The Effects Of Steroids On Muscle Training Essays - Free Essays

The Effects Of Steroids On Muscle Training Essays - Free Essays The Effects Of Steroids On Muscle Training What are steroids? Steroids are synthetic chemicals that mimic the hormones produced by the body. Hormones control bodily functions and are separated into various classifications such as adrenal, cortical, cardiac, bile salts, vitamins, and sex hormones. Anabolic steroids that build muscle tissue are classified as sex hormones and they stimulate the action of the male sex hormone testosterone. When testosterone is released at the appropriate time it has the natural effects of creating body size, bone size, body hair, sex organ maturation, and muscle tissue development. They often have many different trade names or brand names. Commonly used anabolic steroids are Anavar, Sustanon, and Dianabol. Anabolic steroids are prescription-only medicines. They are not controlled under the misuse of drugs act. It is not illegal to possess them for personal use. It is an offense to supply them. They can only be acquired from a chemist with a doctor's prescription. In addition, there is a large illicit market in anabolic steroids. The primary use of anabolic-androgenic steroids is in replacement therapy for male testosterone. Other medical uses include growth promotion in certain forms of stunted growth, osteoporosis, mammary carcinoma, animas, and hereditary angioneurotic edema. The use of various physical and chemical aids in performance enhancement has been a feature of athletic competition since the beginning of recorded history. The ancient Greeks ate sesame seeds, bufotenin was used by the berserks in Norwegian mythology, and the Andean Indians and the Australian aborigines chewed, respectively, coca leaves and the pituri plant for stimulating and anti-fatiguing effects (Bowman, 1980). Athletes have used anabolic steroids to enhance appearance and performance for years. The first ergogenic use of anabolic-androgenic steroids was reported back in the 1950's among weightlifters and bodybuilders. Bowman reported that one-third of a sample of elite track and field athletes in Great Britain admitted to systematic anabolic-androgenic steroid use by 1972 (Bowman, 1980). Silvester reported that 68% of a sample interviewed at the 1972 Olympic Games from 7 different countries, and who were competing in such diverse activities as throwing, jumping, vaulting, sprinting, and running up to 5000m, admitted to having used anabolic-androgenic steroids (Bowman, 1980). Although it was actually suggested early in 1973 and stressed later, it is now evident that the use of anabolic-androgenic steroids is not limited to the elite athletes but has now trickled down to the amateur, professional, college, high school, and even junior high athletes. Due to the estimated prevalence of non-med ical anabolic-androgenic steroid use and the implications for society and public health there were several scientific meetings set up. Moreover, a technical review at the National Institute on Drug Abuse in 1989 was set up, and both federal and state investigations to reclassify anabolic-androgenic steroids as controlled substances despite arguments from the American Medical Association. Patterns of anabolic-androgenic steroid use among athletes have been determined from several surveys. Hickson and Kurowski interviewed 24 weight-training athletes at a gymnasium in a metropolitan area of the southwestern United States. The Subjects surveyed took a combined steroid dose of four to eight times the recommended medical dose, Used more than one anabolic-androgenic steroid at a time, which is known as stacking, and combined the use of intravenous and oral anabolic-androgenic steroids (Hickson, 1986, p. 465). Although Hickson and Kurowski questioned a specific sample of anabolic-androgenic steroid users, they concluded that their subjects seemed to be representative of the type of athletes who used anabolic-androgenic steroids. Two other groups of people also conducted very similar surveys and found that their subjects were also taking well over the recommended medical dose. In 1990 Baldoenzi and Giada conducted a survey and found that 110 out of 250 weightlifters he interviewed in several gymnasiums in the metropolitan Chicago area, many of, which had no intentions of being competitive, also used a variety of anabolic-androgenic steroids. 50 weightlifters were interviewed in detail, a majority had no competitive interests in weightlifting, bodybuilding, or any other athletic event just used the steroids because they wanted to. Baldoenzi and Giada concluded that anabolic-androgenic steroid abuse had reached alarming proportions in noncompetitive athletes (Baldoenzi, 1990, p. 205). The Buckley survey in 1988 suggests that one-quarter to one-half million adolescents in the United States has used or

Personality Types of Students in a Typical Classroom

Personality Types of Students in a Typical Classroom Middle school kids are at different places academically, emotionally, and socially, and teachers need to work with all of them. Personalities also come heavily into play, as they do with adults. Youll want to be prepared for a wide range of personalities before entering any schoolroom of students at this age. Bully Bullies typically pick on students who either cannot or will not defend themselves. Bullies themselves are often exceedingly insecure people who prey on weaker individuals. There are physical, verbal, and cyber bullies. Most students will not stand up for others who are being bullied for fear of repercussions, and schools and parents need to be diligent in spotting this behavior and working to prevent it in and out of the classroom. Busy Body These students might be full of energy and lack focus to concentrate on the task at hand. From constantly bouncing in their seats or talking all the time to moving around the classroom at inopportune times, their activity can overwhelm the classroom. Find ways to keep their attention and keep them from distracting others. Sometimes students who are busybodies are dealing with learning challenges like ADD or ADHD and may need assessments to determine if there are underlying causes for their behavior. Class Clown Every classroom has students who believe their job is to keep the remainder of the class entertained. These students love the attention and make getting laughs their primary goal. This action often gets these students into trouble, as their behavior can detract from the learning that needs to happen. As such, they are often referred to the office for disciplinary action. Clueless These students often dont seem to get it. They may not understand social cues or sarcasm or are oblivious to what is happening around them. They can sometimes be easy targets for bullies, especially verbal bullying. They might be referred to as dumb or â€Å"airheads.† They are typically laid back and easygoing. Motivated Motivated students are often extremely hard workers with specific goals they are trying to achieve. They may or may not be naturally smart, but they can typically overcome any learning issue through hard work. Teachers love to have motivated students because they are eager to learn, asks questions, and do anything to reach their goals. Motivated students can sometimes be the target of the bullies, who may tease them about being teachers pet. Natural Leader Everyone looks up to natural leaders. They are typically tremendously enthusiastic, well-liked, and well-rounded individuals. They often do not even realize that other people look up to them. Natural leaders often lead by example and have the unique ability to get people to listen to them when they do speak. Nerd Typically, nerds have above-average intelligence. They are often seen as different or quirky and are physically immature for their age. They often have unique interests compared to their peers and can be extremely fixated on those interests. This can make them targets for bullies. Organized These students are almost always prepared for class. They seldom forget to complete homework and bring what they need to class. Their locker or desk is exceptionally neat and orderly. They are always on time and ready to learn when class begins. They do not forget deadlines, are adept at staying on task, and are good at managing their time. Pot Stirrer A pot stirrer loves to create drama without being in the center of the situation. They look for little pieces of information that they can use to turn one student against another. These students are master manipulators, even changing stories to ensure drama. They understand what buttons to push, for both other students and the teacher, and they are excellent at doing just that. Quiet as a Mouse These students are often shy or withdrawn, or they might be introverts. They only have a few friends, and those friends are also typically quiet. They are never in trouble, but they rarely participate in classroom discussions. They avoid conflict and stay clear of all drama. It can be tough for a teacher to gauge how much these students are learning, but its important to find a way to connect. These students can be incredibly bright and highly motivated to learn, but prefer not to be involved in drama. Respectful These students rarely have anything unpleasant to say and can be model students. They are often on task and are typically well-liked by their peers. Respectful students usually abide by the rules, rarely cause disruptions in the classroom, and are active participants in class  discussions. They are typically hard workers and leaders, and involved in activities and sports. In general, they are motivated to do more than the bare minimum and are quick to look for new opportunities for involvement and to and try new things. Smart Aleck These students are extremely sarcastic, argumentative, and confrontational. They question or comment on everything that anyone, including the teacher, says. They are often sharp-witted and can respond quickly to any situation. These students have a unique ability to get under a teacher’s skin and enjoy doing just that. Socialite Socialites would talk to a wall if they thought it would talk back. They always have something to say and find it difficult to go even a few minutes without talking. They love classroom discussions and are the first to raise their hands when the teacher asks a question. There is no limit to the topic. They are experts at everything and love to hear their own voice. Unmotivated Unmotivated students are often labeled as lazy, even though that might not be the case. They seem to lack the internal drive to succeed academically, or they are just there because they have to be. In some cases, they do not have the necessary parental support at home to be successful or have a learning difference that hasnt allowed them to work to their fullest potential. They often frustrate teachers because many have tremendous ability, but appear to refuse to put in the time needed to complete or turn in assignments. Sometimes these students need extra assistance or testing to rule out learning differences. Unorganized These students can frustrate a teacher. They continuously forget to take homework or important notes home. Their locker or desk is chaotic. They often turn in crumpled papers due to being crammed into a locker, backpack, or book. They are often late to class/school and are terrible at managing their time. They may still be actively engaged and do well in school, or they may struggle with their academics.

