitedStates, African Americans introduced a dance called the Shimmy to thelocal Chicago nightclub scene. The dance began to be p

The Impact of Recording Technology on Music Essay -- Exploratory Essay

The Impact of Recording Technology on Music Most successful musicians know a hidden art carried out by the work of a good sound engineer; it is essential for a magnificent album. For the rest of us novice listeners and fans, we believe what we hear through our speakers or played over the radio are the true skilled professional musicians, soaring at their craft. Most contemporary music, from pop to R&B and acid jazz to the sophisticated realm of orchestral film scores, has been modernized by several inventions encased within the studio. The art of audio engineering has taken on new forms, from the nuts and bolts, "plug it in, and see if it works" era into the digital world, because of these wonderfully tragic solutions to a higher pace of life. A musician's art have been made solely because of it, and others have been destroyed and humiliated by it. The complex new inventions of technology shape the adaptive method of studio recording and production however caused a drastic negative musical degrading of our beloved art. Basic terms are often confused when describing an individuals musical sense. Microsoft Encarta World English Dictionary defines an artist as somebody who does something with great skill and creativity, and a musician is a music maker who plays, performs, conducts, or composes music, either as a hobby or a profession. The focus of this essay is not the plausible crime of a solely techno creator, or in contrast, the soaring melodies of a humans voice. Technology has tarnished the value of pure talent of music's original creation for the sake of popularity, riches and unnatural perfection. The invention of pop and rap equivalent styles were formed on the foundation of digitally synthesize... ...ost consumers do not realize who, or what lurks behind the wall of a speaker. The creative mind of a musician extends into the boundaries of timbre, pitch, melodies, harmonies, and the skill to create for the sake of art. If the recording engineer behind the mind-boggling boards and gizmos is really the mastermind, then why not give him a spot on stage? Work Cited Bazer, Mark. "James Newton vs. The Beastie Boys" Down Beat 69 Oct 2002: 25. Easton, Michael. "Music Sampling" Art + Law Sept 2000. Jewel, Dan. "Getting in sync" People Weekly Dec 1997: 167-168. Lehrman, Paul D. "Into the New Millennium With. Midi ?" Mix Magazine Jan 2001. Ogilvy, David. "Dave Matthews Band at Pacific Bell Park ." Mix Magazine Aug 2001: 172-176. Rumsey, Francis, Time McCormick. Sound and Recording, an Introduction . Woburn , MA : Focal Press, 2002.

Fighting for a Better Health Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fighting for a Better Health   Ã‚  Ã‚  Ã‚  Ã‚  As of today, America has undergone many issues involving health like diabetes, heart disease, and lung cancer. Many of the health issues are caused by components very well known to us such as pollution, alcohol, drugs, sexually-transmitted diseases, and so forth. Little was known about the fact that food, being an important necessity for human life, has started America’s major epidemic among children and teens -- obesity. With more than 50 million youths attending schools everyday (HHS 1), it’s scary to think of the fact that three-fourths of the adolescents don’t eat a healthy diet. In order to fight against the trend of obesity, we must take action with methods to reduce the rate in which obesity is growing among adolescents. The voice of the people has already gotten government officials working together with school and state officials to develop ways to reverse the trend of obesity in teens starting with schools. With one out of seven students being obese (Brownlee 1), high schools are the main targets to fight obesity. For this reason, government nutrition inspectors sought to find out what America’s children were eating; to their surprise, they found that the majority of students only consumed high calorie snacks and chips along with a high volume of carbonated drinks rather than the school cafeteria lunch. The foods that are consumed by the students have lower nutritional values than that of the government standards. Several students were asked why they would eat low nutrition foods other than that of the cafeteria; many said it’s because of the long lunch line while others responded that the cafeteria food tasted horrible. Nicole Talbott, a student from Fremont High in Oakland, Califor nia, said, â€Å"Lunch for me is chips, soda, maybe a chocolate ice cream taco. Everyday, just about the same thing. That’s all I eat – the bad stuff† (Egan 1). â€Å"Most of it’s a time issue,† â€Å"claims Mary Ann Weber, assistant director for the division of Child Nutrition Services for the Ohio Department of Education.