Shakespeare

Challenges And Key Strategic Issues - 990 Words

The purpose of this assignment is to carry out the challenges and key strategic issue that happened in running the company in the business strategy games. In this assignment, we have done a five-year business simulation strategy games to analyse the PESTEL of the macro-environment, industry life cycle analysis, Portal five forces and also the SWOT of the business. Besides, we have made some key decision in every year start from the year 2011 to the year 2015 in the Business Strategy Games. 2.0 Competitive Strategy â€Å"Competitive Advantage is dedicated to the task of pointing the way to specific means of achieving and sustaining an advantageous position while competitive Strategy locates and broadly defines the territory of strategic decision and it is intended as a road map to best traverse the territory†, said Balderston, Frederick E (Balderston, et.al, 1985). In Business Strategy Games, we have decided to choose Global Differentiation strategy to set company footwear apart from other competitors’ brands to gain competitive advantages based on such as cut down the number of model but we provide more style to choose and we provided new model every year, sign up celebrities and we have done inventory to clear the stock every year. Besides that, we used superior material and we went for â€Å"Go Green† to Increase Company’s brand and reputation. We believe that by choosing differentiation strategy can bring many advantages to our business such as increase Company p rofit andShow MoreRelated1. Abstract . We Have Little Knowledge About The Report,1693 Words   |  7 Pagesconsidered primarily about the mechanisms and following the willingness to enter the emerging markets using organisational ability to maintain or managing the talents. These issues addressed or shows when once the new corporate roles have identified. 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Admission Statment free essay sample

When someone asks me how I would describe my family, I tend to say things like enjoyable, fun exciting. However, if someone truly asked me how my family was I would say a train wreck. My parents do not deserve to be together; for when two people do not truly love each other, it is more painful for them to be together then it is for them to separate. I understand that this is an idealistic viewpoint; that is not actually realistic in today’s society, however an idealistic viewpoint does not make it impossible, many of the things that we as people viewed impossible have indeed now been made possible. Neither of my parents seem to truly grasp this idea, and due to this, continue to be together, although it would be best if they weren’t. My mom is an undiagnosed bipolar parent, who has random rages and highpoints before dipping down into her uncontrollable rage at whomever is closest. Ironically, she hates rollercoasters, even though that is what describes her emotional fluctuations best. My father is a man diagnosed with depression, and takes daily pills to deal with it, however sometimes the pills are not enough to keep away the anger and frustration that he deals with daily. The rest of my family: my older sister, my younger sister, my younger brother, and myself all have ADHD, and ADD to varying degrees. As parents you want the best for your children, you want them to succeed, and grow old with vast riches. However, where is the set margin of success, where does the line begin? You see that is the problem, there is no setline no proof that one path makes you more successful then another. This is one of the several problems my parents faced with four children. How to see where the degree of success is administered. My parents are from South Africa, and therefore are unaccustomed to the American way of dealing with success in a more lackadaisical manner. As par ents they were okay at best, if you did well you got an okay if you did poorly you got an okay, no change between the two. For me especially this was the case, my parents like to believe that they pushed me, however they did the opposite. Whenever I would succeed but not to a degree of perfection I received the same sort of okay as I would if I had received a C. However, failing was an entirely different story, even at a young age, failing was administered with a shoe, or a whip, as was custom in Africa. Even when I was in 3rd grade, if I had failed even a homework I would be beaten by a shoe or a whip, this taught me at a young age to do two things. Study hard and hope for success, and also to lie as much as possible when I failed in order to avoid the shoe or whip. When I would fail on occasions, I would still get the shoe or whip, regardless of how hard I had studied, this taught me that studying regardless of difficulty was not good enough if I failed. However, I do not want his college statement to be about me in my early years or for a college administrator to take pity on me. If there is one thing I cannot stand, it is taking favors, or the easy route. I decided even at a young age that I would rather fail and take my punishment then cheat or take the route to success. When I first entered high school, my parents where the ones that helped me decide my classes, moving me away from the classes I would truly enjoy to the more rigorous ones that I had no interest in. Now during this time I would work hard, play little, study a lot, and swim daily. However, to my parents this was still not enough. I would also get a job, and start doing community service. As a parent this may seem like a reasonable idea, however even now when I am reflecting upon my parent’s decisions I can still not say they were correct. My parents had decided my life for me and deemed it would be extremely systematic, with no variability; me missing a single day of swim practice w as regarded as taboo in my household. I had no room to grow into my own, or to express myself for who I was. I had no room to mature, or to have fun, no time to enjoy being a kid while it lasted, all under the oblivious eyes of my parents on how well they were messing up their child, not letting him have any way to change himself for the better. My older sister went under a similar route to me, however, my parents always loved her. I had to work for their affection and care. My mother to be honest hated me, and still does; now many may think that when someone says something like this that they are over exaggerating I am not. My mom truly does hate me, she has deemed me a mistake a problematic child to which there is no solution, to her I am a failure. Imagine being a boy of 10 years or less, and on a daily basis being called worthless, or useless. That is what I had to experience growing up as a child. My father was not much better, due to my mom’s extreme dislike for me, my father idly sat by watching as his son was mistreated, you see in nature the alpha is typically the male. In my house it is the opposite, whatever my mother says goes, it is law, so to my father who would try to stop my mother from being verbally abusive, he would just cause more trouble for me in the long run. This ended up causing me more problems then it helped, even now my mom still has deemed me a failure, and nothing I have done, or will ever do will change her mind. This is something I have grown accustomed to, and the idea neither bothers me nor upsets me anymore. Now back to my older sister when she was first entering high school, she was the perfect student, one that always stuck to the rules, joined the nerdy clubs, etc. However, as years passed she tried to stray from this path, and became more individualized. She started doing drugs, and alcohol, all of which I still believe was a ploy for her to get more attention from my parents. This caused more tension in my family then had previously existed; it was like a crater that had just been hit by another meteor, disastrous. My parents try all they might, could not stop her from experimenting with drugs and disobeying her. So then who else could the put the blame on, as one might have guessed, I was the one that was burdened with the rage of my parents for my sister doing drugs. This caused me to realize that the world is not at all fair, how can a child that is born being taught that he is worthless, then also be blamed for his sister’s drug problems? How can all this happen in a family that is supposed to be caring and nurturing? This problem was one that I had to deal with daily, and then still go to school with. School for me was a place to start a new, be a different person. It didn’t work, as much as I would like to say that in school I worked hard and succeeded in order to prove my parents wrong and show them that I wasn’t worthless, I didn’t, I couldn’t. How is a child supposed to succeed when they have no one helping them along the way? All of my teachers knew I was gifted, even at a young age, however they just couldn’t understand how someone so gifted could perform so poorly. Then again what I have gone through is not something that you can easily explain to a teacher. My sister when she finally went away to college, my parents were relieved, and thought that they would make an example of my sister a martyr in sorts of what not to do. From there on in, it was like a jail sentence, my parents would not let me do anything, and I was deemed even more worthless then ever before. I was deemed a disgrace to the family a shame of genetic makeup. All this time though I still wondered if this is what every child went through, I later would find out its not. No child should ever have to go through the pain that I have been forced to take. To suppress ones emotions is not an easy task, but it is one that you need to learn in order to not continuously get hurt on a daily basis. My parents think that I don’t succeed in school because I don’t try, I would like to say that this is not the case. I am not naturally lazy; I enjoy learning I find it a break from my usual life, a way to break away from my family. This is much the same as how I find out about reading. When I was entering 1st grade I could not read and did not know my alphabet. However, upon leaving 1st grade I could read chapter books, not because I was an excellent reader, but because it was an escape from the reality that surrounded me. This is how school was to me as well a break from my typical life at home a way to be free, my teachers saw me as a kid struggling to succeed I saw myself as someone deep in thought and expression. A child that was able to learn new concepts and ideas, although I didn’t always like what I was being taught or agree with it, I still went along with it as I was taught to. However, it is difficult to succee d when your parents never admit see you as successful. That was my underlying problem throughout my years in school; I have always known all the information that has been taught to me. I have never had a problem learning new concepts and ideas it is instead that I have never felt success for what I have done so I have never needed to try. I know that as a college admissions reader, you are thinking that this is a bad idea for a person that is trying to explain problems, in the hopes of getting accepted into college. However, I find this more of a calculated risk, a gamble one in which I have a greater chance of success then of disapproval, because I believe that you want a student that isn’t cocky with how much he knows, but instead a student that will challenge himself to prove to others how much he is capable of.