IT IS VERY IMPORTANT TO GET KIDS INVOLVED IN SPORTS Essay

IT IS VERY IMPORTANT TO GET KIDS INVOLVED IN SPORTS - Essay Example However, as Ripken, Ripken B, and Scott (4) remind, a kid’s basic interest in sport has to be cultivated and maintained carefully because his/her interest levels might vary from time to time. Therefore, parents and academic reformers should heed genuine attention to integrate sports into school curriculum. To illustrate, the hustle and bustle of modern life have heavy impact on the lives of children today. They have been given little chance to understand the importance of their health. Since higher emphasis is given to academic training, sport often becomes the least important aspect of curriculum. However, sport is the most important aspect of a child’s various stages of development. Evidently, sports help children to practice self discipline that will have a long term positive effect on their future life. Children who practice self discipline are less likely to fall in bad habits mainly for two reasons. Firstly, they will have the moral courage to overcome such situat ions; and secondly, they deliberately avoid such chances as they are well aware of the importance of health. Moreover, kids who involve in sports, learn the basic lessons of social life and cooperation. Since every sport is played between two or more individuals, children will naturally learn how to interact with other persons in a healthy manner for their common goal.

Any article for fitness such as tips for work out o

Any for fitness such as tips for work out o - Article Example Doing exercise in gym on a regular basis is a time consuming task. Nonetheless, it can not be missed. In order to accommodate their exercise needs in a tight schedule, many people tend to do workout at home. Not only does this practice save time, but also becomes quite convenient for people to exercise on a regular basis. In order to workout at home, one would need such exercise equipment that would not only be cheap, but would also accommodate in the space available in home. Different people have different exercise needs. One should buy the machine that would address one’s area of concern. Step bench, balance balls, exercise cycle, dumbbells and weights are common exercise equipments that can be easily accommodated in homes (Jerkins). In case someone is not able to purchase the products of health fitness, then he/she should acquire second hand equipment. With time, more equipment can be gathered. It is not essential to purchase everything at the same time. As one’s nee ds grow, so should the collection of exercise equipment. Works Cited: Jerkins, Hanna. â€Å"Tips To Choose Best Bodybuilding Equipments for Workout.† 25 Mar. 2011. Web. 20 Apr. 2011. .

