Essay --

The impact of Social Media on academic life In this report we will be discussing a whole range of topics on how social media has had a massive impact on academic skills. The reason why we choose this as a group is because we all know how big social media and also social networking sites has had a massive impact on us and also a lot of people not just youngster but adult as well so this research/project really fits in our age democrat and our day to day lifestyle. We split the research and presentation evenly so between the three of us know one had too much to do or too little to do. As a trio I believe we worked well as a team even though we only knew each other’s couple weeks prior the group research was given out. No matter what people do everybody socialise with different people whether if it’s on the phone, computer, work, school, colleges and even universities. What we really want to know is why it has a massive affect on people’s academic life, seeing as people mostly use social media networking sit es to communicate with family members and friends. The issues that will be discussing in this report will be: †¢ What is social media †¢ History on how social media expanded †¢ Several different types of social media †¢ Advantages of social media on academic life †¢ Disadvantages of social media on academic life †¢ Our view on social media on a whole and conclusion What is social media? Social media is interacting with people using the internet. Having varies of social channels, websites that allows you to blog communicate, upload pictures and videos are all different types of social media. This allows you to share information with one another. Social media is increased throughout the years, every other month and new social media ... ...attending our meetings or lessons we will let the teacher know and also deal with the matter ourselves. This risk assessment shows what we have planned for any risk that may accrue while doing our project. We also showed what and how we would handle them as a team. Few of the risks above did occur to us which is what we put it in our risk assessment. References Dave Kerpen (June 7th 2011). Likeable Social Media: How to Delight Your Customers, Create an Irresistible Brand, and Be Generally Amazing on Facebook (and Other Social Networks). New York: McGraw-Hill Companies. 25-30. http://webtrends.about.com/od/web20/a/social-media.htm (website) http://www.icrossing.co.uk/fileadmin/uploads/eBooks/What_is_Social_Media_iCrossing_ebook.pdf (book/webiste) http://www.bbc.co.uk/schools/parents/cyber_bullying/ (website) Spot light news by John Puecell (newspaper article)

Philosophy metaphysics Essay

In order to clearly answer the first question, it is important first to answer the question – â€Å"what is the soul for Aristotle† and as such give an account of how he views substance and separability. Aristotle posits in de Anima that the soul is the substance in the sense which corresponds to the definitive formula of a thing’s essence. That means that it is â€Å"’the essential whatness’’ of a body of the character just assigned. (Book II, 412b). As such, the soul is the essence of being and the essence of being is its substance. By being, Aristotle refers to the thing itself while by essence he refers to the primary essence of the thing itself wherein one is treated as the subject in its own right i. e. the good itself is treated as the essence of the good. It can be deduced then, using hypothetical syllogism that if soul is the essence of a being and the essence of being is its substance, then the soul is the substance of a being. He argued further that whatever is has a being, whatever has a being has a substance – this as the grounding of his epistemology. Hence, whatever is has a substance. This implies then that being is identical to substance. If such is the case, then using the principle of excluded middle, being is also identical to soul. Now, let us elucidate the concept of separability. Aristotle first distinguished the difference between the body and the soul. The body as he stated corresponds to what exists in potentiality, it being the subject or matter of a possible actuality. Soul, on the other hand, is a substance (actuality) in the sense of the form of a natural body having life potentially within it; it is the actuality of the body. Aristotle, Book II, 421b) As he delineates the dissimilarity between the body and soul, one should not be mislead in regarding the two as separate entities. They are at some point seems to be separate for in the former we are talking about a corporeal body in its spatio-temporal existence while in the latter we are talking of an incorporeal body transcending in the spatio-temporal world. However, their separability in terms of space and time does not mean they are separate as whole – that is an entity having life. As Aristotle argues â€Å"the soul is inseparable from its body, or at any rate that certain parts of it are (if it has parts) for the actuality of some of them is nothing but the actualities of their bodily parts†. (Aristotle, Book II, 413a). He argues further that â€Å"body cannot be the actuality of the soul; it is the soul which is the actuality of a certain kind of body. Hence the soul cannot be without a body, while it cannot be a body; it is not a body but something relative to a body. That is why it is in a body and a body of a definite kind†. (Book I, 421a). It can be deduced then that soul and the body are inseparable with each other. It is because the essence of both their existence lies in the interdependency of their telos – the soul actualizing the potential life in the body while the body providing an entity for the soul to actualize itself in the material world. Since the soul is the actuality of natural body, then naturally it would have certain functions which it can actualize. Aristotle has identified these functions to be the following: (1. ) powers of self-nutrition or the nutritive function; (2. powers of sensation which includes the sensory and appetitive function; (3. ) the power of movement and rest or the locomotive function and (4. ) the power of thinking. With these functions, he posited a psychic power of hierarchy. He claimed that of the psychic powers mentioned above, some kinds of beings posses all of these, some possess less than all while others posses only one. As such, evidently, the plants possess