The Seagull Essay Example For Students

The Seagull Essay Think of a play that has a character who always dresses in black; a child disinherited because of a parents remarriage; a young man with an Oedipal complex; meditations on the nature of writing and art; and a play-within-a-play. If you guessed Hamlet, youd be right. But youd also be right if you guessed The Seagull. The American Repertory Theatre in Cambridge, Mass. has programmed both plays this season, using the same cast and audiences who saw Hamlet, which closed in January, will get to see Chekhovs play beginning Feb. 14. The idea for the double dose of melancholy came from ART artistic director Robert Brustein, who suggested it to guest director Ron Daniels. Although Daniels is directing both plays, he says hes of two minds about promoting the parallels. We will write a custom essay on The Seagull specifically for you for only $16.38 $13.9/page Order now A play has got to stand on its own and reach its audience as a live piece of theatre, without extraneous references, he says. That being said, then you start investigating certain connections between the two plays, and interesting things begin to emerge. Chekhovs characters are continually quoting Hamlet, Daniels points out. Obviously the central relationship between Trepley and his mother is very Hamlet-like. There there is the dead father and the usurper Trigorin. And finally Nina, like Ophelia, undergoes a great emotional stress. But such parallels, says Daniels, are mechnical. What interests him is Chekhovs attitude toward his characters, which, unlike Shakespeares, is profoundly ambivalent. Chekhov was exasperated by the Russian intelligentsia, who had potential for good for reform but was incapable of action, he explains. The Russian Hamlet is a superfluous figure, and therefore he is swept aside. Or, actually, Treplev sweeps himself aside. In Danielss view, its Chekhovs women who are heroic: Arkadina, a vocacious survivor; Masha, who has grit and a determination to endure; and particularly Nina. It is Nina who escapes the entombment of this world, and survives and endures and changes, he says, whereas in Hamlet, the Nina character   Ophelia   is destroyed. She refuses to fight for her life in the river. The productions are cross-cast, so that Mark Rylance, who played Hamlet, will play Treplev; the actress who played Ophelia will be Nina; Gertrude will be Arkadina; Claudius will be Trigorin; and other Danes will become Russians. Daniels originally directed Hamlet in 1989 at the Royal Shakespeare Company, where he spend the past 14 years as an associate director. For its remounting at ART, a copproduction with the Pittsburgh Public Theather, Daniels brough with him lead actor Rylance, composer and musician Claire van Kampen, and designer Antony McDonald. The director credits McDonald with nudging him away from location Shakespeare over the past four or five years. The moment you say, |Im going to set Pericles in modern Palestine, a set of inevitable solutions arises. I think its very easy to do productions of that nature, but its more interesting to try to find an inner logic, an inner coherence. McDonalds set for Hamlet is dominated by an immense window in the upstage, wall, sharply titled onto a corner, through which the audience sees pinted gray breakers mounting to the top. When the back wall opens for outdoor scenes, like Fortinbrass march and Ophelias funeral, the turbulent ocean threatens to engulf the stage. McDonalds costumes suggest various periods of the early 20th century. The womens dresses look vaguely Erwardian (although Ophelia enters in a satin gown she might have borrowed from Jean Harlow), while male courtiers wear maroon-and-gray uniforms, jackboots and Sam Browne Belts, implying a fascist, 1930s Denmark. Perhaps the most arresting image was Rylances teary-eyed Hamlet wandering through Elsinore in dirty, rumpled pajamas, like a lost child. Daniels says the idea arose because of Rylances youthful looks. Through the play it was possible to investigate the whole trauma of adolescence adolescent breakdown, schizophrenia, suicide, despair, says the director, who is a father himself. (A son, 23, has just joined the RSC; his daughther is 19.) .u9f969127ba99a73a882fb801b67c05e1 , .u9f969127ba99a73a882fb801b67c05e1 .postImageUrl , .u9f969127ba99a73a882fb801b67c05e1 .centered-text-area { min-height: 80px; position: relative; } .u9f969127ba99a73a882fb801b67c05e1 , .u9f969127ba99a73a882fb801b67c05e1:hover , .u9f969127ba99a73a882fb801b67c05e1:visited , .u9f969127ba99a73a882fb801b67c05e1:active { border:0!important; } .u9f969127ba99a73a882fb801b67c05e1 .clearfix:after { content: ""; display: table; clear: both; } .u9f969127ba99a73a882fb801b67c05e1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9f969127ba99a73a882fb801b67c05e1:active , .u9f969127ba99a73a882fb801b67c05e1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9f969127ba99a73a882fb801b67c05e1 .centered-text-area { width: 100%; position: relative ; } .u9f969127ba99a73a882fb801b67c05e1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9f969127ba99a73a882fb801b67c05e1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9f969127ba99a73a882fb801b67c05e1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9f969127ba99a73a882fb801b67c05e1:hover .ctaButton { background-color: #34495E!important; } .u9f969127ba99a73a882fb801b67c05e1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9f969127ba99a73a882fb801b67c05e1 .u9f969127ba99a73a882fb801b67c05e1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9f969127ba99a73a882fb801b67c05e1:after { content: ""; display: block; clear: both; } READ: Fuse Theatre Company EssayThe idea of a modern man reduced to a figure in pajamas has obsessed Daniels recently: his Richard II in 1990 wore the pajamas of a concentration camp, and he says the image may resurface in The Seagull. For the latter play, McDonald has created a visual parallel to the wild ocean: Chekhovs lake dominates the backhground. The design is vast, says Daniels. It starts off with huge lanscape, and gradully reduces, so the final scene is set in a minuscule, tomblike space. Nina emerges from this tomb and ventures through the storm toward a new life, leaving the rest to disappear into history. Daniels says he and McDonald intend to uproot Chekhov out of the sepias and the linden trees and the long flowing Victorian gowns, setting the play considerably later. Im anxious to explore color. Its not necessarily a play about sepia nostalgia: its vibrant, says Daniels. Apparently Matisse was a great favorite in Russia at the time the play was written, so McDonald has incorported colors from the painters palette into the design. Danielss arrival at ART renews an old friendship with Brustein and other company members from Brusteins tenure at Yale Repertory Theatre, where Daniels directed plays by Brecht, Bond and Rudkin in the 1970s. The director, who is 49, was born and raised in Niterio, a city across the bay from Rio de Janeiro, but established himself in England after a coup that toppled the Brazilian government in the 1960s. He became a free agent earlier this year when Adrian Noble reorganized the RSC, using freelance directors rather than house directors. ART, meanwhile, has asked him to stay in Cambridge as associate artistic director, a prospect which excites him. Im very interested in doing more than ad hoc productions. Daniels says. I like the sense of continuity at ART. The third stage of my life, which is going to happen in America, will tap both my early days the colors, smells, abandon an chaos of South America and my European years the discipline and rigors of the Ol World. In America, I look forward to bringing those two things together.