Reflective Writing on Marketing Essay Example for Free

Reflective Writing on Marketing Essay During your time at university you will spend a lot of your time thinking – thinking about what people have said, your reading, your own thinking and how your thinking has changed. The thinking process involves two aspects: reflective thinking and critical thinking. Rather than being two separate processes they are closely connected. (Brookfield 1987) Reflective thinking Reflection is a form of personal response to experiences, situations, events or new information. It is a ‘processing’ phase where thinking and learning take place. There is neither a right nor wrong way of reflective thinking; there are just questions to explore. The reflective thinking process starts with you. Before you can begin to assess the words and ideas of others, you need to pause and identify and examine your own thoughts. This involves revisiting your prior experience and knowledge of the topic you are exploring. It also involves considering how and why you think the way you do. The examination of your beliefs, values, attitudes and assumptions forms the foundation of your understanding. Reflective thinking demands that you recognise that you bring valuable knowledge to every experience. It helps you therefore to recognise and clarify the important connections between what you already know and what you are learning. It is a way of helping you to become an active, aware and critical learner. What is Reflective writing? Reflective writing is: * Your response to experiences, opinions, events or new information * Your response to thoughts and feelings * A way of thinking to explore your learning * An opportunity to gain self-knowledge * A way to achieve clarity and better understanding of what you are learning * A chance to develop and reinforce writing skills * A way of making meaning out of what you study Reflective writing is not: * Just conveying information, instruction or argument * Pure description, though there may be descriptive elements * Straightforward decision or judgement (e.g. about whether something is right or wrong, good or bad) * Simple problem-solving * A summary of unit notes * A standard university essay Why you are asked to do this type of assignment * To make connections The idea behind reflective writing is that what you learn at university builds on your prior knowledge, whether it is formal (education) or informal (gained through experience). Reflective writing helps you develop and clarify the connections between what you already know and what you are learning, between theory and practice and between what you are doing and how and why you do it. * To examine your learning processes Reflective writing encourages you to consider and comment on your learning experiences – not only WHAT you’ve learned, but HOW you did so. * To clarify what you are learning Reflecting helps you to clarify what you have studied, integrate new knowledge with previous knowledge, and identify the questions you have and what you have yet to learn. * To reflect on mistakes and successes Reflecting on mistakes can help you avoid repeating them. At the same time, reflecting on your discoveries helps identify successful principles to use again. * To become an active and aware learner * To become a reflective practitioner once you graduate and begin your professional life How to write reflectively What to discuss * Your perceptions of the course and the content. * Experiences, ideas and observations you have had, and how they relate to the course or topic. * What you found confusing, inspiring, difficult, interesting and why. * Questions you have and conclusions you have drawn. * How you solved a problem, reached a conclusion, found an answer or reached a point of understanding. * Possibilities, speculations, hypotheses or solutions. * Alternative interpretations or different perspectives on what you have read or done in your course. * How new ideas challenge what you already know. * What you need to explore next in terms of thoughts and actions. * Comparisons and connections between what you are learning and: * Your prior knowledge and experience; * Your prior assumptions and preconceptions; * What you know from other courses, units or disciplines. Writing style As it concerns your thoughts, reflective writing is mostly subjective. Therefore, in addition to being reflective and logical, you can be personal, hypothetical, critical and creative. You can comment based on your experience, rather than limiting yourself to academic evidence. * Reflective writing is an activity that includes description (what, when, who) and analysis (how, why, what if). It is an explorative tool often resulting in more questions than answers. * Use full sentences and complete paragraphs. * You can usually use personal pronouns like ‘I’, ‘my’ or ‘we’. * Keep colloquial language to a minimum (e.g. stuff, guys) * A reflective task may allow you to use different modes of writing and language: * Descriptive (outlining how something is or how something was done) * Explanatory (explaining why or how it is like that) * Expressive (I think, I feel, I believe) Tips for your reflective writing process 1. Think of interaction, event or episode you experienced that can be connected to the topic. 2. Describe what happened. 3. What was your role? 4. What feelings and perceptions surround the experience? 5. How would you explain the situation to someone else? 6. What might this experience mean in the context of your course? 7. What other perspectives, theories or concepts could be applied to the situation? References Brookfield, S 1987, Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting, Open University Press, Milton Keynes. Acknowledgement: The preceding material was adapted from The Learning Centre, The University of NSW. Used by permission. Additional notes: Steps for writing a reflective paper: 1.Start your self-reflection paper with an introductory paragraph. This introduction should help set the stage for the reader and should contain the main point of the paper. This would be a good paragraph in which to include information about how the subject and the material impacted your life, whether it reinforced your current views or caused you to change your way of thinking. 2.Write a paragraph or two about the impact the lecturer, classroom/tutorial discussions or the textbook material had on you during the course. Describe emotions you felt you felt or changes you experienced in your personal life due to the topic or the subject. If your opinions on different subjects changed due to these factors be sure to provide your previous opinion and explain why you changed your stance. If your opinions did not change, explain why. 3.Describe a moment during the class that was the most eye-opening for you. One example would be if during a lecture/tutorial the lecturer/tutor used a specific story or analogy to help explain the material that made the lesson really clear for you. Reflect on how you felt when you finally understood the lesson and how that lesson might have impacted the way you think. 4.Write a paragraph explaining how the information from the subject has impacted the way you will think, act and feel in the future long after the semester is over. You may want to include how this subject has changed how you approach other subjects in your degree or life in general. 5.Give feedback in your paper and share your opinions and ideas about how the subject can be improved. Share what you liked about the subject and what material helped you learn the most. Finish the paper by writing a conclusion that summarizes the main points of the paper. This is just one way of structuring reflective writing. Whichever approach to reflection you use try to bear in mind the following key points: * Reflection is an exploration and an explanation of events – not just a description of them. * Genuinely reflective writing often involves ‘revealing’ anxieties, errors and weaknesses, as well as strengths and successes. This is fine (in fact it’s often essential), as long as you show some understanding of possible causes, and explain how you plan to improve. * It is normally necessary to select just the most significant parts of the event or idea on which you are reflecting. If you try to tell ‘the whole story’ you will likely use up your words on description rather than interpretation. * It is often useful to ‘reflect forward’ to the future as well as ‘reflecting back’ on the past. Vocabulary aid (adapted from University of Portsmouth, Dept for Curriculum and Quality Enhancem ent) The following are just a few suggestions for words and phrases that might be useful in reflective writing. Obviously, using these words and phrases will not in itself make you a good reflective writer. 1.Description There is no suggestion of specific vocabulary for any descriptive elements of your reflective writing because the range of possible events, ideas or objects on which you may be reflecting on is so great. However, if you are describing an idea, for example a theory or model, it is usually best to use the present tense e.g. ‘Buyer behaviour theory recognises†¦Ã¢â‚¬â„¢ (not ‘recognised’). Events, of course, are nearly always described in the past tense. 2.Interpretation | | {aspect(s){elements(s){experience(s){issue(s)Idea(s)| Was (were)| For me, the [most]| {meaningful{significant{important{relevant{useful| | | | | learning| {arose from†¦{happened when†¦{resulted from†¦| Previously,}At the time,}At first}Initially,}Subsequently,}Later,}| I| {thought (did not think)†¦{felt (did not feel)†¦{knew (did not know)†¦{noticed (did not notice)†¦{questioned (did not question)†¦{realised (did not realise)†¦| | [Alternatively,][Equally,]| This| {might be{is perhaps{could be{is probably| {because of†¦{due to†¦{explained by†¦{related to†¦| | This| {is similar to†¦{is unlike†¦| because| | [Un]like†¦| this| {reveals†¦{demonstrates†¦| 3.Outcome Having| {read†¦{experienced†¦{applied†¦{discussed†¦{analysed†¦{learned†¦| I now| {feel†¦{think†¦{realise†¦{wonder†¦{question†¦{know†¦| | [Additionally,]}[Furthermore,]}[Most importantly,]}| I have learned that†¦| | I have significantly} slightly}However, I have not [sufficiently]}| {developed{improved| {my skills in†¦{my understanding of†¦{my knowledge of†¦{my ability to†¦| | | This means that†¦This makes me feel†¦| | | This knowledge {isThis understanding {could beThis skill {will be| {essential{important{useful| {to me as a learner [because†¦]{to me as a practitioner [because†¦]| | Because I| {did not†¦{have not yet†¦{am not yet certain about†¦{am not yet confident about†¦{do not yet know†¦{do not yet understand†¦| I will now need to†¦| | | As a next step, I need to†¦| | | More on Reflection What is reflection? A simple definition of reflection can be ‘consciously thinking about and analysing what you are doing and what you have done; thinking about what and how you have learnt. There is a lot of theory behind reflection that can be very complex. Most of the theory relates to seeing reflection as part of the cycle of learning (Figure 1). Initially students focus on knowledge, comprehension and application of subject matter. These three levels of learning are the easiest especially if the application is in a limited context e.g. worded problems from a text book. For higher levels of learning (application of knowledge in real world problems) you must be able to analyse, synthesise and evaluate as shown in Table 1. Reflection is a key part of moving into these higher levels of learning. Figure 1. Leaning cycle and examples of each phase Table 1 Six levels of learning Increasing Difficulty| Process| Explanation| | Knowledge| Recognition and recall of information and facts describing events| | Comprehension| Interprets, translates or summarises given information demonstrating understanding of events| | Application| Uses information in a situation different from original learning context -| | Analysis| Separates wholes into parts until relationships are clear – breaks down experiences| | Synthesis| Combines elements to form new entity from the original one draws on experience and other evidence to suggest new insights| | Evaluation| Involves acts of decision making, or judging based on criteria or rationale makes judgements about| Why reflect what are the benefits to the student? Learning is both an active and a reflective process. If you look at the learning cycle in Figure 1 you can see that reflection or thinking about what you have done and how and why you did it, form an integral part of learning. Because learning is often subconscious, we don’t realise that we have gained new knowledge or understanding until we stop to contemplate a particular activity. Reflection then, is a way for critical analysis, problem solving, synthesis of opposing ideas, evaluation, identifying patterns and creating meaning. Reflection will help you reach the higher levels of learning. Most students are focused on the lower levels of learning. â€Å"What do I have to know and demonstrate to pass the exam?† This is a very short-sighted approach to your time at university. You will not be able to remember all the facts and knowledge you have learnt in subjects unless you can fully understand, analyse and evaluate them. As you progress through your degree you will continually need information and knowledge from other subjects and this knowledge will build on previous knowledge. You must be able to attain the higher levels of learning in order to be successful in your degree and later in your professional life. Your learning and the need to learn will not stop with the end of your university degree. Most aspects of learning are common to all disciplines but sometimes there are different emphasises on certain learning skills. For example, generally speaking at university more emphasis is placed on the understanding of the methodology and the processes of problem solving. In this context, reflection will help you to detach yourself from the facts and put them into a larger context. Higher level courses at university as a business student bring a closer interaction between academic work and practical experience. Reflective practice here is critical in providing opportunities to identify areas for improvement and evaluation of the overall outcome including your decision making processes. Reflection can help bridge the gap between theory and practice and will enable you to understand your own thinking and learning. Another benefit is that it encourages you to look beyond your academic accomplishment and recognise the depth and range of other transferable skills. University is more than learning about facts and figures, it is a life experience. You will not learn everything that you need in your professional life at university. Your learning will be life long, so take some time to think about what skills you bring with you to university and what you learn along the way. How do I ‘reflect’? Reflection does not mean that you sit in the lotus position, humming meditative chants. Reflection can be active and need not take away from your ‘study time’. It is an important tool that can be used in all your university and professional work. Opportunities for reflection should occur before, during and after activities. That way you can take note of your learning starting point, assess your progress through the project and critically evaluate your learning at the end of the activity. Look critically at what you have done, what you’re team did and what the outcomes were. You need to ask yourself the why, how and what type of questions. Introducing Reflection Reflection is an important part of your learning whether you do it consciously or not. But what exactly is it? An excellent description of reflection can be found in the Harry Potter novel ‘ The Goblet of Fire’. In the paragraph below Dumbledore, the chief wizard and head teacher, is talking to Harry about having excess thoughts! ‘Harry stared at the stone basin. The contents had returned to their original, silvery white state, swirling and rippling beneath his gaze. â€Å"What is it?† Harry asked shakily. â€Å"This? It is called a Pensieve,† said Dumbledore. â€Å"I sometimes find, and I am sure you know the feeling, that I simply have too many thoughts and memories crammed into my mind.† â€Å"Err,† said Harry who couldn’t truthfully say that he had ever felt anything of the sort. â€Å"At these times† said Dumbledore, indicating the stone basin, â€Å"I use the Penseive. One simply siphons the excess thoughts from one’s mind, pours them into a basin, and examines them at one’s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form.’ (Rowling 2000) During the semester and in your reflective writing we are asking you to think about the process you have been through, how these events affected your behaviour, to think about what you have learnt, and to evaluate your performance. By writing these things down it will give you the opportunity to clarify your thoughts and to spot the patterns and links. Reflective writing examples As an example, look at the following two critiques – one is a better example than the other! [King (2002) Development of Student Skills In Reflective Writing, p 16, http://www.csd.uwa.edu.au/iced2002/publication/Terry_King.pdf ] 1.I woke up late because my alarm didn’t ring. My own fault, but there you are. By the time I had finished my breakfast (my usual bowl of cornflakes, and a cup of black coffee with three sugars), I had missed my bus (that’s the number 9a, picked up at the bus stop outside Halfords), which had left on time (just for a change).So I got to University, and by the time I had found the right room, I was over 30 minutes late for the OOPR2 Exam. Unfortunately, the invigilator wouldn’t let me take the exam because it was â€Å"against University regulations†. Didn’t he realise how important it was for me to pass that exam? My overall grade depends on it, and now I stand to have a resit in September when I wanted to have my holiday in Ibiza.| 2.I was over 30 minutes late for my exam, which meant I was not allowed to sit it. This will have repercussions on my degree mark, and on my holiday plans. This is the first time I have actually missed an exam, but not t he first time I’ve actually been late to exams and important interviews. I have learned that:†¢ I need to improve my time-keeping for critical events†¢ The University has strict rules governing late arrivals at exams†¢ I need to be better preparedThe reasons that I arrived late were:†¢ My alarm clock didn’t ring because I forgot to reset its time after daylight saving on Saturday night (although I had reset all the other clocks in the house).†¢ I totally rely on the alarm clock ringing I have no back-up system†¢ I rely on my bus – a break down or it leaving early would also cause me to be late†¢ I did not know in which room the exam was; if I had, I would still have been a few minutes late, but at least I could have sat the exam.In order to improve the situation for next year, I plan to:†¢ Have a process to check all the clocks in the house when the clocks are due to change†¢ Make sure I have a back-up alarm system ( using my digital watch) for all days when it’s important to get up early†¢ On exam day, aim to catch the earlier bus †¦ its only 20 minutes earlier.†¢ Possibly consider missing breakfast, and buying a sandwich on the way from the bus to the exam room. I do believe that a good breakfast is important though!†¢ Make sure I know the correct room well in advance of the exam, by checking each room number when I first get the timetable.I suspect I need to reflect more on my priorities – this degree is really very important to me.|