the p ower of self-nutrition wherein they can grow up or down and increase or decrease in all direction as long they can find nutrients in the soil. It is through their own means that they continue tolive. Even though the plants possess only one function of the soul, it is a great wonder how they continuously subsist on their own. Next is the power of sensation, which is possessed by all animals. All animals possessed the power of sensation because they all have the primary form of sense, which is touch. Aristotle defended and further elaborated this notion in de Anima. To wit: if any order of living things has the sensory, it must also have the appetitive; for appetite is the genus of which desire, passion, and wish are the species; now all animals have one sense at least, viz. ouch, and whatever has a sense has the capacity for pleasure and pain and therefore has pleasant and painful objects present to it, and wherever these are present, there is desire, for desire is just appetition of what is pleasant. (BookII, 414b) From the arguments stated above, it can be evidently inferred not just how Aristotle proven that all animals possess at least one sense, the touch, but also how he sci entifically deduced that all animals by virtue of their sensory function, possess appetitive function, too. From all these animals, there are some which possessed the power of locomotion, advancing them to a higher stratum. These are animals which can execute any kind of movements together with the capacity to halt such movement. Lastly, the human beings possessed all of the above-mentioned functions placing them on the top of the hierarchy. They posses the power of thinking, which is the essential feature of the human beings and which separates them apart from all other species. Analyzing the theoretical framework Aristotle succumbed to, it can be construed then that for him every being has a soul. This is evidently manifested in his attempt to prove the groundings of his epistemology extending his claim to the psychic hierarchy wherein he posited that every kind of living thing – any entity for that matter possesses certain function/s of the soul It should be put in mind, however, that even Aristotle posited the different functions of the soul; they are in essence, inseparable. An example of this is the function of nutrition (by eating) which human beings in particular do in order to properly and clearly think. The latter being also a function of the soul. Evidently, every function of the soul is interconnected with each other especially in the case of the Homo sapiens, who possessed all the enumerated functions of the soul. Aristotle notions of intellect can be rooted in his conception of knowledge – in his epistemology. It is from his conception of knowledge arises his other assertions on how he views the world. It is common sensical then to claim that his conception of the mind or any other things transcending from their spatio-temporal existence, his metaphysics, is grounded on his epistemology. As such, it is with utmost importance to first answer how Aristotle regards the nature of knowledge and how does one able to acquire knowledge so as to provide an answer on his notion of intellect. Knowledge for him can only be found within the material world – that is things, which are intelligible by senses. It is then through our experience with this objects in their spatio-temporal existence that we come to know them. He mentioned the processes of how we can arrive to know these objects – by perception, discrimination and thinking. By perception here, I mean the process of how our senses operate to recognize things in the material word. Discrimination then comes simultaneous with perception in order to give a concrete description of the thing being perceived. In example, upon the perception of a certain plant, we can able to distinguish its structure and other ontical features as the mind started to categorized. As a corollary, we arrived at the conclusion that what we perceived is indeed a plant. From there, we judged that what we perceived is indeed a plant and hence, arriving in the state of thinking. It can be deduced then that through thinking, one can able to comprehend the ontical features of an object and by virtue one’s reason, its primary essence. By primary essence, I mean the telos or the end itself of a thing. Since reason for Aristotle is innate in human beings so is intellect. It is because for Aristotle, reason is an essential property of the mind – that is of the intellect. If that is the case, then reason for Aristotle is relatively tantamount to the intellect. Husserl, on the other hand regarded the process of intuition as the first level of cognition wherein the objects are grasp in its original thru experience. This is also the case when one is cognizing objects of mere representations which includes but not limited to pictorial intuitions and any means of symbolic indications. To wit, experiencing is consciousness that intuits something and values it to be actual; experiencing is intrinsically characterized as consciousness of the natural object in question and of it as the original: there is consciousness of the original as being there â€Å"in person. The same thing can be expressed by saying that objects would be nothing at all for the cognizing subject if they did not â€Å"appear† to him, if he had of them no â€Å"phenomenon. † Here, therefore, â€Å"phenomenon† signifies a certain content that intrinsically inhabits the intuitive consciousness in question and is the substrate for its actuality valuation. (Husserl, p. 3) It is only but logical to infer that experience plays a vital role in the cognition of a certain object. As such, it is only upon experience, can one theorized and moved to a higher level of cognition. A thing must first be intuited before one can theorize about them. And after theorizing, comes the process of reflection. Evidently, both Aristotle and Husserl believed in the value of experience in which the former calls perception and the latter intuition. From these processes arises higher forms of cognition wherein the end result for Aristotle is thinking through the use of reason while for Husserl, it is pure reflection as a result of phenomenology. It is then with utmost importance to first clarify, what does Husserl meant by intellect and Ego. As such, in what process does a person uses his