India and Pakistan Essays

India and Pakistan Essays India and Pakistan Essay India and Pakistan Essay It was in the year 1947 that both India and Pakistan were granted independence on the midnight of August 14-15 but Pakistan celebrates its independence on August 14 and India on August 15. Ironic but interestingly, Pakistan first independence day was celebrated as August 15 and later on it became August 14.Another reason was that British Viceroy Mountbatten, who chose August 15 symbolizing the surrender of Japan to Allies two years ago as the date, preferred to transfer power to Pakistan on August 14 so he could attend the ceremony in Karachi and be in New Delhi the next day to oversee India’s birth as an independent nation. Since the power of transfer took place on the midnight of 14 and 15 August, the Indian Independence Act 1947 clearly stated that 15 August was the birthday of both Pakistan and India. As from the fifteenth day of August, nineteen hundred and forty-seven, two independent Dominions shall be set up in India, to be known respectively as India and Pakistan, the act stated. Even Mohammad Jinnah, who became the first governor general of Pakistan, declared August 15 as the independence day of Pakistan in his opening speech. Jinnah in his first broadcast to the nation said: August 15 is the birthday of the independent and sovereign state of Pakistan.It marks the fulfilment of the destiny of the Muslim nation which made great sacrifices in the past few years to have its homeland. So, Pakistan celebrated its first birthday on 15 August but in subsequent years 14 August was marked as the independence day. Even the first commemorative postage stamp of the country that was released a year later stated 15 August 1947 as the independence day of Pakistan. But in 1948, Pakistan decided to celebrate its Independence Day on August 14, a day before India’s Indepndence Day due to 27 Ramadan that fell on August 14, 1947.

How Soap Works

How Soap Works Soaps are sodium or potassium fatty acids salts, produced from the hydrolysis of fats in a chemical reaction called saponification. Each soap molecule has a long hydrocarbon chain, sometimes called its tail, with a carboxylate head. In water, the sodium or potassium ions float free, leaving a negatively-charged head. Key Takeaways: Soap Soap is a fatty acid of a salt.Soaps are used as cleansers and lubricants.Soap cleans by acting as a surfactant and emulsifier. It can surround oil, making it easier to rinse it away with water. How Soap Cleans Soap is an excellent cleanser because of its ability to act as an emulsifying agent. An emulsifier is capable of dispersing one liquid into another immiscible liquid. This means that while oil (which attracts dirt) doesnt naturally mix with water, soap can suspend oil/dirt in such a way that it can be removed. The organic part of natural soap is a negatively-charged, polar molecule. Its hydrophilic (water-loving) carboxylate group (-CO2) interacts with water molecules via ion-dipole interactions and hydrogen bonding. The hydrophobic (water-fearing) part of a soap molecule, its long, nonpolar hydrocarbon chain, does not interact with water molecules. The hydrocarbon chains are attracted to each other by dispersion forces and cluster together, forming structures called micelles. In these micelles, the carboxylate groups form a negatively-charged spherical surface, with the hydrocarbon chains inside the sphere. Because they are negatively charged, soap micelles repel each other and remain dispersed in water. Grease and oil are nonpolar and insoluble in water. When soap and soiling oils are mixed, the nonpolar hydrocarbon portion of the micelles break up the nonpolar oil molecules. A different type of micelle then forms, with nonpolar soiling molecules in the center. Thus, grease and oil and the dirt attached to them are caught inside the micelle and can be rinsed away. The Disadvantage of Soap Although soaps are excellent cleansers, they do have disadvantages. As salts of weak acids, they are converted by mineral acids into free fatty acids: CH3(CH2)16CO2-Na HCl → CH3(CH2)16CO2H Na Cl- These fatty acids are less soluble than the sodium or potassium salts and form a precipitate or soap scum. Because of this, soaps are ineffective in acidic water. Also, soaps form insoluble salts in hard water, such as water containing magnesium, calcium, or iron. 2 CH3(CH2)16CO2-Na Mg2 → [CH3(CH2)16CO2-]2Mg2 2 Na The insoluble salts form bathtub rings, leave films that reduce hair luster, and gray/roughen textiles after repeated washings. Synthetic detergents, however, may be soluble in both acidic and alkaline solutions and dont form insoluble precipitates in hard water. But that is a different story... Sources IUPAC. Compendium of Chemical Terminology, 2nd ed. (the Gold Book). Compiled by A. D. McNaught and A. Wilkinson. Blackwell Scientific Publications, Oxford (1997).  Archived. Klaus Schumann, Kurt Siekmann (2005). Soaps.  Ullmanns Encyclopedia of Industrial Chemistry. Weinheim: Wiley-VCH.   Thorsten Bartels et al. (2005). Lubricants and Lubrication.  Ullmanns Encyclopedia of Industrial Chemistry. Weinheim: Wiley-VCH.​

Culture and work Essay Example | Topics and Well Written Essays - 1500 words

Culture and work - Essay Example Understanding the difference between culture and nation begins an understanding of how culture has evolved through the collision of beliefs and traditions that have integrated citizens of England, defining the culture as influenced by ‘otherness’, negating the very meaning of the concept of ‘otherness’. A nation is built upon a culture that develops a need to come together and form a structure of government in which beliefs and power are cantered, radiating out and using, protecting, and impacting all of those that live within its boundaries. The concept of creating a nation includes a sense of inclusion and exclusion in which those that are included are a part of something that ties them together, defined by those that are outside of those boundaries who do not have the same benefits. When a nation becomes powerful enough and economically advantageous enough to be seen as a place of opportunity, the result will be to attract people from other places, creating an influx of ‘otherness’ which begins to impact the core culture that originally developed the nation. The emergence of an integrated nation becomes a new entity. Migration becomes a source of cultural change, a system in which one culture shifts the entirety of another. The historical dialogue about the way in which history develops tends to keep cultures separated, the conversation becoming focalized on one culture independent to another. However, this is not a real representation of how the integration of cultures in one location develops. Caribbean history is not independent of English history, which is not independent of Scottish history, nor independent of Chinese history. The pieces of the historical relationships between the cultures are integrated, affecting the course of theory, philosophy, and tradition. As Gilroy (1995, p. 189) suggests, the revisionist tendencies of