Booty :: essays research papers

The joy of the word "booty" Who likes booty? I like booty, and I think we should all like booty. Whether it is pirate's treasure or the beautiful behind of a woman, booty is a fantastic possession. I come from the lower class section of Ft. Lauderdale and in that area the booty is most often linked to the description of the African-American woman's posterior. I have always used the word booty, but recently I was told that it was a "black" term. I was shocked to hear this, and when I inquired as to why it was a "black" term, I was told that I shouldn't use words like that because they make me sound foolish. I do not always use the word booty but in some circumstances it is very necessary to use it. In my opinion it adds emphasis in the description of the size and beauty of the butt. What could possibly be wrong with using a word that is supposedly a word from a different heritage? We use words like "sheik" and "entree" all the time. I believe that there are no "black or "white" words, some words just happen to be used more by certain races. We should not be limited to certain words just because we are of a particular race. I firmly believe that whether a person is black or white they should know the true meaning of booty and should know why many people are in love with the ever powerful booty. The word booty as defined in the New Dictionary of American Slang, is "esp. black, the female body as a sex object; the sex act; ASS." Where I come from, booty is a word that is used to describe an extravagant behind. From what I have learned and seen, booty describes the size, the thickness, and the luster of one of my favorite body parts: the butt. The word booty is so descriptive that when someone uses it is understood quickly and usually without discussion. I usually do not hear people describe white women or any other type of women other than African-American, for that matter, to have booties. Whether this means that they do not possess the qualities to have their posterior described as a booty, I do not know. I do know however, that I have seen women of various nationalities that have what I would consider perfect booties.