intellect. Furthermore, what is the difference of reflection from pure reflection and of the empirical Ego to the transcendental Ego? Also, one should answer the question â€Å"what is phenomenology? † and â€Å"why it is only through this process one can arrive at pure reflection? † For Husserl, intellect is identical with consciousness as Ego is identical to Self. As such, when one speaks of intellect, one is referring to consciousness and vice-versa. Such is also the case with the Ego and the Self. Reflection is the process wherein one is looking not towards the act of reflection itself but rather in the direction of the objects one is conscious of. As such, one is absorbed in reflecting how these objects exist rather than asking how they come into being or essentially, enquiring on their primordial existence. If the consciousness is moving towards this kind of reflection, then the Ego is only in his/her ontical (empirical) status. Pure reflection, on the other hand, is the process wherein the consciousness is reflecting his consciousness – that is the act of reflection per se. This is the case wherein the Ego transcends from his ontical stage by describing the events i. e. relating, referring, combining, et al in his consciousness. And this can only be done thru the process of phenomenology. What is phenomenology then? Phenomenology is defined as the science of consciousness. (Husserl, p. 5) It is the process of describing the things and events themselves in their primordial sense through the use of phenomenological reduction. Phenomenological reduction then is the process wherein one suspends his/her preconceived notion of things in order to objectively describe the objects and events as what it appears to them. It only thru this process that we can arrive at pure reflection because this is the only method wherein objects and events are describe as themselves without concurring to any established principle or assumption. Evidently, Aristotle’s notion of intellect and Husserl’s notion of Ego posited the strength of mind in general – transcending from space and time. If that is the case, then the conception of a person is not only confined within the physical realm – that is he can do things beyond the limit of his physical existence in his journey to unravel the primordial existence of objects and any discipline for that matter. However, what sets them apart from each other is their notion on how one can really grasp the ontological state of an object or in the words of Kant –their intentionality. Aristotle believed that one can only know the ontological state of a thing by referring to its primary essence, its telos as the context clue in able to grasp the object’s primary essence. For Husserl, on the other hand, it is only through the use of phenomenological method can one comprehend the ontological state of objects. In Being and Time, Heidegger attempted to know the meaning of a Being – that is the Dasein, by starting to ask and redefine the fundamental question of â€Å"What is a Being? † He further continued this method by asking the ontological question of Being – that only a being can know his Being because he is consciousness to his Being by his being. His starting point is the fact that a being is a Being-in-the-World. He is a being situated in this world. As such, it is only him who can know his being by virtue of his ontic-ontological character. If that is the case, then it is only him who can determine his possibilities by virtue of being a spatio-temporal entity. Since no other entities can determine his possibilities as a being conscious of his existence, then the Dasein solely can ascertain his existentiall. It can be deduced then that the task of Dasein is to transcend to his existentiell in order to arrive at his ontological status. He can only do this by maximizing his possibilities to know himself thru the things which are ready-at-hand – things which can help him to reveal his being to him. It should be kept in mind that this process of knowing the Dasein does not go in hermeneutic circles rather on a back and forth condition Dasein as a spatio-temporal entity is facing a hard time to know his being because there is a tendency that he might be too absorb in his world or fall. Yet what Heidegger wants to emphasize is that he as a Dasein should not conceive his being as a spatio-temporal entity an encumbrance to his Being. It is because it is only through this world he can have his possibilities. This separates him from other entities and makes him a Dasein. Evidently, Heidegger’s notion of Dasein greatly gives importance to the relationship of the Being and the world which is also apparent in Aristotle notion of intellect and Husserl’s notion of Ego. However, what separates the former from the latter is that it focused on providing an answer on how one can transcend to his facticity in order to ontologically know his Being. The latter, on the other hand, focuses in discovering the essence and the ontological existence of the objects in the material world. Transcendental phenomenology is defined in general as the study of essence. It designates two things: a new kind of descriptive method which made a breakthrough in philosophy at the turn of the century, and an a priori science derived from it; a science which is intended to supply the basic instrument for a rigorously scientific philosophy and, in its consequent application, to make possible a methodical reform of all the sciences. (Husserl, p. 15) Essentially, transcendental phenomenology then is a description of phenomena. Husserl, then, laid down the method to achieve the objective of reforming all the sciences. The first step is the use of phenomenological epoche or reduction or bracketing wherein one suspends or take away all his/her biases and prejudices in order to â€Å"objectively describe† a phenomena. By doing this, we can arrive at a universal description of a phenomena. This will be followed by the compare and contrast method which one will have to undertake in order to arrive at the pure data of things. It appears then that by suspending one’s judgment and undergoing the intersubjectivity test, we can arrive at the â€Å"pure data of things†. In relation to this, Husserl claims that this method should be followed by all sciences in order to answer their primordial condition. It is held that sciences cannot escape their dogmas because it