Debate against humans being rational.. humans are irrational Coursework

Debate against humans being rational.. humans are irrational - Coursework Example Altruisms is necessarily being counted under the voluntary giving away of one’s financial resources or acting in a way which deliberately provides benefit to the other person at the cost of their own benefit. Hence in this way, humans act irrational defying the rules of the rationality. (Jensen, 2008). The expected utility model which is essential model which is based on the rational behaviors however it is not the case in all conditions. Through anchoring people are often overly influenced by outside suggestion. People can be influenced even when they know that the suggestion is not being made by someone who is better informed. (Kahneman & Tversky, 1999). Besides Expected Utility theory also do not seem to be in conformity with the rationality. The famous experiments conducted by Tversky and Kahneman suggested a revolutionary shift from the expected utility theory and clearly suggested than we humans are not essentially rational. These experiments were: Few of the surveys conducted by Stuart Sunderland widely suggest that the irrational behavior is far more widespread and is normal than the supposed. (Sutherland, 1994). According to Sunderland there are various natural phenomenon which suggest that the man can act in irrational way. There is also a growing debate among the cognitive psychologists which suggest that we act according to the principal that differ from those we ought to follow. (Stein, 1997) There is also a phenomenon called framing effect which basically outlines that we decide differently depending on how we frame the decision based on the losses and gains. (Wang & Fischbeck, 2004) This therefore necessarily does not mean that in all situations we act rationally. We don’t always seem to be behaving according to rationality. The deviation from the rationality seems to be due to Satisficing and heuristics effects. The

Psychological Abnormality Essay Example for Free

Psychological Abnormality Essay There are many ways of defining psychological abnormality; the two I will be discussing is deviation from social norms and failure to function adequately. Deviation form social norms is a person’s thinking or behavior being classified as abnormal if it violates the rules or norms about what is expected or acceptable behavior in a particular social group. An example of this can be anorexia, more common in females where the person sees themselves as overweight even when extremely thin and person is terrified of weight gain. The media create unrealistic, and for most people ideal images, especially of women. Most models are well below normal weight for their age and height Sufferers desperately want to be accepted and valued and tend to feel that they are not. However self-starvation is seen as abnormal in terms of social norms. Strength of deviation from social norms is that this definition takes into consideration the effect that behavior has on others in which deviance is defined in terms of breaking social rules which are usually made in order to help people live together. There are many limitations with the definition of deviation from social norms, beliefs about abnormality and social norms or morally acceptplable behavior changes over time for example homosexuality was included in the American classification system for disorders up to the 1960s. Since then attitudes have changed and homosexuality it no longer seen as a disorder. Another limitation is that context is import as we distinguish between normal and abnormal according to social norms of the time. Much of our behavior is context specific and take out of context may seem bizarre for example if you saw a person suddenly jump up from a park bench and start talking to themselves you might think of them as being very strange on the other hand if you saw a camera crew you would have thought of it being bizarre. Also culture relativity can be a limitation as different cultures have different ideas about acceptable behavior fro example some African societies cut themselves as a sign of inner beauty but in Western societies we se it as self harm. Another definition of abnormality is failure to function adequately this is when abnormal behavior interferes with daily life/functioning i. e. people are unable to live a normal life. An example of this can be when people cannot work and lose the motivation to care for themselves properly and agoraphobia or fear of crowds which is defined as an abnormal behavior where a person may have a fear of open space and can’t go shopping, school and do other everyday things because they have a fear of crowds. Strength of this definition is that it is easy to judge who is failing to function adequately because it is easy to . ist behaviors that show people are not functioning properly in their everyday lives e. g. unable to dress themselves, can’t get up in the morning etc. Limitations of this definition can be the context as starving yourself is irrational, unpredictable and maladaptive. However it is understandable when political prisoners go on hunger strike as a political pro test, so context is important. Also some people may not have psychological disorder but still have failure to function adequately e. g. dues to economic conditions it may not be possible to hold down a job and support family. Another limitation is that some people are able to maintain an adequate or high level of functioning even if they have a psychological disorder for example some people with anxiety or depression can still function. Similarity between both definitions is that they both have a limitation of culture relativity as different societies have different rules and norms of what’s normal and abnormal. A problem with both definitions is that context is important as we distinguish what is normal and abnormal behavior according to what is expected in a given situation according to the social norms at the time.

Essay --

After collecting the data from three different people with different personalities and goals in life, I began to determine the strengths of each individual and see if the data correlated to each of their lives. Person A is currently in college studying mathematics, with an emphasis in actuary studies. The data that I collected from him represents his interest in mathematics well, and also shows his understanding of himself. It was interesting to note that although his specialty is in mathematics, his weakness is in his spatial skills. Person B has acquired an associate’s degree in culinary arts, and is now employed as a chef at a major hotel. The data collected from him shows that his strongest category was his intrapersonal skills. His weakest intelligence is his musical skills. Person C is currently attending university to acquire a degree in graphic design. It was interesting to me to see that her strongest intelligence was in her naturalist skills, considering her love for graphic design. I would have thought that her strongest intelligence would be in spatial skills. Her weakest intelligence was in bodily-kinesthetic skills. As for my data, I have determined that my strongest intelligence is my interpersonal skills, which I believe to be accurate, considering my interest in speech-language pathology. I will need to have good â€Å"people† skills in order to excel in that field. I did find it interesting, however, that my weakest intelligence was in my spatial skills. Although, I suppose it is accurate, considering I do my best work when I have physical directions or information in my possession, rather than creating my own. I have found it very interesting that each of us scored highly in the intrapersonal skills section of the ... ...t they will just start playing with him and he won’t have to do much talking after that. But the quiet kid who sits in the corner doesn’t often get invited to play. Teach your child some social scripts that he can use to initiate those interactions with other kids, such as: â€Å"Hi, I’m Nxx, what’s your name?† or â€Å"Can I play?† Considering that each of the three people that I have interviewed and I have good interpersonal skills, it should not be too difficult to communicate effectively. One way that I think I could definitely get everyone to get along would be to divide up activities. For example, in the morning, we would work on spatial skills for client A, while in the afternoon we would work on musical skills for client B. Then the last activity for the day could be working on bodily-kinesthetic skills for client C. This way, each individual is getting their turn.