† â€Å"Kids don’t want to stand in line† (Vail 2). Through my experiences in high school, I remember that many students don’t have the patience to wait their whole lunchtime in line, especially when several schools on... ... 2002: 1+.   Ã‚  Ã‚  Ã‚  Ã‚  SIRS Researcher. SIRS Knowledge Source. San Bernardino   Ã‚  Ã‚  Ã‚  Ã‚  Valley Coll. Lib., San Bernardino. 22 Sept 2002   Ã‚  Ã‚  Ã‚  Ã‚  . Kiefer, Francine. â€Å"Bush Joins New War: Battle of Bulge.†   Ã‚  Ã‚  Ã‚  Ã‚  The Christian Science Monitor 20 June 2002: 1+.   Ã‚  Ã‚  Ã‚  Ã‚  SIRS Researcher. SIRS Knowledge Source. San Bernardino   Ã‚  Ã‚  Ã‚  Ã‚  Valley Coll. Lib., San Bernardino. 27 Sept 2002   Ã‚  Ã‚  Ã‚  Ã‚  . Khoo, Adrianna. â€Å"Food for Thought: What Parents Can Do To   Ã‚  Ã‚  Ã‚  Ã‚  Prevent Childhood Obesity.† Children’s Advocate   Ã‚  Ã‚  Ã‚  Ã‚  Newsmagazine Mar/Apr 2001: 1+. SIRS Researcher. SIRS   Ã‚  Ã‚  Ã‚  Ã‚  Knowledge. San Bernardino Valley Coll. Lib., San   Ã‚  Ã‚  Ã‚  Ã‚  Bernardino. 27 Sept 2002 . Vail, Kathleen. â€Å"Insert Coins In Slot.† American School   Ã‚  Ã‚  Ã‚  Ã‚  Board Journal Feb 1999: 28-31. SIRS Researcher. SIRS   Ã‚  Ã‚  Ã‚  Ã‚  Knowledge Source. San Bernardino Valley Coll. Lib.,   Ã‚  Ã‚  Ã‚  Ã‚  San Bernardino. 23 Sept 2002 .

Performance-based Compensation - Pay for Performance Essay -- Job Work

Performance-based Compensation - Pay for Performance Corporations are looking for new ways to improve employee performance as well as remain competitive. Pay for performance is one method some businesses are utilizing to improve employee performance. Performance-based compensation exists when compensation is tied directly to that portion of an individual’s performance that can be effectively measured. There are a number of ways in which this may be accomplished and a number of examples as well how it is applied. One of the oldest examples is taken from the ancient Egyptians, where slaves working in the pyramids were given bread for superior performance. Payment of commission for sales production is one of the methods used today. Most will agree that knowledge is the ‘key’ resource in this post-industrial economy. The challenge for many companies is developing an organization that creates and cultivates knowledge and learning. Pay plays a significant role in shaping workplace behavior. Most of the traditional pay systems reward the job the individual performs rather than the skills he/she brings to the job. The system is not being able to reward the things the company needs and this presents a barrier. The trend has moved away from pay for the value of the job, service and seniority. It is being replaced with paying for skills, knowledge, competency, performance and productivity, all which can be delivered through different invitations, from changes to base pay to introducing gainsharing. HOW DOES PAY FOR PERFORMANCE WORK? If part or all of the one’s salary is contingent on how well you actually perform your job, one will go the extra mile. The individual will attack his/her work with vigor and revel in the rewards. And... ...aining 34, Number 12 (December 1998): 34-40 Hays, Scott. "Pros & Cons of Pay for Performance." Workforce 78, Number 2 (February 1997): 68-72 Johnson, Sam T. "Plan your organization’s reward strategy through pay for performance dynamics: Compensation & Benefits Review 30, Number 3: (May/June 1998): 67-72 Kalbaugh, G. Edward. "Opportunity Compensation." Rough Notes 141, Number 7 (July 1998): 71-72 Marino, Sal F. "Pay your rank and file fairly." Industry Week 248, Number 3 (February 1999): 18 Morrison, Arnold. "Performance Management and Pay Programs." [http://www/mdcs.state.mi.us/wf_aquis/Programs2.htm]. April 1997. "Bonus and Incentive Pay Plans – FAQ." [http://www.ipma-hr.org/research/bonusfaq.htm]. January 1999. "Guidelines for Administration of Merit Pay Plan." [http://www.hr.ucsd.edu/docs/classification/merits/guideline.html]. September 1998.