fails to question how they come to be. What they are just doing is a mere adaptation of established principles proven in the past to be true. Since these established principles were proven in the past to be true, scientists or people who work in the sciences do not make any attempt to further verify the truthfulness of their established principles – that is how and why is it the case that such principles were held to be true. For indisputably, things cannot just come into being without any rationalization, scientific explanation for that matter. Sciences have constructed ready-made answers to all things – their nature, existence, feature, et al; grounded on the preconceived notion that sciences have already provided sufficient answers to the primitiveness of these objects. While sciences are busy in explaining these things [the ready-made answers], they failed to realized that they were not able to arrived at the Isness of these objects, on how they come into being. However, since the sciences had already deceived the people, that in the past, it already provided sufficient answers to the primordial existence of things, it appears then they are seemingly contented and satisfied by what the sciences have achieved. This is what phenomenology wants to deconstruct – it wanted to create a paradigm shift by destroying the â€Å"tradition† institutionalized by science and overcoming relativism and subjectivism by the use of phenomenological reduction. From these, one can arrive at the pure data of consciousness. It is in this sense, that phenomenology becomes transcendental. Phenomenology is different from descriptive psychology because it draws upon pure reflection exclusively, and pure reflection excludes, as such, every type of external experience and therefore precludes any co positing of objects alien to consciousness. (Husserl, p. 7) Descriptive psychology then does not depend upon pure reflection exclusively; it needs psychological experiencing which would result to the reflection of the external experience. As such, consciousness itself becomes something transcendent, becomes an event in that spatial world which appears, by virtue of consciousness, to be transcendent. (Husserl, p. 7) It can be inferred then that phenomenology focuses solely on the consciousness per se of a being making it the science of consciousness while descriptive psychology focuses on the consciousness of a being in his psychic experiences. Transcendental idealism states that â€Å"everything intuited in space and time, and therefore all objects of any experience possible to us, are nothing but appearances, that is, mere representations which, in the manner in which they are represented, as extended beings or as series of alterations, have no independent existence outside our thoughts. † (Kant, p. 1) As such, it posits that one cannot have the knowledge of the realm beyond the empirical – that is one cannot experience objects outside space and time. It is because the mind as Kant argues having certain constraints [in reference to space and time] – can only grasp the noesis of the object but not its noumena – the object’s intentionality. It can be inferred then that transcendental idealism’s fundamental assertions lies on two grounds: first, objects by themselves exudes intentionality; and secondly, we can never know their intentionality [or noumena] because our mind can only grasp the noesis or what is appearing to us. Phenomenology believes on Kant’s first claim that indeed objects have their own intentionality but vies the second assertion. As such, its emergence as a domain of study in philosophy is grounded on its thrust to prove that indeed the mind can know the noumena of objects. Phenomenology believes that this can be done using eidetic reductionism proving to all that the mind can transcend beyond the physical realm – beyond space and time. Essentially, all the philosophies which were tackled in this paper seek to explain and interpret the world – including the objects within it and the beings living in it; from the primordial existence of things up to the authentication of one’s Being.

Quotes About D-Day and the Normandy Invasion

The D-Day invasion of World War II, codenamed Operation Overlord, began on June 6, 1944. The assault was originally planned for June 5th. However, due to poor weather, General Dwight Eisenhower decided to move the date of the invasion to the 6th. It was among the largest amphibious assaults ever attempted. The following are some quotes from that historic day. General George S. Patton, Jr.: We want to get the hell over there. The quicker we clean up this Goddamned mess, the quicker we can take a little jaunt against the purple pissing Japs and clean out their nest, too. Before the Goddamned Marines get all of the credit. (This politically incorrect speech was given to Pattons troops on June 5, 1944.) General George S. Patton, Jr.: There is one great thing that you men will all be able to say after this war is over and you are home once again. You may be thankful that twenty years from now when you are sitting by the fireplace with your grandson on your knee and he asks you what you did in the great World War II, you WONT have to cough, shift him to the other knee and say, Well, your Granddaddy shoveled shit in Louisiana. No, Sir, you can look him straight in the eye and say, Son, your Granddaddy rode with the Great Third Army and a Son-of-a-Goddamned-Bitch named Georgie Patton! (This speech was delivered to Pattons troops on June 5, 1944) Colonel Francis W. Dawson: Rangers, Lead The Way! (On the occasion of the Normandy Invasion, 1944) General Dwight D. Eisenhower: You will bring about the destruction of the German war machine, the elimination of Nazi tyranny over the oppressed peoples of Europe, and security for ourselves in a free world. Your task will not be an easy one. Your enemy is well trained, well equipped, and battle-hardened. He will fight savagely....The free men of the world are marching together to victory. I have full confidence in your courage, devotion to duty, and skill in battle. We will accept nothing less than full victory. Good luck, and let us all beseech the blessings of Almighty God upon this great and noble undertaking. (Giving the D-Day order on June 6, 1944)

Definition and Examples of Corpus Linguistics