Night World : Soulmate Chapter 11

Hannah stirred. She vaguely felt that something was wrong, something needed doing. Then she remembered. The car! She had to stay awake, had to keep the car on the road. . . Her eyes flew open. She was already off the road. The Ford had gone roving over the open prairie, where there was almost nothing to hit except sagebrush and tumble-weeds. It had ended up with its front bumper against a prickly pear, bending the cactus at an impossible angle. The night was very quiet. She looked around and found that she could see the light of Chess's house, behind her and to the left. The engine was off. Hannah turned the key in the ignition, but only got a grinding sound. Now what? Should I get out and walk? She tried to concentrate on her body, to figure out how she felt. She ought to feel terrible-after all, she'd lost blood and swallowed who knew what kind of poison from Thierry's veins. But instead she only felt strangely dizzy, slightly dreamy. I can walk. I'm fine. Holding on to her length of dowel, she got out of the car and started toward the light. She could hardly feel the rough ground and the bluestem grass under her feet. She had gone about a hundred yards toward the light when she heard a wolf howl. It was such a distinctive sound-and so incongruous. Hannah stopped in her tracks. For a wild moment she wondered if coyotes howled. But that was ridiculous. It was a wolf, just like the wolves that had attacked her at Paul's. And she didn't have anything made of silver. Just keep walking, she thought. She didn't need the cool wind voice to tell her that. Even in her lightheaded state, she was frightened. She'd seen the savagery of teeth and claws close up. And the part of her that was Hana of the Three Rivers had a gut-deep fear of wild animals that the civilized Hannah Snow could never begin to approach. She gripped her stick in a clammy palm and kept walking grimly. The howl sounded again, so close that Hannah jumped inside her skin. Her eyes darted, trying to pick objects out in the darkness. She felt as if she could see better than usual at night-could the vampire blood have done that? But even with her new vision, she couldn't spot anything moving. The world around her was deserted and eerily quiet. And the stars were very far away. They blazed in the sky with a cold blue light as if to show how distant they were from human affairs. I could die here and they'd go right on shining, Hannah thought. She felt very small and very unimportant-and very alone. And then she heard a breath drawn behind her. Funny. The wolf howls had been so loud, and this was so soft†¦ and yet it was much more terrifying. It was close-intimate. A personal sound that told her she definitely wasn't alone. Hannah whirled with her stick held ready. Her skin was crawling and she could feel a wash of acid from her stomach, but she meant to fight for her life. She was at one with the cool wind voice; her heart was dark and cold and steely. A tall figure was standing there. Starlight reflected off pale blond hair. Thierry. Hannah leveled her stick. â€Å"What's the matter? Come back for more?† she said, and she was pleased to find her voice steady. Husky, but steady. She waved her stick at him to show what kind of â€Å"more† she meant. â€Å"Are you all right?† Thierry said. He looked-different from the last time she'd seen him. His expression was different. His dark eyes seemed pensive again, the sort of expression a star might have if it cared about anything that was going on underneath it. Infinitely remote, but infinitely sad, too. â€Å"Why should you care?† A wave of dizziness went through her. She fought it off-and saw that he was stepping toward her, hand reaching out. She whipped the stick up to the exact level of his hand, an inch from his palm. She was impressed with herself for how fast she did it. Her body was moving the way it had with the werewolves, instinctively and smoothly. I suppose I had a life as a warrior, she mused. I think that's where the cool wind voice comes from, just the way the crystal voice comes from Hana of the Three Rivers. â€Å"I do care,† Thierry said. His voice said he didn't expect her to believe it. Hannah laughed. The combination of her dizziness and her body instinct was having an odd effect. She felt brashly, stupidly overconfident. Maybe this is what drunk feels like, she thought, her mind wandering again. â€Å"Hannah-â€Å" Hannah made the stick whistle in the air, stopping him from coming any closer to her. â€Å"Are you crazy?† she said. There were tears in her eyes. â€Å"Do you think that you can just attack me and then come back and say I'm sorry' and it's all going to be okay? Well, it isn't. If there was ever anything between us, it's all over now. There is no second chance.† She could see his face tense. A muscle twitched in ~ his tight jaw. But the strangest thing was that she could have sworn he had tears in his eyes, too. It infuriated her. How dare he pretend to be hurt by her, after what he'd done? â€Å"I hate you.† She spat the words with a force that startled even her. â€Å"I don't need you. I don't want you. And I'm telling you for the third time, keep the hell away from me.† He had opened his mouth as if he were about to say something, but when she got to ‘I don't need, you,' he suddenly shut it. When she finished, he looked away, across the shortgrass prairie. â€Å"And maybe that's best,† he said almost inaudibly. â€Å"For you to keep away?† â€Å"For you to hate me.† He looked at her again. Hannah had never seen eyes like that before. They were impossibly distant and shattered and still†¦ like the peace after a war that killed everyone. â€Å"Hannah, I came to tell you that I am going away,† he went on. His voice was like his eyes, bloodless and quenched. â€Å"I'm going home. I won't bother you again. And you're right; you don't need me. You can live a long and happy life without me.† If he expected her to be impressed, she wasn't. She wouldn't believe words from him anymore. â€Å"There's just one thing.† He hesitated. â€Å"Before I go, would you let me look at you? At your neck. I want to make sure that†-another fleeting hesitation-â€Å"that I didn't hurt you when I attacked you.† Hannah laughed again, a short, sharp bark of a laugh. â€Å"How stupid do you think I am? I mean, really.† She laughed again and heard an edge of hysteria in it. â€Å"If you want to do something for me, you can turn around and go. Go away forever.† â€Å"I will.† There was so much strain on his face. â€Å"I promise. I'm just worried about you getting indoors before you faint.† â€Å"I can take care of myself. I don't need any help from you.† Hannah was feeling dizzier by the minute, but she tried not to let it show. â€Å"If you would just leave, I'll be fine.† In fact, she knew she wasn't going to be fine. The gray spots were swarming in front of her eyes again. She was going to pass out soon. Then I'd better start for Chess's, she thought. It was insanity to turn her back on him, but it was worse insanity to stand here until she collapsed at his feet. â€Å"I'm leaving now,† she said, trying to sound clear and precise and unlike someone who was about to fall over unconscious. â€Å"And I don't want you to follow me.† She turned and started walking. I will not faint, I will not faint, she told herself grimly. She swung her stick and tried to take deep breaths of the cool night air. But tufts of grass seemed to be trying to trip her up with every step and the entire landscape seemed to rock every time she looked up. I †¦ will†¦ not†¦ faint. She knew her life depended on it. The ground seemed rubbery now, as if her feet were sinking into it and then rebounding. And where was the light that marked Chess's house? It had somehow gotten over to the right of her. She corrected her course and stumbled on. I will not faint†¦. And then her legs simply melted. She didn't have legs. The rest of her fell slowly toward the ground. Hannah managed to break her fall with her arms. Then everything was still and dark. She didn't go out completely. She was floating in darkness, feeling woozy even though she was lying down, when she sensed someone beside her. No, she thought. Get the stick. He'll bite you; he'll kill you. But she couldn't move. Her hand wouldn't obey her. She felt a gentle hand brush her hair off her face. No †¦ Then a touch on her neck. But it was only gentle fingers, running lightly over the skin where she'd been bitten tonight. They felt like a doctor's fingers, exploring to diagnose. She heard a sigh that sounded like relief, and then the fingers trailed away. â€Å"You'll be all right.