Second Foundation 8. Seldon’s Plan

MATHEMATICS The synthesis of the calculus of n-variables and of n-dimensional geometry is the basis of what Seldon once called â€Å"my little algebra of humanity†Ã¢â‚¬ ¦ Encyclopedia Galactica Consider a room! The location of the room is not in question at the moment. It is merely sufficient to say that in that room, more than anywhere, the Second Foundation existed. It was a room which, through the centuries, had been the abode of pure science – yet it had none of the gadgets with which, through millennia of association, science has come to be considered equivalent. It was a science, instead, which dealt with mathematical concepts only, in a manner similar to the speculation of ancient, ancient races in the primitive, prehistoric days before technology had come to be; before Man had spread beyond a single, now-unknown world. For one thing, there was in that room – protected by a mental science as yet unassailable by the combined physical might of the rest of the Galaxy – the Prime Radiant, which held in its vitals the Seldon Plan – complete. For another, there was a man, too, in that room – The First Speaker. He was the twelfth in the line of chief guardians of the Plan, and his title bore no deeper significance than the fact that at the gatherings of the leaders of the Second Foundation, he spoke first. His predecessor had beaten the Mule, but the wreckage of that gigantic struggle still littered the path of the Plan- For twenty-five years, he, and his administration, had been trying to force a Galaxy of stubborn and stupid human beings back to the path-It was a terrible task. The First Speaker looked up at the opening door. Even while, in the loneliness of the room, he considered his quarter century of effort, which now so slowly and inevitably approached its climax; even while he had been so engaged, his mind had been considering the newcomer with a gentle expectation. A youth, a student, one of those who might take over, eventually. The young man stood uncertainly at the door, so that the First Speaker had to walk to him and lead him in, with a friendly hand upon the shoulder. The Student smiled shyly, and the First Speaker responded by saying, â€Å"First, I must tell you why you are here.† They faced each other now, across the desk. Neither was speaking in any way that could be recognized as such by any man in the Galaxy who was not himself a member of the Second Foundation. Speech, originally, was the device whereby Man learned, imperfectly, to transmit the thoughts and emotions of his mind. By setting up arbitrary sounds and combinations of sounds to represent certain mental nuances, be developed a method of communication – but one which in its clumsiness and thick-thumbed inadequacy degenerated all the delicacy of the mind into gross and guttural signaling. Down – down – the results can be followed; and all the suffering that humanity ever knew can be traced to the one fact that no man in the history of the Galaxy, until Hari Seldon, and very few men thereafter, could really understand one another. Every human being lived behind an impenetrable wall of choking mist within which no other but he existed. Occasionally there were the dim signals from deep within the cavern in which another man was located-so that each might grope toward the other. Yet because they did not know one another, and could not understand one another, and dared not trust one another, and felt from infancy the terrors and insecurity of that ultimate isolation – there was the hunted fear of man for man, the savage rapacity of man toward man. Feet, for tens of thousands of years, had clogged and shuffled in the mud – and held down the minds which, for an equal time, had been fit for the companionship of the stars. Grimly, Man had instinctively sought to circumvent the prison bars of ordinary speech. Semantics, symbolic logic, psychoanalysis – they had all been devices whereby speech could either be refined or by-passed. Psychohistory had been the development of mental science, the final mathematicization thereof, rather, which had finally succeeded. Through the development of the mathematics necessary to understand the facts of neural physiology and the electrochemistry of the nervous system, which themselves had to be, had to be, traced down to nuclear forces, it first became possible to truly develop psychology. And through the generalization of psychological knowledge from the individual to the group, sociology was also mathematicized. The larger groups; the billions that occupied planets; the trillions that occupied Sectors; the quadrillions that occupied the whole Galaxy, became, not simply human beings, but gigantic forces amenable to statistical treatment – so that to Hari Seldon, the future became clear and inevitable, and the Plan could be set up. The same basic developments of mental science that had brought about the development of the Seldon Plan, thus made it also unnecessary for the First Speaker to use words in addressing the Student. Every reaction to a stimulus, however slight, was completely indicative of all the trifling changes, of all the flickering currents that went on in another's mind. The First Speaker could not sense the emotional content of the Student's instinctively, as the Mule would have been able to do – since the Mule was a mutant with powers not ever likely to become completely comprehensible to any ordinary man, even a Second Foundationer – rather he deduced them, as the result of intensive training. Since, however, it is inherently impossible in a society based on speech to indicate truly the method of communication of Second Foundationers among themselves, the whole matter will be hereafter ignored. The First Speaker will be represented as speaking in ordinary fashion, and if the translation is not always entirely valid, it is at least the best that can be done under the circumstances. It will be pretended therefore, that the First Speaker did actually say, â€Å"First, I must tell you why you are here,† instead of smiling just so and lifting a finger exactly thus. The First Speaker said, â€Å"You have studied mental science hard and well for most of your life. You have absorbed all your teachers could give you. It is time for you and a few others like yourself to begin your apprenticeship for Speakerhood.† Agitation from the other side of the desk. â€Å"No – now you must take this phlegmatically. You had hoped you would qualify. You had feared you would not. Actually, both hope and fear are weaknesses. You knew you would qualify and you hesitate to admit the fact because such knowledge might stamp you as cocksure and therefore unfit. Nonsense! The most hopelessly stupid man is he who is not aware that he is wise. It is part of your qualification that you knew you would qualify.† Relaxation on the other side of the desk. â€Å"Exactly. Now you feel better and your guard is down. You are fitter to concentrate and fitter to understand. Remember, to be truly effective, it is not necessary to hold the mind under a tight, controlling barrier which to the intelligent probe is as informative as a naked mentality. Rather, one should cultivate an innocence, an awareness of self, and an unself-consciousness of self which leaves one nothing to hide. My mind is open to you. Let this be so for both of us.† He went on. â€Å"It is not an easy thing to be a Speaker. It is not an easy thing to be a Psychohistorian in the first place; and not even the best Psychohistorian need necessarily qualify to be a Speaker. There is a distinction here. A Speaker must not only be aware of the mathematical intricacies of the Seldon Plan; he must have a sympathy for it and for its ends. He must love the Plan; to him it must be life and breath. More than that it must even be as a living friend. â€Å"Do you know what this is?† The First Speaker's hand hovered gently over the black, shining cube in the middle of the desk. It was featureless. â€Å"No, Speaker, I do not.† â€Å"You have heard of the Prime Radiant?† â€Å"This?† – Astonishment. â€Å"You expected something more noble and awe-inspiring? Well, that is natural. It was created in the days of the Empire, by men of Seldon's time. For nearly four hundred years, it has served our needs perfectly, without requiring repairs or adjustment. And fortunately so, since none of the Second Foundation is qualified to handle it in any technical fashion.† He smiled gently. â€Å"Those of the First Foundation might be able to duplicate this, but they must never know, of course.† He depressed a lever on his side of the desk and the room was in darkness. But only for a moment, since with a gradually livening flush, the two long walls of the room glowed to life. First, a pearly white, unrelieved, then a trace of faint darkness here and there, and finally, the fine neatly printed equations in black, with an occasional red hairline that wavered through the darker forest like a staggering rillet. â€Å"Come, my boy, step here before the wall. You will not cast a shadow. This light does not radiate from the Radiant in an ordinary manner. To tell you the truth, I do not know even faintly by what medium this effect is produced, but you will not cast a shadow. I know that.† They stood together in the light. Each wall was thirty feet long, and ten high. The writing was small and covered every inch. â€Å"This is not the whole Plan,† said the First Speaker. â€Å"To get it all upon both walls, the individual equations would have to be reduced to microscopic size – but that is not necessary. What you now see represents the main portions of the Plan till now. You have learned about this, have you not?† â€Å"Yes, Speaker, I have.† â€Å"Do you recognize any portion.† A slow silence. The student pointed a finger and as he did so, the line of equations marched down the wall, until the single series of functions he had thought of – one could scarcely consider the quick, generalized gesture of the finger to have been sufficiently precise – was at eye-level. The First Speaker laughed softly, â€Å"You will find the Prime Radiant to be attuned to your mind. You may expect more surprises from the little gadget. What were you about to say about the equation you have chosen?† â€Å"It,† faltered the Student, â€Å"is a Rigellian integral, using a planetary distribution of a bias indicating the presence of two chief economic classes on the planet, or maybe a Sector, plus an unstable emotional pattern.† â€Å"And what does it signify?† â€Å"It represents the limit of tension, since we have here† – he pointed, and again the equations veered – â€Å"a converging series.† â€Å"Good,† said the First Speaker. â€Å"And tell me, what do you think of all this. A finished work of art, is it not?† â€Å"Definitely!† â€Å"Wrong! It is not.