Corpus linguistics is the study of language based on large collections of real life language use stored in corpora (or corpuses)--computerized databases created for linguistic research. Also known as corpus-based studies. Corpus linguistics is viewed by some linguists as a research tool or methodology, and by others as a discipline or theory in its own right.  Kuebler and Zinsmeister conclude that the answer to the question whether corpus linguistics is a theory or a tool is simply that it can be both. It depends on how corpus linguistics is applied (Corpus Linguistics and Linguistically Annotated Corpora, 2015). Although the methods used in corpus linguistics were first adopted in the early 1960s, the term corpus linguistics didnt appear until the 1980s. Examples and Observations [C]orpus linguistics is . . . a methodology,  comprising a large number of related methods which can be used by scholars of many different theoretical leanings. On the other hand, it cannot be denied that corpus linguistics is also frequently associated with a certain outlook on language. At the centre of this outlook is that the rules of language are usage-based and that changes occur when speakers use language to communicate with each other. The argument is that if you are interested in the workings of a particular language, like English, it is a good idea to study language in use. One efficient way of doing this is to use corpus methodology . . .. (Hans Lindquist, Corpus Linguistics and the Description of English. Edinburgh University Press, 2009)Corpus studies boomed from 1980 onwards, as corpora, techniques and new arguments in favour of the use of corpora became more apparent. Currently this boom continues--and both of the schools of corpus linguistics are growing . . .. Corp us linguistics is maturing methodologically and the range of languages addressed by corpus linguists is growing annually. (Tony McEnery and Andrew Wilson, Corpus Linguistics, Edinburgh University Press, 2001) Corpus Linguistics in the Classroom In the context of the classroom the methodology of corpus linguistics is congenial for students of all levels because it is a bottoms-up study of the language requiring very little learned expertise to start with. Even the students that come to linguistic enquiry without a theoretical apparatus learn very quickly to advance their hypotheses on the basis of their observations rather than received knowledge, and test them against the evidence provided by the corpus. (Elena Tognini-Bonelli,  Corpus Linguistics at Work. John Benjamins, 2001)To make good use of corpus resources a teacher needs a modest orientation to the routines involved in retrieving information from the corpus, and--most importantly--training and experience in how to evaluate that information. (John McHardy Sinclair, How to Use Corpora in Language Teaching, John Benjamins, 2004) Quantitative and Qualitative Analyses Quantitative techniques are essential for corpus-based studies. For example, if you wanted to compare the language use of patterns for the words big and large, you would need to know how many times each word occurs in the corpus, how many different words co-occur with each of these adjectives (the collocations), and how common each of those collocations is. These are all quantitative measurements. . . .A crucial part of the corpus-based approach is going beyond the quantitative patterns to propose functional interpretations explaining why the patterns exist. As a result, a large amount of effort in corpus-based studies is devoted to explaining and exemplifying quantitative patterns. (Douglas Biber, Susan Conrad, and Randi Reppen, Corpus Linguistics: Investigating Language Structure and Use, Cambridge University Press, 2004)[I]n corpus linguistics quantitative and qualitative methods are extensively used in combination. It is also characteristic of corpus linguistics to begin with qua ntitative findings, and work toward qualitative ones. But . . . the procedure may have cyclic elements. Generally it is desirable to subject quantitative results to qualitative scrutiny--attempting to explain why a particular frequency pattern occurs, for example. But on the other hand, qualitative analysis (making use of the investigators ability to interpret samples of language in context) may be the means for classifying examples in a particular corpus by their meanings; and this qualitative analysis may then be the input to a further quantitative analysis, one based on meaning . . .. (Geoffrey Leech, Marianne Hundt, Christian Mair, and Nicholas Smith, Change in Contemporary English: A Grammatical Study. Cambridge University Press, 2012)

Educating Children With Children Can Learn From Great...

Engaging in recreation is a process by which children can learn from. Great quality play has a significant impact on child development. Play involves the child, thinking, creative expression of thoughts and feelings, and physical demands. It all interacts with in there dynamic process. Children learn about relationships with peers, significant adults, and the world around them. They experience the complete range of their senses and feelings, how their bodies move through space, and how their imaginations can create alternate worlds of existence. When children build with blocks or sand, romp through the modules of a playground superstructure, they learn limits and bond through horse playing, expressing themselves it represent the world through hundreds of different materials, they gain the benefits of play in thousands of different ways. They are continually learning and emerging, becoming healthy, well reasonable individuals through play. Children usually respond when asked about play, play is more than just fun. Play is engaging, voluntary and spontaneous. Taking part is a way for children to learn more about whom they are and what they can do. Play is a way for children to test limits, engage in fantasy, and learn about others. Play in the United States over the last century has gone from being almost completely an outdoor activity to one that is often situated indoors in front of televisions and computers. Schools, so often concernedShow MoreRelatedThe Professional Identity Of A Teacher1217 Words   |  5 PagesTeachers play an important role in society. They are responsible for educating children, the leaders of tomorrow. A teacher is recognised as one of the most influential people involved within the development of a child, responsible for the imparting of both social and academic knowledge. As an aspiring teacher it is important to reflect and critique on the professional identity of a teacher. 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Example of a Well Structured free essay sample