† Thierry's voice came to her softly. She realized he didn't think she could hear him. He thought she was unconscious. â€Å"As long as you stay away from vampires for the next week.† Was that a threat? Hannah didn't understand. She braced herself for the piercing pain of teeth. Then she felt him touch her again, just his fingertips brushing her face. The touch was so immeasurably gentle. So tender. No, Hannah thought. She wanted to move, to kick him away. But she couldn't. And those delicate fingers were moving on, tracing her features one by one. With the lightest of touches that sent helpless chills through her. I hate you, Hannah thought. The touch followed the curve of her eyebrow, trailed down her cheek to her birthmark. Hannah shivered inwardly. It sketched the line of her jaw, then moved to her lips. The skin was so sensitive here. Thierry's fingers traced the outline of her lips, the join between upper and lower. The chills became a fluttering inside Hannah. Her heart swelled with love and longing. I won't feel this way. I hate you. †¦ But a voice was whispering in her mind, a voice she hadn't heard in what seemed like a long time. A crystal voice, soft but ringing. Feel him. Does this feel like that other one? Sense him. Does he smell the same, sound the same†¦ ? Hannah didn't know what to make of the words and didn't want to. She just wanted Thierry to stop. The fingers brushed over her eyelashes, thumb stroking over the fragile skin of her eyelids as if to keep them shut. Then she felt him bend closer. No, no, no†¦. Warm lips touched her forehead. Again, just the barest touch. Then they were gone. â€Å"Goodbye, Hannah,† Thierry whispered. Hannah felt herself lifted. She was being carried in strong gentle arms, moving swiftly and smoothly. It was harder for her to stay conscious than it had been before. She had a strange feeling of tranquillity, of security. But she fought to open her eyes just a crack. She wanted to see his hands. She didn't think there had been enough time for the pencil wound to heal completely. If the pencil wound was there. But her eyes wouldn't open-not until she felt herself being lowered and placed on solid ground. Then she managed to lift heavy eyelids and dart a glance at his hands. There were no marks. The knowledge burned through her-but she didn't have any strength left. She felt her eyes lapsing shut again. Dimly, very far away, she could hear the faint echo of a doorbell. Then a soft voice in her head. You don't have to be afraid anymore. I'm going away-and so is she. Don't go. Wait. I have to talk to you. I have to ask you †¦ But she could feel cold air all around her and she knew he was gone. A moment later she heard the door open, and the sound of Chess's mother gasping. She was on the Clovises' doorstep. People were shaking her, talking to her. Hannah wasn't interested in any of it. She let the darkness take her. It was when she let go completely that she began to dream. She was Hana of the Three Rivers and she was seeing the end of her own life. She saw the bruised and bloody figure of Thierry rising up to kill his torturers. She felt it as her turn came. She looked up and saw his savage face, saw the animal light in his eyes. She felt her life flow away. Then she saw the end of the story. The glimpse of the corridor through time, the recognition of her soulmate. The forgiveness and the promise. And then just shadows. But Hannah slept peacefully in the shadows until morning, unafraid. The first thing Hannah saw when she woke up was a pair of glowing green cat-eyes looking down at her. â€Å"How do you feel?† Chess asked. She was lying in Chess's bed. Sunlight was streaming in the window. â€Å"I †¦ can't tell yet,† Hannah said. Disjointed images were floating in her head, not quite forming a whole picture. â€Å"We found you last night,† Chess said. â€Å"You ran your dad's car off the road, but you managed to make it here before you collapsed.† â€Å"Oh†¦ yeah. I remember.† She did remember; the pieces of the puzzle suddenly clicked together. Maya. Thierry. The attack. The car. Thierry again. And finally her dream. Her own voice saying, â€Å"I forgive you.† And now he was gone. He'd gone home, wherever home was. She had never felt so confused. â€Å"Hannah, what happened? Are you sick? We didn't know whether to take you to a hospital last night or what. But you didn't have a fever and you seemed to be breathing fine-so my mom said you could just sleep a while.† â€Å"I'm not sick.† This was the time to tell Chess everything. After all, that was the reason she'd been running to Chess in the first place last night. But now†¦ now in the bright morning light, she didn't want to tell Chess. It wasn't just that it might put Chess in danger, either from Thierry or the Night World in general. It was that Hannah didn't need to talk about it; she could cope on her own. It wasn't Chess's problem. And I don't even know the truth yet, Hannah thought. But that is going to change. â€Å"Hannah, are you even listening to me?† â€Å"Yeah. I'm sorry. And I'm okay; I felt kind of dizzy last night, but now I'm better. Can I use your phone?† â€Å"Can you what?† â€Å"I have to call Paul-you know, the psychologist. I need to see him, fast.† She jumped up, steadied herself against a brief wave of giddiness, and walked past Chess, who was watching her in bewilderment. â€Å"No,† Paul said. â€Å"No, it's absolutely out of the question.† He waved his hands, then patted his pockets nervously, coming up empty. â€Å"Paul, please. I have to do this. And if you won't help me, I'll try it on my own. I think self-hypnosis should work. I've been doing a pretty good job of dreaming the past lately, anyway.† â€Å"It's†¦ too†¦ dangerous.† Paul said each word separately, then sank into his chair, hands at his temples. â€Å"Don't you remember what happened the last time?† Hannah felt sorry for him. But she said ruthlessly, â€Å"If I do it on my own, it may be even more dangerous. Right? At least if you hypnotize me you can be there to wake me up. You can throw a glass of water in my face again.† He looked up sharply. â€Å"Oh, yeah? And what if it doesn't work this time?† Hannah dropped her eyes. Then she raised them and looked at Paul directly. â€Å"I don't know,† she admitted quietly. â€Å"But I've still got to try. I have to know the truth. If I don't, I really think I may go insane.† She didn't say it melodramatically. It was a simple statement of fact. Paul groaned. Then he grabbed a pen and started chewing on it, glancing around the room. â€Å"What is it that you would want to know? Just presuming that I agreed to help you.† His voice sounded squashed. Hannah felt a surge of relief. â€Å"I want to know about this woman who keeps warning me,† she said. â€Å"Her name is Maya. And I want to know how I die in my other lives.† â€Å"Oh, terrific. That sounds like fun.† â€Å"I have to do it.† She took a deep breath. She wouldn't let herself look away from him, even though she could feel the warmth as her eyes filled. â€Å"Look, I know you don't understand. And I can't explain to you how important it is to me. But it is †¦ important.† There was a silence, then Paul said, â€Å"All right. All right. But only because I think it's safer for you to be with somebody.† Hannah whispered, â€Å"Thank you.† Then she blinked and unfolded a piece of paper. â€Å"I wrote down some questions for you to ask me.† â€Å"Great. Wonderful. I'm sure you'll be getting your degree in psychology soon.† But he took the paper. Hannah walked over to the couch and got herself settled. She shut her eyes, telling her muscles to relax. â€Å"Okay,† Paul said. His voice was very slightly unsteady, but Hannah could tell he was trying to make it soothing. â€Å"I want you to imagine a beautiful violet light†¦Ã¢â‚¬ 