Gary Paulsen Biography Essay

The 1990’s was a time known as the â€Å"Digital Decade†. A time when the Stock Market rocketed and the internet took off. Along with technology becoming popular, Gary Paulsen was writing one of his two hundred novels, The River. It showed how the U.S. Government wanted young Brian to go back in the wilderness and reenact his survival skills he used a few years back, after he was involved in a plane crash. Gary Paulsen is a great novel and short story writer for people of all ages. He is one of America’s most popular writers for young people, including adults and children (About). His life was full of interesting things. Many of the things he did, including working on a farm over the summer in his youthful years, and jobs such as being an engineer, construction worker, sailor, truck driver, and ranch hand gave him lots of material to work with from which he created his great stories (About). Throughout his life, since he started writing, he has written over 100 b ooks and short stories and many have became very popular. Gary Paulsen was born May 17, 1939 in Minneapolis, Minnesota (About). His parents were Oscar and Eunice Paulsen (Gary). In his youth he was never a â€Å"dedicated† student in school but he had a passion for reading ever since he was very young (About). On a cold, wintery day, he walked into a library to warm up with nothing to do. On the way out he had himself his own library card and a book to read. From then on he was hooked to reading and writing (Gary). He spent many hours alone in the basement of his apartment building, reading book after book after book. Soon after he acquired a taste for adventure when he ran away from his home to travel with the carnival at the age of 14 (About). Yates 2 In 1959, he attended Bemidji College in Minnesota, and he worked as a trapper to pay off tuition fees. He quit college two years after and joined the Army, working for the missiles department (Biography). In 1966, Paulsen began to write and has completed well over 100 books and short stories. He has written fiction, nonfiction, and drama for adults and children. He still continues to write to this day. Many of his nonfiction books relate to his jobs and interests. He has written books about farming, hiking, football, tennis, skiing, and canoeing (Gary). Gary Paulsen says its his overwhelming belief in young people that drives him to write (About). A few of his best sellers are: Lawn Boy, The River, Brian’s Winter, Brian’s Hunt, The Rifle, Soldier’s Heart, Tracker, The Crossing, Sentries, and Brain’s Return (Biography). Three of his novels- Hatchet, Dogsong, and the Winter Room were Newberry Honor Books. They often appear along with his other books on the best books list of the American Library Association (About). One thing Gary loves to do most was dog-sled racing. He took part in the famous 1,180 mile long dog-sled race known as the Iditarod twice, once in 1983 and again in 1985. His third attempt was shattered when he was diagnosed with a serious heart disease called angina (Gary). After he was forced to give up dog-sled racing, he started to focus more on writing with the same energy and effort that he used on h is dogs while training them for the race. He worked 18-20 hour days every day staying committed to writing the way he would with his dogs. He said all he does is work, he doesn’t have time to drink or fool around. He has always been that way and the end result is a lot of books being published out to the world (About). His wife, Ruth Wright Paulsen is an artist. In fact she has illustrated several books of his. They divide their time up writing and drawing between a home in La Luz, New Mexico and a boat out in the Pacific Ocean (About). Gary Paulsen has written many books during his life. A few have won special awards and honors. Others are liked by many young adults and children. His writing, especially his nonfiction Yates 3 books reflect his interests and past jobs that he had acquired. An example would be his book â€Å"Harris and Me†. About a young boy who works on farm one summer with his cousin, is full of funny and adventurous events. This book is related to Paulsen because he also worked on a farm over the summer doing chores during his youth years. He also likes to write about survival, which you can see in his books Hatchet, Brian’s Winter, and The River. Although Gary Paulsen has written many books, over two hundred of them, one of his books