Example of a well structured essay. The content isn’t that exiting and the conclusion is quite weak, but there are many good points to make on the way the essay is structured and the way the information is put across. All my comments are highlighted thus. A good introduction. †¢Does the job of clearly defining the topic covered in the essay and the specific aspects which will be discussed. See in particular last sentence of introduction. ( We will be looking at the structure of introductions more specifically in another class. ) †¢ Grabs reader’s attention by including stats and a quote. If you suffer from shyness, you are not alone, for shyness is a universal phenomenon. According to recent research, â€Å"close to 50 percent of the general population report that they currently experience some degree of shyness in their lives. In addition, close to 80 percent of people report having felt shy at some point in their lives† (Payne, 2000, p. 5). As shyness is so prevalent in the world, it is not surprising that social scientists are learning more about its causes. They have found that shyness in an individual can result from both biological and environmental factors. This is the thesis statement of the essay. It is the most specific sentence of the intro and indicates clearly what will be covered in the essay, and in what way it will be covered. This may be too detailed for this session and will be covered in session on paragraphs etc.. Body paragraphs are coherent and only deal with one aspect of the main topic. Paragraph 1 – covers the genetic causes of shyness Points are well supported by quotes Recent research reveals that some individuals are genetically predisposed to shyness. In other words, some people are born shy. Researches say that between 15 and 20 percent of newborn babies show signs of shyness: they are quieter and more vigilant. Researchers have identified physiological differences between sociable and shy babies that show up as early as two months. In one study, two-month-olds who were later identified as shy children reacted with sign of stress to stimuli such as moving mobiles and tape recordings of human voices: increased heart rates, jerky movements of arms and legs and excessive crying. Further evidence of the genetic basis of shyness is the fact that parents and grandparents of shy children more often say that they were shy as children than parents and grandparents of non-shy children (Henderson and Zimbardo, 2005). Paragraph 2 Not really a full paragraph, but it acts as a transition paragraph to move the reader from the genetic causes of shyness to the environmental causes. However, environment can, at least in some cases, triumph over biology. A shy child may lose much of his or her shyness. On the other hand, many people who were not shy as children may become shy adults, a fact that points to environmental or experiential causes. Paragraph 3 Covers first environmental cause The first environmental cause of shyness may be a child’s home and family life. Children who grew up with a difficult relationship with parents or a dominating older sibling are more likely to be inhibited in social interactions. Another factor is the fact that today’s children are growing up in smaller and smaller families, with fewer and fewer relatives living nearby. Growing up in single-parent homes or in homes in which both parents work full time, children may not have the socialising experience of frequent visits by neighbours and friends. Because of the lack of social skills, they may begin to feel socially inhibited, or shy, when they start school (Smith, 2002). Paragraph 4 Covers 2nd environmental cause A second environmental cause of shyness in an individual may be one’s culture. In a large study conducted in several nations, 40 percent of participants in the United States rated themselves as shy, compared to 57 percent in Japan and 55 percent in Taiwan. Of the countries participating in the study, the lowest percentage of shyness was found in Israel, were the rate was 31 percent. Researchers Henderson and Zimbardo argue that one explanation of the cultural difference between Japanese and Israelis lies in the way each culture deals with attributing credit for success and blame for failure. 2005, p. 20). â€Å"In Japan, an individual’s performance success is credited externally to parents, grandparents, teachers and others, while failure is entirely blamed on the person. Therefore the Japanese learn not to take risks in public and rely instead on group-shared decisions. † (Henderson and Zimbardo, 2005, p. 22). In Israel, the situation is entirely reversed accord ing to Henderson and Zimbardo. â€Å"Failure is externally attributed to parents, teachers, friends and other sources, while all performance success is credited to the individual’s enterprise† (2005, p. 22). The consequence is that Israelis are free to take risks since there is nothing to lose by trying and everything to gain. (2005). Paragraph 5 Covers 3rd environmental cause In addition to family and culture, technology may play a role as well. In the United States, the number of young people who report being shy, has risen from 40 percent to 50 percent in recent years (Payne, 2005). The rising number of shy young people may be â€Å"due in part to the growing dependence on non-human forms of communication, coming about as a result of our huge advances in technology† (Payne, 2005, p. 6). Watching television, playing video games and surfing the web have displaced recreational activities that involve social interaction for many young people. Adults too, are becoming more isolated as a result of technology. Face-to-face interactions with bank clerks, petrol station attendants and shop assistants are no longer necessary because people can use machines to do their banking, fill their petrol tanks and order merchandise. College students take online telecourses. Telecommuters work at home, giving up daily contact with co-workers. Everyone texts, e-mails and converses anonymously in online chat rooms. As a result, people have less opportunity to socialise in person, become increasingly awkward at it and eventually start