† This, with sharpness. â€Å"It is the first lesson you must unlearn. The Seldon Plan is neither complete nor correct. Instead, it is merely the best that could be done at the time. Over a dozen generations of men have pored over these equations, worked at them, taken them apart to the last decimal place, and put them together again. They've done more than that. They've watched nearly four hundred years pass and against the predictions and equations, they've checked reality, and they have learned. â€Å"They have learned more than Seldon ever knew, and if with the accumulated knowledge of the centuries we could repeat Seldon's work, we could do a better job. Is that perfectly clear to you?† The Student appeared a little shocked. â€Å"Before you obtain your Speakerhood,† continued the First Speaker, â€Å"you yourself will have to make an original contribution to the Plan. It is not such great blasphemy. Every red mark you see on the wall is the contribution of a man among us who lived since Seldon. Why†¦ why-† He looked upward, â€Å"There!† The whole wall seemed to whirl down upon him. â€Å"This,† he said, â€Å"is mine.† A fine red line encircled two forking arrows and included six square feet of deductions along each path. Between the two were a series of equations in red. â€Å"It does not,† said the Speaker, â€Å"seem to be much. It is at a point in the Plan which we will not reach yet for a time as long as that which has already passed. It is at the period of coalescence, when the Second Empire that is to be is in the grip of rival personalities who will threaten to pull it apart if the fight is too even, or clamp it into rigidity, if the fight is too uneven. Both possibilities are considered here, followed, and the method of avoiding either indicated. â€Å"Yet it is all a matter of probabilities and a third course can exist. It is one of comparatively low likelihood – twelve point six four percent, to be exact – but even smaller chances have already come to pass and the Plan is only forty percent complete. This third probability consists of a possible compromise between two or more of the conflicting personalities being considered. This, I showed, would first freeze the Second Empire into an unprofitable mold, and then, eventually, inflict more damage through civil wars than would have taken place had a compromise never been made in the first place. Fortunately, that could be prevented, too. And that was my contribution.† â€Å"If I may interrupt, Speaker- How is a change made?† â€Å"Through the agency of the Radiant. You will find in your own case, for instance, that your mathematics will be checked rigorously by five different boards; and that you will be required to defend it against a concerted and merciless attack. Two years will then pass, and your development will be reviewed again. It has happened more than once that a seemingly perfect piece of work has uncovered its fallacies only after an induction period of months or years. Sometimes, the contributor himself discovers the flaw. â€Å"If, after two years, another examination, not less detailed than the first, still passes it, and – better still – if in the interim the young scientist has brought to light additional details, subsidiary evidence, the contribution will be added to the Plan. It was the climax of my career; it will be the climax of yours. â€Å"The Prime Radiant can be adjusted to your mind, and all corrections and additions can be made through mental rapport. There will be nothing to indicate that the correction or addition is yours. In all the history of the Plan there has been no personalization. It is rather a creation of all of us together. Do you understand?† â€Å"Yes, Speaker!† â€Å"Then, enough of that.† A stride to the Prime Radiant, and the walls were blank again save for the ordinary room-lighting region along the upper borders. â€Å"Sit down here at my desk, and let me talk to you. It is enough for a Psychohistorian, as such, to know his Biostatistics and his Neurochemical Electromathematics. Some know nothing else and are fit only to be statistical technicians. But a Speaker must be able to discuss the Plan without mathematics. If not the Plan itself, at least its philosophy and its aims. â€Å"First of all, what is the aim of the Plan? Please tell me in your own words – and don't grope for fine sentiment. You won't be judged on polish and suavity, I assure you.† It was the Student's first chance at more than a bisyllable, and he hesitated before plunging into the expectant space cleared away for him. He said, diffidently: â€Å"As a result of what I have learned, I believe that it is the intention of the Plan to establish a human civilization based on an orientation entirely different from anything that ever before existed. An orientation which, according to the findings of Psychohistory, could never spontaneously come into being-â€Å" â€Å"Stop!† The First Speaker was insistent. ‘You must not say ‘never.' That is a lazy slurring over of the facts. Actually, Psychohistory predicts only probabilities. A particular event may be infinitesimally probable, but the probability is always greater than zero.† â€Å"Yes, Speaker. The orientation desired, if I may correct myself, then, is well known to possess no significant probability of spontaneously coming to pass.† â€Å"Better. What is the orientation?† â€Å"It is that of a civilization based on mental science. In all the known history of Mankind, advances have been made primarily in physical technology; in the capacity of handling the inanimate world about Man. Control of self and society has been left to chance or to the vague gropings of intuitive ethical systems based on inspiration and emotion. As a result, no culture of greater stability than about fifty-five percent has ever existed, and these only as the result of great human misery.† â€Å"And why is the orientation we speak of a nonspontaneous one?† â€Å"Because a large minority of human beings are mentally equipped to take part in the advance of physical science, and all receive the crude and visible benefits thereof. Only an insignificant minority, however, are inherently able to lead Man through the greater involvements of Mental Science; and the benefits derived therefrom, while longer lasting, are more subtle and less apparent. Furthermore, since such an orientation would lead to the development of a benevolent dictatorship of the mentally best – virtually a higher subdivision of Man – it would be resented and could not be stable without the application of a force which would depress the rest of Mankind to brute level. Such a development is repugnant to us and must be avoided.† â€Å"What, then, is the solution?† â€Å"The solution is the Seldon Plan. Conditions have been so arranged and so maintained that in a millennium from its beginnings – six hundred years from now, a Second Galactic Empire will have been established in which Mankind will be ready for the leadership of Mental Science. In that same interval, the Second Foundation in its development, will have brought forth a group of Psychologists ready to assume leadership. Or, as I have myself often thought, the First Foundation supplies the physical framework of a single political unit, and the Second Foundation supplies the mental framework of a ready-made ruling class.† â€Å"I see. Fairly adequate. Do you think that any Second Empire, even if formed in the time set by Seldon, would do as a fulfillment of his Plan?† â€Å"No, Speaker, I do not. There are several possible Second Empires that may be formed in the period of time stretching from nine hundred to seventeen hundred years after the inception of the Plan, but only one of these is the Second Empire.† â€Å"And in view of all this, why is it necessary that the existence of the Second Foundation be hidden – above all, from the First Foundation?† The Student probed for a hidden meaning to the question and failed to find it. He was troubled in his answer, â€Å"For the same reason that the details of the Plan as a whole must be hidden from Mankind in general. The laws of Psychohistory are statistical in nature and are rendered invalid if the actions of individual men are not random in nature. If a sizable group of human beings learned of key details of the Plan, their actions would be governed by that knowledge and would no longer be random in the meaning of the axioms of Psychohistory. In other words, they would no longer be perfectly predictable. Your pardon, Speaker, but I feel that the answer is not satisfactory.† â€Å"It is well that you do. Your answer is quite incomplete. It is the Second Foundation itself which must be hidden, not simply the Plan. The Second Empire is not yet formed. We have still a society which would resent a ruling class of psychologists, and which would fear its development and fight against it. Do you understand that?† â€Å"Yes, Speaker, I do. The point has never been stressed-â€Å" â€Å"Don't minimize. It has never been made – in the classroom, though you should be capable of deducing it yourself. This and many other points we will make now and in the near future during your apprenticeship. You will see me again in a week. By that time, I would like to have comments from you as to a certain problem which I now set before you. I don't want complete and rigorous mathematical treatment. That would take a year for an expert, and not a week for you. But I do want an indication as to trends and directions.*** â€Å"You have here a fork in the Plan at a period in time of about half a century ago. The necessary details are included. You will note that the path followed by the assumed reality diverges from all the plotted predictions; its probability being under one percent. You will estimate for how long the divergence may continue before it becomes uncorrectable. Estimate also the probable end if uncorrected, and a reasonable method of correction.† The Student flipped the Viewer at random and looked stonily at the passages presented on the tiny, built-in screen. He said: â€Å"Why this particular problem, Speaker? It obviously has significance other than purely academic.† â€Å"Thank you, my boy. You are as quick as I had expected. The problem is not supposititious. Nearly half a century ago, the Mule burst into Galactic history and for ten years was the largest single fact in the universe. He was unprovided for; uncalculated for. He bent the Plan seriously, but not fatally. â€Å"To stop him before he did become fatal, however, we were forced to take active part against him. We revealed our existence, and infinitely worse, a portion of our power. The First Foundation has learned of us, and their actions are now predicated on that knowledge. Observe in the problem presented. Here. And here. â€Å"Naturally, you will not speak of this to anyone.† There was an appalled pause, as realization seeped into the Student. He said: â€Å"Then the Seldon Plan has failed!† â€Å"Not yet. It merely may have failed. The probabilities of success are still twenty-one point four percent, as of the last assessment.†