called The River, was written and published in the 1990’s. The 1990’s is a time also known as â€Å"The Digital Decade†. The pace of life quickly sped up in this technology-driven decade (Digital Front Flap). At the beginning of the decade, it seemed that the economy was going to be sluggish. Instead, the Stock Market sky rocketed and the internet took off. From then on it has been a fast pace through life (Digital 79). Mr. Bill Clinton was the president at the time. He had an enthusiasm for people and wanted to help them fulfill their dreams (Digital 63). When Clinton was a boy at age 16, he met with President John F. Kennedy in the Rose Garden and shook his hand. After that day his life changed and he had a strong desire to become the president of the United States of America. Bill Clinton was just 46 years old when he became the nation’s 42nd chief executive. Clinton attempted to fulfill a campaign promise to disable the ban on homosexuals in the military. His decision ended in the â€Å"Don’t Ask, Don’t Tell† compromise that didn’t satisfy commanders of the military or the gay community (Digital 66). After a humanitarian effort was launched in Somalia, and after Clinton’s best decisions to handle the situation, thirty American Servicemen died. Ever since that happened, Clinton refused to come in contact with Rwanda, despite widespread genocide that happened there, and caused over one million deaths. More than thirty million American citizens did not have medical insurance in the earl 90’s. Candidate Bill Clinton promised to expand coverage and affordable healthcare for every person in America (Digital 66). He named Hilary Clinton to lead the drive to recreate the health insurance Yates 4 industry. This is why critics accused him of nepotism (Digital 66-67). By the end of his first year in office, many Americans were wondering just how ineffective and unpopular he could become (Digital 67). Laptops and cell phones became popular in offices, airports, and in pants pockets. Huge SUV’s were found all over the road and fashion became as wild and weird as the world wide web itself. Children began spending time with the latest Pokemon cards or playing the latest video game. The 90’s was a time of almost unlimited choices and personal freedom. The 1990’s was summed up by the word â€Å"whatever† (Digital 79). Electronic-game industries had a growth rate twice that of the movie industry and brought in an annual revenue of about 6.3 billion dollars. Even though console based games such as the Playstation and Nintendo became much more faster and complicated than they u sed to be, the real reason behind the game industries huge growth came from the personal-computer games. A new kind of athlete called adrenaline junkies were on the lookout for new and exciting, but often physically dangerous challenges. This created a subculture called â€Å"extreme sports† in the 90’s (Digital 80). Some extreme sports such as sky surfing and street luge were viewed by the people as mostly lunatics, and not athletes. But snowboarding, mountain biking, and climbing became very popular to most people. In 1995, ESPN gave extreme sports some help by creating and airing the X Games. It showed athletes competing in summer and winter competitions (Digital 80). On August 2, 1990, infantry, armor, and tanks of the Iraqi Republican Guard invaded Kuwait and seized control. United States responded with operation DESERT SHIELD to stop invasion of Kuwait’s neighbor, Saudi Arabia (Operation). On August 7, deployment of U.S. Forces began. The U.S. Objectives included immediate, complete, and unconditional withdrawal of all Iraqi forces from Kuwait. If Iraqi dictat or Saddam Hussein did not remove his troops from Kuwait by January 15, 1991, U.S. led troops were to force them out. On January 17, the U.S. Coalition launched air attacks on Iraqi targets. On February 24, ground forces began their attack. On February 27, Kuwait City was declared Yates 5 liberated. This was known as the Gulf War (Operation). The field of medical science and the advances made in the late 90’s will most likely have the biggest impact on our society (History). The two advances found will leave us with political and moral questions in the future. Cloning and Stem Cell Research are the major medical science advances. The 90’s also saw the development and growth of Genetic Engineering. Genetic Engineering is used to help make plants resistant to herbicides and insecticides. Over 