avoiding it altogether. In short, they become shy. Paragraph 6 Covers not a cause but the effects of shyness. While being shy has some negative consequences, it also has positive aspects. For one thing, it has been mentioned that shy people are good listeners (Smith, 2002). Furthermore, a university professor writing about his own shyness says â€Å"Because of their tendency towards self-criticism, shy people are often high achievers, and not just in solitary activities like research and writing. Perhaps, even more that the drive towards independent achievement, shy people long to make connections to others, often through altruistic behaviour† (Benton, 2004, p. 110). Conclusion Shyness has both genetic and environmental causes. Some people come into the world shy, while others become shy as a result of their experience in life. This sentence echoes the thesis statement at end of introduction. It appears that most people have experienced shyness at some time in their lives and recent research indicates that the number of shy people is increasing. Therefore, if you are shy, you have lots of company. . last sentence possibly a little weak!! But still does the job! Further comments: Linking/transitional signals – use of these to introduced a new item or a change of direction in argument or point, helps the text to flow and easier to read and understand†¦use of these and many others will be looked at in another session. Other point which could be picked on is the writing style and the way the sentences are constructed. In many cases the 2nd clause (section) of the sentence has been r

Contemporary Issues in Sports for Narcotic Analgesics and Diuretics

Question: Discuss about theContemporary Issues in Sports for Narcotic Analgesics and Diuretics. Answer: Introduction Doping, the term is derived from dope, which is an expression that was used to refer to an alcoholic drink which was used to stimulate dancers of South Africa; this term was later extended to modern day doping. Athletes use banned substance to improve their performance in sports. This is called doping. The International Olympic Committee and the International Sports Authorities and Federation have listed, identified and accepted some doping substances. The doping substances are stimulants,analogues, peptide, narcotic analgesics, diuretics and glycoprotein hormones and anabolic agents. This list is continuously updated by the major sports organizations like the International Olympic Committee (IOC) and the International Sports Authorities. Doping methods can be of various types like physical manipulation, blood doping, chemical manipulation and pharmacological manipulation (Angelo et al., 2013). There are drugs like alcohol, beta-blockers, anesthetics, marijuana; corticosteroidsare su bjected to restrictions by organizations like International Olympic Committee (IOC). Some medical requirement can make it necessary to consume such drugs but without a proper medical ground. An athlete who consumes any of these substances or adopts this kind of doping methods is subjected to disqualification by governing organizations of sports (Alexander, 2014). Discussion According to O'Leary (2013), Doping has detrimental effects on athletes and it poses threat to fair competition in sports. In endurance sports like cycling, rowing, swimming, cross-country and skiing, athletes make use of drugs to enhance their performance. One such drug is erythropoietin which is consumed by athletes who play endurance sports. Erythropoietin leads to a higher level of red blood cells which can make the blood of athletes more oxygenated and thus increase their performance in endurance sports. Thus doping should be avoided as it leads to unfair competition. It has been criticized that sports like football and soccer are not doing much to resolve the issue of doping. However, according to Yar (2014), it can be alternatively be argued that doping should be legalized in athletes. The zero-tolerance against doping is not working. If the blood data is non-suspicious, it does not prove that no doping substances are used. It only means that doping substances in blood of athl etes did not exceed the range. It is known that athletes are subjected to doping but the organizations of sports are unable to clearly identify the athletes who have made use of doping substances. Thus, high-performance of athletes are subjected to suspicion and many athletes face harassments even if they do not make use of doping substances just because they have delivered high performance. For instance, cyclist Chris Froome and his teammates delivered high performance in Tour de France and was subjected to physical violence. Justin Gatlin has complained that bans related to doping have led to unfair and biased coverage of his performance (O'Leary, 2013). Key findings and Application of Social theory and Interventions The Athlete Biological passport is the fundamental principle which can be utilized for monitoring the specified biological variables over time that can reflect indirectly the effects of doping rather than to make an attempt to detect the doping substance or the doping method itself. The robust framework of the anti-doping program can be integrated into the Athlete Biological passport by the anti-doping organizations for identification and target of athletes who can be subjected to specific analytical testing by making use of intelligent methods for interpreting their passport data on time. WADA is the international independent organization which is responsible to monitor and coordinate the global fight against sports. The Athlete Biological Passport has been developed by WADA. The executive committee of WADA approved the Biological Passport Operating guidelines of WADA on December 1, 2009. A standardized approach was adopted by the first version of WADA ABP guidelines to profile the Haematological variables of the athletes to detect the doping level in blood of sportsmen. The second module was introduced by the fourth version of WADA ABP guidelines which is called the steroidal module which was used to detect steroid doping from urinary steroid concentrations of athletes over time. WADA will develop and revise the Athlete Biological Pass port guideline and thus intervene to control doing among sportsmen by consulting its stakeholders to intervene in anti-doping activities and to take strict measures and control to