Determining Factors of Reality TV’s Popularity

In the article â€Å"Getting Real With Reality TV† published in the 5th edition of Perspectives on Contemporary Issues, author Cynthia M. Frisby argues that the reason that reality TV stays so popular is because of the audiences media gratification from social comparisons in the mass media. According to CBS, the same element of being human that encourages people to gossip about the lives of their friends, family, and even total strangers is what fosters an audience for reality television (292). However she feels that it is something else that creates a reality television audience and it is the social comparison. Frisby believes that despite the shifting desires of society and fickleness of television audience, the human need to compare and relate has provided a market for this genre (294). One major reason that Frisby feels that reality TV stays popular to the audience is because of the benefit of media gratification from social comparison. â€Å"people may compare themselves with others in their immediate environment or in mass media in order to judge their own personal worth (293). Frisby states that individuals compare their selves for various reasons â€Å"to determine relative standing on an issue or related ability; emulate behaviors; determine norms; lift spirits or feel better about life and personal situations; and evaluate emotions, personality, and self-worth (292). There is also the upward comparison in which there is a individual who is superior to or better off another individual, but on the other hand â€Å"self improvement is the main effect of an upward comparison because the targets serve as role models, teaching and motivating individuals to achieve or overcome similar problems (292). Frisby believes that social comparison does not mean that the individual has to give careful, elaborate, conscious thought about the comparison, but implies that there has to be, to some degree, an attempt to identify or look for similarities or differences between the other and self on some particular dimension (293). Theorist argues Frisby’s claim that â€Å"for a comparison to be considered a comparison, the individual must be aware of the comparison and come into direct contact with the other person† (293). In Frisby’s complete a uses and gratification survey she came up with two goals in mind to show that certain television shows may cause social comparison and to show that â€Å"viewers use reality television and images as a source for social comparison† (293). After doing this research she then conducted a analysis of all the thoughts that were given while watching reality television. Frisbys final thoughts were that regular reality television viewers and non reality television viewers responses did not differ. Frisby states â€Å"that one major effect of exposure to reality television is to feel better about ones own life circumstances, abilities, and talents† (294). Whether if the aim of the show is about love, surviving to win money, to become a singer or for other creative expressions the results of reality viewers and non viewers are all the same. Reality television viewers like the fact that they are going through the same problems and that they can compare their living experiences and also can feel at ease that they have once made the same mistakes. Frisby feels as if â€Å"through a vicarious social comparison process (294). That viewers can one day land it big like â€Å"falling in love, winning $1,000,000, or getting the office snitch fired (294).