60% of products on U.S. Grocery store shelves have genetic engineering in them (History). The 1990’s was a decade of electronics. The computer and internet were huge inventions in the 90’s. The pace of life was sped up dramatically in this decade. Overall this would have been a great d ecade to choose to live in. With all of the technology and internet setting in, authors were still writing books on paper. One of those authors was Gary Paulsen. He wrote the novel The River in the 1990’s and it is about true survival. The River has a few themes in its story, but the biggest one is true survival versus role playing. After Brian’s survival story when a plane crashed and left him stranded in the woods for fifty-four days, he was asked to reenact it. A psychologist named Derek joins him in what he calls Brian’s reenactment, an â€Å"experiment†. Brian insists that Derek leave behind all of his equipment he is wanting to bring with them (Paulsen 23). He thinks that Derek doesn’t truly understand the spirit of the â€Å"experiment†. Brian’s ability to convince Derek leaves them with a briefcase, and emergency radio, and a few other small things. Brian tells Derek that the only way to teach survival is to physically put a person in a real life or death situation (Paulsen 34). Derek wants Brian to think out loud so he can write down his every thought and move. Then all of the sudden t he so called experiment turned too real way too fast. That night a terrible storm had moved in, and it wasn’t just any storm, it was a storm that Brian had never experienced before. Derek Yates 6 reached for his radio and briefcase and was struck by lightening (Paulsen 52). This is when the experiment turned from role playing to true survival. Brian woke up from the storm and saw Derek laying in a weird position. He was scared that Derek was dead but found out he was only unconscious. He panicked and grabbed the radio to try and get help but the radio was destroyed by the lightening strike. When Brian tries giving Derek water, he chokes immediately (Paulsen 65). Brian fears the worst and knows that Derek won’t be able to get water until someone rescues them. He reaches for Derek’s briefcase and finds only a map inside, but on the map he sees a river. He studies it and finds that a trader’s post is one hundred miles down along the river (Paulsen 73). Brian decides to take Derek with him instead of leaving him alone and coming back for him. This brings us into the symbol of nature and the river. All throughout the novel, nature is a huge part. From the beginning when Brian and Derek first leave for the Canadian wilderness, to camping out and surviving. The whole novel is about surviving the wilderness. Paulsen also shows nature at it’s best when Brian and Derek were attacked by swarms of mosquitoes multiple times while rafting down the river (Paulsen 86). Another point in the novel, they were faced with a dangerous waterfall in the river. The main inspiration for writing this book came from Paulsen’s award winning book Hatchet. So many of his fans loved reading it that they sent Paulsen letters saying they wanted him to write a sequel. After reading the letters, Paulsen came up with the idea to write The River. A perfect sequel to Hatchet, Brian, the main character of the book, is asked to reenact his survival skills by the government when a plane crashed in the Canadian woods and left him stranded for fifty-four days. I think Gary Paulsen wrote this book for the same reason he wrote many of his books, for hi s love of nature. He has always loved nature and survival. Another reason he wrote this book is because he loves to travel. After reading The River, I realized the whole story was about survival. I wasn’t surprised though, as I read many other books from Gary Paulsen including Hatchet, Brian’s Hunt, Brian’s Yates 7 Winter, and Dogsong. All of those books are similar to The River in that they all have a story based off of adventure, survival, and nature. They are all very well written books and I enjoyed them a lot. If you are into books about a realistic, intense, and interesting survival story packed full of adventures, Gary Paulsen is one other you can turn too. I would highly recommend his books, especially The River. Yates 8 Works Cited â€Å"About Gary.† www.RandomHouse.com. Random House, Inc., 2004. Web. 29 Nov 2011. . â€Å"Biography of Gary Paulsen.† usa-people-search.com. USA People Search, 2011. Web. 29 Nov 2011.