rectify the doping related issue in sports((WADA intervention, 2017) The anti-doping rule violations consist of 10 rules which are in alignment with the World-Anti Doping code like the sportsmen should not fail to submit a sample collection for testing related to doping, the athletes sample should not contain a prohibited substance, an athlete should not tamper with the doping control, an athlete should not be associated with a doctor or coach who has been found guilty of violating the anti-doping rules (WADA intervention, 2017) United Kingdom Anti Doping is the national anti-doping organization which is responsible for charging the personnel who have supported athletes or athletes directly for Anti-Doping Rule Violations (ADRV). The code of ADRV was developed by UKAD IN 2015 and the code is aligned to World-Anti Doping code, thus UKAD intervenes and control doping among sportsmen. Results from testing programs of doping related activities in sportsmen are also published by UKAD. There are more than 89 sports which are charged with having doping payers. In all international game formats, 115 nations were represented by doped players. There has been evidence of doping in football. FIFA is of the opinion that education can make sports free of doping. The intervention that is adopted by FIFA to ensure that football matches are free from doping is that FIFA ensures that team physicians sign a declaration that states that athletes will undergo routine blood testing before the commencement of FIFA world cup (Duntas Popovic, 2013). In the Olympic Games, athletes are tested for Erythropoietin by testing samples of their urine and blood. 18-pro cyclists have died due to the use of Erythropoietin as of 2012 (Barkoukis et al., 2013).Some of the Anti-Doping organizations that intervene in activities related to doping are the United States Olympic Committee. The International Olympic Committee has founded the World Anti-Doping Agency. The activities of the agency include education and development to intervene and address issues related to doping and to monitor the World Anti-Doping Code. The UNESCO International Convention a gainst Doping in Sports enforced the provision of the World-Anti Doping Agency. Also, the Council of Europe Anti-Doping Convention has intervened with doping activities related to sports to and the aims of this organization are in alignment with that of WADA (Morente-Snchez Zabala, 2013). Functionalist theory is applied to this issue related to doping in sportsmen. Emile Durkheim portrayed the perspective that interconnected part of a society or social being can be harmonized by philosophers and sociologists belonging to the same school of thought. The issue related to doping in sportsmen is considered a contemporary issue of sports because it raises questions against the social justification of sportsmen. Ben Johnson was found guilty of doping in the 1988 Seoul Olympics. Diego Maradona was also found guilty of doping in 1986 World Cup. Lance Armstrong, the renowned cyclist was accused of doping in Tour de France in 2005. The doping acquisitions against Armstrong got stronger because his teammates were found to consume Erythropoietin. Maria Sharapova, the five-time Grand Slam Winner was found guilty of doping and claimed that she concealed the use of meldonium from authorities and International Tennis Federation banned her from playing tennis till 26 January, 2018 (Pa oli Donati, 2014). A sports organization or a governing body of sports organize campaign, activities and programs and implement codes to address groups issues related to doping in sports. These code or conduct or campaigns are called intervention. The contemporary issues of sports are broad and diverse, so one intervention cant solve an issue. Intervention from sports organization is mandatory to address contemporary issue of sports like doping. Despite of the intervention to handle issues related to doping in sportsmen, the success rate of Anti-doping campaigns is just 1-2 percentages. The social theory is used in the research as the anti doping movement will lead to the harmony of the individual social being to create an effective understanding of the issues. The sports and anti-doping communities can be committed to clean sport; they can incorporate the Say No! To Doping logo in promotional materials, uniforms, sports equipment and competition venues. More than stringent law, social awareness needs to be developed so that more number of the sports persons can be driven to a squad free from doping. Conclusion It can be concluded that doping in sportsmen is a contemporary issue in sports that have negative consequences like doping leads to unfair competition in sports. The performance of sportsmen increases dramatically because of doping which does not ensure fair competition. There has been intervention from different sports organizations like WADA, IOC, FIFA and many more for implementing positive steps to control doping among sportsmen. However, the tests conducted to test doping in sportsmen are not always effective and many sportsmen have complained that bans which are related to doping caused unfair and biased coverage of their performance. Reference List Alexander, B. R. (2014). War on drugs redux: Welcome to the war on doping in sports.Substance use misuse,49(9), 1190-1193. Angelo Corlett, J., Brown Jr, V., Kirkland, K. (2013). Coping with doping.Journal of the Philosophy of Sport,40(1), 41-64. Barkoukis, V., Lazuras, L., Tsorbatzoudis, H., Rodafinos, A. (2013). Motivational and social cognitive predictors of doping intentions in elite sports: An integrated approach.Scandinavian journal of medicine science in sports,23(5). Duntas, L. H., Popovic, V. (2013). Hormones as doping in sports.Endocrine,43(2), 303-313. Morente-Snchez, J., Zabala, M. (2013). Doping in sport: a review of elite athletes attitudes, beliefs, and knowledge.Sports Medicine,43(6), 395-411. O'Leary, J. (2013).Drugs Doping in Sports. Routledge. Paoli, L., Donati, A. (2014). The sports doping market. InUnderstanding Supply and Demand and the Challenges of Their Control. Springer New York. WADA intervention. (2017).wada-ama.org. Retrieved 24 October 2017, from https://www.wada-ama.org/en/media/news/2017-04/wada-publishes-2015-anti-doping-rule-violations-report Yar, M. (2014).Crime, deviance and doping: Fallen sports stars, autobiography and the management of stigma. Springer.