Rene Descartes six meditations Distinction of Self from the Body Essay

Rene Descartes was a French Mathematician and a modern Philosopher who developed an original philosophy based on sciences aimed at being stable and likely to last. His method was based upon premises of senses, reason, doubt and belief. Like most philosophers his quest was for Truth and knowledge. However the nature of Truth and knowledge remains debatable among philosophers to this day. It is worth noting that a contemporary modern philosopher said at the beginning of the 21st century, the beginning of ‘ Information Age ‘ , â€Å" Study of philosophy is now reduced to the study of language. We are distinct from our bodies ! Since the advent of human civilization many men have preoccupied themselves with philosophical thoughts of the distinction of self from the body. These metaphysical ideas , sometimes ontological, lie on the borderline of religious theology and philosophy. With discoveries in the field of physical sciences like Einstein’s ‘ Relativity ‘ the human conception of space, matter, time and forces has become clearer. This has further fuelled interest in the field of philosophical investigation of the relationships between mind, matter and the supernatural. This activity is a commonplace past time of the educated and curious. The scientific and methodological study of any branch of knowledge involves the formulation of – Thesis, Hypothesis and Anti – Thesis. Every Thesis has an Anti–Thesis. Is the self distinct from the body ? The senses are deceptive! What we see is spurious. Our memory deceives us. Hence a Truth that can be established is that nothing is certain. Hence it can be assumed for the time being that our senses and bodies are not true. We are probably distinct from our bodies. Rationality is questionable ! Man is known as a ‘ rational animal’. But the idea of rationality and the distinction between a man and an animal are debatable. Man certainly has to face an obvious ‘ identity crisis’ if material knowledge is to be trusted. The idea of a soul distinguishes self from the body ! All phenomena can’t be explained by sense-perception, thinking and physical bodies. They have to be attributed to a super-natural phenomena , ‘ the soul’. If the self is to be distinct from the body it could be in the form of the soul. The power of self-movement, sensation and thought as according to the judgment of Rene Descartes are foreign to the nature of body. These conclusions are based on Descartes philosophical experiments with himself using the faculty of his mind. He uses his mind to probe the co-relation between subjectivity, objectivity and their distinctness from body. This method has been Descartes most powerful tool and which makes him unique in the family of modern philosophers. The awakening during sleep is an experiment. Descartes argues that when asleep he has perceived through senses many things he can’t perceive through senses while awake. These are once again Descartes experiments with himself. Descartes is careful nough to recollect his thoughts and experiences for the object of philosophical study. ‘Thinking’ is separate from ‘being’. Descartes uses his imagination to conclude that he might exist separate from his body as a source of ‘thinking’. In his legendary famous statement he once declared , â€Å" I think therefore I am. â€Å" Human mind and judgment are prone to error . Hence the truth has to be away from the Human mind and body. Descartes reached a conclusion that there does exist a God. God is perfect in his judgment because his mind is infinite. This is obviously not true with human beings. Hence their judgment is subject to errors and faults. There is also a philosophical method of reaching the Truth by elimination of errors. Considering the belief that their does exist a Universal Truth away from the limitations of the human body it is reasonable concluding that we are distinct from our bodies. The existence of God is an irrefutable evidence ! Thesis that there does exist a God strengthens the concept of distinction of self from the body. It would be contradictory associating God to a body; God, Descartes assumed is infinite. Also, the idea of life after death in the form of soul which is the belief of literally every religious heology strengthens the belief that we are distinct from our body. Rene Descartes experimented with the mind ! Descartes claims in ‘ The Fourth Meditation’ that he has trained his mind to separate from his senses and dwell only in the intellect. The result were observations and conclusions that he was totally separate from matter. Descartes uses his ability at philosophical meditations, the popular method of study and research by a philosopher. The Human Will Descartes concludes extends beyond the bodies. With the human will, many philosophers believe it is possible to meditate and separate the consciousness rom the body. Modern Science refutes distinction of body from mind thesis. Descartes himself was once a scientist before he took to philosophical pursuits. A scientist, for example a Doctor would immediately rubbish the claims of the separation of self from the body citing encyclopedias of scientific evidence. Carl Jung’s Experiment nulls the idea of a soul. This famous Psychologist conducted an experiment and concluded that there is no soul ! The distinction between self and body is not recognized by modern psychology books. Philosophical methods might be fallacious. Philosophers employ methods based n speculations and subjectivity. These might be inaccurate and also subject to a difference of opinion even amongst philosophers. Whereas science is based on empirical experiments which no one can challenge once accepted and established. There is a self – concept in the science of Psychology. The self concept has an aura of mysticism associated with it. No one can see, feel or touch the self concept. It is reduced to ‘I’ and ‘me ‘ from the common sense point of view by nearly all domains of knowledge. Popularly the psychologists associate the self concept , the I – Self, with the ndividual and his states of mind – Conscious, subconscious and the unconscious. Body- Ego concept can be an evidence of self and body singularity. The genesis of mental structure advocated by Hartmann, Kris and Loewenstein advocate an ego state known as the Body Ego. They suggest with impressive arguments that the ego and the id should be conceived the result of an undifferentiated state. Conclusion : The embodied self – concept generates a tension. The stream of consciousness can be believed to be located within the boundaries of a creature. The self ( its memories, eliefs and traits ) might not located within the boundaries of the creature. Our intuition equates ourselves with our consciousness. A point to be noted is that there is a dualism not only between mind and body but also between consciousness and mind ! The ancient scholarly philosophical debate ‘ Self is distinct from the body ’ is a challenging interdisciplinary study. However, the philosophy student is best equipped to handle it. The debate seems to have no end. That is what makes a debate an interesting academic field of study. Philosophers and philosophy students have to be cautious that in their xuberance they do not unwittingly clash with scientific evidence or infringe with cherished religious and theological beliefs. The society punished Galileo because he was ahead in time than the people. The times have changed remarkably. These days society is more tolerant to new ideas. Even blasphemy against Jesus doesn’t shock the West anymore. Recent headlines of a popular newspaper says that the church has forgiven Beatles for claiming they were more popular than Jesus. Philosophers and philosophy students can play a timely role in all ages. The clear message is that they need not ostracize themselves from the society.

Vice Versa and Vis-à-Vis

Vice Versa and VisVis Vice Versa and VisVis Vice Versa and VisVis By Maeve Maddox The following quotation appeared in a newspaper article about a school where parents are encouraged to visit their children’s classroom: the more parent visitors we have, the more they trust us and visvis.   I think the principal intended to say, â€Å"the more parent visitors we have, the more they trust us and vice versa.† The only thing the two expressions have in common is that they alliterate. English vis-a-vis [vee-zuh-vee] is from French visvis, â€Å"face to face.† It can be used as noun, preposition, or adverb. As a noun, visvis can refer to: 1. a person or a thing situated opposite another. Example: At the table, my vis-a-vis was a woman dressed all in black and wearing a veil. 2. one’s opposite number or counterpart. Example: At the international conference of editors, my Russian vis-a-vis was a short, chubby man with a cheerful countenance and a ready laugh. 3. a meeting. Example: Reggie’s first vis-a-vis with the new commander left him shaking. As a preposition, visvis can be used to mean literally â€Å"face to face with,† or in the sense of â€Å"in relation to†: At the town meeting, a farmer sat visvis the Mayor. The citizens had called the meeting visvis a proposed redistricting. As an adverb, visvis means â€Å"opposite, so as to face each other.† Example: On the mantelpiece the actor’s two Oscars stood visvis. The other expression, vice versa [vahys-vur-suh] or [vahy-suh vur-suh], came into English directly from Latin from a word meaning â€Å"turn.† It’s used as an adverb meaning â€Å"with a reversal or transposition of the main items in the statement just made.† It can be used with or without a restatement of the previous item: the constellations do shift, so that what you see during the summer is overhead during the day in the winter and vice versa, the constellations you saw in winter, are overhead in the summer. or, the constellations do shift, so that what you see during the summer is overhead during the day in the winter and vice versa. Some bloggers ridicule speakers who pronounce vice versa with four syllables, but they are mean-spirited and uninformed. The OED puts the three-syllable pronunciation first, but acknowledges the four-syllable pronunciation as an alternate. Merriam-Webster puts the four-syllable pronunciation first. As a blogger named ClarE has pointed out, if we want to get picky, maybe we should reject both English efforts and try to pronounce it like classical Latin: [wee-kay wer-sah]. The important thing is not to say vice versa when what you mean is visvis–and vice versa. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:20 Words with More Than One SpellingYay, Hooray, Woo-hoo and Other Acclamations20 Clipped Forms and Their Place (If Any) in Formal Writing