Protecting our Individual Rights essays

Protecting our Individual Rights essays Individual rights are one of the cornerstones this country is based upon. In fact, individual rights are the foundation of any democracy, and certainly separate us from the misery of dictatorship, communism, and autocracy. However, while many citizens take individual rights for granted in our society, there are others who are intent on reducing individual rights in the name of "equality" and safety. Our individual rights are in jeopardy from a variety of sources, and protecting them, while still protecting society as a whole, should be foremost in the minds of all Individual rights are not a new notion. They were foremost in the minds of our forefathers who forged a new nation. Three Constitutional experts note, "As early as 1646 there arose in Massachusetts the demand for the 'enjoyment of our lives, libertys and estates, according to our due and natural rights, as freeborne subjects of the English nation'" (Barlow, Levy, and Masugi 169). This unquenchable need for freedom came from eras of oppression and tyranny in Great Britain, where only the uppermost echelons of society and business enjoyed the most prestige and privilege. Newly settled Americans hoped to forge a land where there were no class distinctions, and everyone could enjoy the same privileges and liberties. In fact, we constitutionalized these rights, which in effect meant the legislature could not simply legislate individual rights, they were guaranteed by the Constitution, and would need state approval to alter individual rights. These laws are also referred to as fundamental law, higher law, or paramount law (Barlow, Levy, and Masugi 170). Thus, law guarantees our individual rights, and as such, we sometimes take them Individual rights encompass many facets often overlooked in the struggle for individualism versus the good of the whole. Included in the basic rights we enjoy are the right to...

Replacing a Lost or Stolen Canadian Passport

Replacing a Lost or Stolen Canadian Passport Whether you lose your Canadian passport or if it is stolen, dont panic. Its not an ideal situation, but there are steps you can take to replace your passport, and you may able to get a replacement passport for a limited time. The first thing to do when you discover your passport is missing is to contact local police. Next, youll want to get in touch with the Canadian government. If youre within Canada, call 1-800-567-6868 to report the circumstances of the loss or theft to the Canadian Passport Office. If youre traveling outside of Canada, find the nearest Government of Canada office,  either an embassy or a consulate.   Police or other law enforcement officers will conduct an investigation, which is especially important if youre reporting your passport stolen. It may be a good idea to contact your credit card companies and bank, even if your passport is the only thing missing. Theres the potential for identity thieves to do a lot of damage with a stolen passport, so keep an eye on your financial information until its located, or until you receive a new one. Once the investigation is completed, if authorized,  you can then apply for a replacement passport which may be valid for a limited time until you have to apply for a new passport.   Submit a completed application form,  photos,  fee,  proof of citizenship, and a Statutory Declaration Concerning a Lost, Stolen, Inaccessible or Destroyed Canadian Passport or Travel Document. Canadas Passport Rules Canada shrunk the size of its passports from 48 pages to 36 pages in 2013 (to the consternation of frequent travelers). However, it extended the expiration date, making passports valid for 10 years. Its also important to know that Canada is one of the few countries that dont allow citizens to hold a secondary passport (unless he or she can claim dual citizenship in Canada and another country). What If My Canadian Passport Is Damaged? This is another circumstance when youll need a new Canadian passport. If your passport has water damage, is torn on more than one page, looks like its been altered, or the identity of the passport holder is impaired or illegible, you may be denied by an airline or at a point of entry. Canadian rules dont allow you to get a replacement for a damaged passport; youll need to apply for a new one. What If I Find My Lost Passport? If you find your lost passport, report it immediately to the local police and the passport office since you cant hold more than one passport at a time. Contact the passport office for specific exceptions, as they vary on a case-by-case basis. Its worth noting that Canadians who have had multiple passports damaged or reported lost or stolen may face restrictions when applying for a new passport.

Japan Having Some of the Lowest Birthrates in the World Essay

Japan Having Some of the Lowest Birthrates in the World - Essay Example LeBlanc, while making her observations on the political world of the Japanese housewives, addresses the issue of the low birthrate in Japan from a female point of view. While the taxi-bicycle contrast characterizes the male-female involvement in Japan’s political scenario, the author purports that women in Japan have clear cut political perspectives on such issues as the nation’s low birthrates. The author conducted an extensive ethnographic fieldwork study among housewives, volunteer groups, and consumer cooperative movements in suburban Tokyo; the results of the study throw light on the various underlying reasons behind the declining birthrates in Japan. LeBlanc rightly identifies that the â€Å"high cost of living, the declining birth rate, and a possible labor shortage combined with the high standard of education among young Japanese women today† determine women-related issues in the Japanese society (LeBlanc 200). The high cost of living and the difficulty i n child-rearing prompt many Japanese women to remain in their workplaces rather than getting married during their fertile productive period. Consequently, many of them marry late, whereas the number of never-married women is also at an increasing rate. LeBlanc’s interactions with the housewives underline certain environmental and healthcare practices that adversely affect the fertility rates of Japanese women. In the Ono campaign, Ono makes it clear that global environment has affected the health and that the Japanese disposal system itself is defective. She also mentions the growing pollution of water and purports that women can help the environment through proper disposal of cooking grease, use of non-polluting detergents, and proper disposal of water for washing dishes (LeBlanc 173). She also realizes that most of the environmental problems are related to people’s lifestyles and shares how her daughter wastes a lot of water in her morning showers. Ono also expresses her views on the problem of the aged and enumerates on the various reasons that have contributed to low birthrate in Japan. For her, birthrate in Japan is declining to almost one child per couple and she reasons: â€Å"What if this is your daughter? She wants to work so she marries late; she has children late. And the cost of bearing children is high† (LeBlanc 173). LeBlanc, thus, throws light on the three major reasons for the low birthrate among the Japanese women: marrying late, not giving birth to children in their most fertile period and the high cost of child rearing. Ono also refers to the average Japanese family’s difficulty of paying new day-care bill. Similarly, Schoppa in his seminal book argues that Japan as a nation lacks far reaching reforms that would better enable Japanese women to balance both their work and family roles. The author also observes that it is imperative for the policy framers to adequately address such issues as leave for child rearing, child care services, labor standards, child allowances, and tax and benefit rules.