Definition and Examples of Dialect Prejudice

Definition and Examples of Dialect Prejudice Dialect prejudice is discrimination based on a persons dialect or way of speaking.  Dialect prejudice is a type of linguicism. Also called dialect discrimination. In the article Applied Social Dialectology, Adger and Christian observe that dialect prejudice is  endemic in public life, widely tolerated, and institutionalized in social enterprises that affect almost everyone, such as education and the media. There is limited knowledge about and little regard for linguistic study showing that all varieties of a language display systematicity and that the  elevated  social position of standard varieties has no scientific linguistic basis (Sociolinguistics: An International Handbook of the Science of  Language and Society, 2006). Examples and Observations Some native-English speakers have had rich and/or school-like language experiences at home, and others have not. They bring dialect diversity to our classrooms. Dialects that vary from Standard English, such as Appalachian or  African-American Vernacular English (AAVE), are often stigmatized as improper or inferior English. However, professional linguists do not consider these varieties inferior because they conform to consistent rules, and speakers are fully able to express ideas using the dialect. Nevertheless, conscious or unconscious dialect prejudice is widespread, even among individuals who speak the variation.(Deborah G. Litt et al.,  Literacy Teacher Education: Principles and Effective Practices. Guilford, 2014)Responding to Dialect PrejudiceLanguage prejudices seem more resistant to change  than other kinds of prejudice. Members of the majority culture, the most powerful group, who would be quite willing to accept and champion equality in other social and educational d omains, may continue to reject the legitimacy of a dialect other than their own. . . . The high level of dialect prejudice found toward vernacular dialects by both mainstream and vernacular speakers is a fact that must be confronted honestly and openly by those involved in education about language and dialects.The key to attitudinal changes lies in developing a genuine respect for the integrity of the diverse varieties of English. Knowledge about dialects can reduce misconceptions about language in general and the accompanying negative attitudes about some dialects.(Carolyn Temple Adger, Walt Wolfram, and Donna Christian,  Dialects in Schools and Communities, 2nd ed. Routledge, 2007) Dialect Prejudice in British Schools- Language use is one of the last places where prejudice remains socially acceptable. It can even have official approval, as we see in attempts to suppress slang and dialects at school. . . .Banning words is not a sound educational strategy. As Michael Rosen points out, schools have been trying this for more than 100 years to no avail. Research shows that gradual transition towards standard English works better. But because dialect prejudice is so prevalent, this must be done in such a way that children understand there’s nothing inherently wrong with their natural expression. . . .There’s nowt wrong with regional dialects, nothing broke ass about slang. They’re part of our identities, connecting us to time, place, community, and self-image. They needn’t be displaced by formal Englishwe can have both.(Stan Carey, There’s Nowt Wrong With Dialects, Nothing Broke Ass About Slang. The Guardian [UK], May 3, 2016)- Soci olinguists have been fighting dialect prejudice since the 1960s, but negative and uninformed views about non-standard English are regaining currency in media and  educational  debates. Most recently, Carol Walker, headteacher of a Teesside primary school, wrote a letter to parents asking that they help tackle the problem posed by their childrens use of local dialect by correcting certain words, phrases and pronunciations associated with Teesside (including gizit ere and yous).Naturally, I support the schools aim of  teaching  pupils to use written standard English so that they can progress in future education and employment. However, focusing on speech will not improve their writing. . . .Ultimately, it is not the presence or absence of non-standard forms in  childrens  speech that raise educational issues; rather, picking on non-standard voices risks marginalising some children, and may make them less confident at school. Silencing pupils voices, even with the best inte ntions, is just not acceptable.(Julia Snell, Saying No to Gizit Is Plain Prejudice. The Independent, February 9, 2013) Variationist Sociolinguistics[William] Labov and [Peter] Trugdill were seminal figures in the emergence of a sub-field of sociolinguistics that has come to be known as variationist sociolinguistics. Variationist sociolinguists focus on variation in dialects and examine how this variation is structured. They have shown that linguistic difference has regularity and can be explained. Scholars in this field have been central figures in the fight against dialect prejudice. Speaking from a position of scholarly and scientific detachment (Labov 1982: 166), variationist sociolinguists have been able to show that the grammar of non-standard dialects is not wrong, lazy or inferior; it is simply different to standard English and should therefore be respected. Some of these researchers have worked directly with teachers and teacher trainers and have designed curriculum materials on language variation for use in the classroom.(Julia Snell, Linguistic Ethnographic Perspectives on Working-Class Chi ldrens Speech. Linguistic Ethnography: Interdisciplinary Explorations, ed. by Fiona Copland, Sara Shaw, and Julia Snell. Palgrave Macmillan, 2015) The Beginnings of Dialect PrejudiceIt is in the fifteenth and sixteenth centuries that we witness the  beginnings of dialect prejudice; an early instance can be traced in the writings of a chronicler named John Trevisa, who complained  that the Northumbrian dialect was so scharp, slitting [biting] and frottynge [grating] and unshape [unshapely] that southerners like himself were unable to understand it. In the early seventeenth century, Alexander Gill, writing in Latin,  labelled Occidentalium (or Western dialect) the greatest barbarity and claimed that the English spoken by a Somerset farmer could easily be mistaken for a foreign language.Despite such remarks, the social stigmatization of dialect was not fully articulated before the eighteenth century, when a provincial  accent  became a badge of social and intellectual inferiority. In his Tour Thro the Whole Island of Great Britain (1724-27), Daniel Defoe reported his encounter with the boorish country speech of Devonknow n to the locals as jouringwhich was barely comprehensible to outsiders.(Simon Horobin,  How English Became English. Oxford University Press, 2016)

Civil Liability and Private Police Essay Example | Topics and Well Written Essays - 1250 words

Civil Liability and Private Police - Essay Example urities to safeguard their concerns, there could be wanton licensing requirements which facilitate the release of certificates to prospective private security officers without ensuring that they are fully equipped and competent in enforcing the required rules of court on erring civilians. With the evolution of private security in the United States, the impact of their actions on civilians sometimes breaches the legal jurisdictions. It is in this regards that this paper is written to present relevant issues encompassing civil liability and private police and to determine how pressing issues can be addressed and resolved. According to Hill & Hill (2005), civil liability is defined as the â€Å"potential responsibility for payment of damages or other court-enforcement in a lawsuit, as distinguished from criminal liability, which means open to punishment for a crime†. This concept is linked to private security due to the following rationale as averred by Moore (1987: 134): â€Å"private security personnel are not considered law officers or peace officers and are, therefore, not bound by the same rules and regulations that apply to public office. (Ziff, 1967: 608) This means the private law officer is not bound by the constitutional restrictions of the Fourth and Fifth Amendments (Braun, 1971: 555)†. This means that more and more security officers become qualified and certified to take actions against employees who have violated some policies and procedures of the organizations of which they all are part of. However, in conjunction with these, there are also increasing instances of unrestricted unreasonable and excessive actions by private security officers against employees which are supported by the employers. As such, â€Å"without the Constitutional protections which would be available if the act were committed by a public police officer, the only recourse for a private individual against reckless and wanton conduct on the part of security personnel is a civil

The Treaty of Versailles to the rise of Nazism in Germany Research Paper

The Treaty of Versailles to the rise of Nazism in Germany - Research Paper Example The allies crafting the treaty at the Paris Peace Conference were more interested in punishing Germany than securing long lasting peace. Ironically, the Treaty of Versailles was intended to make sure Germany was rendered too weak to wage war but due to its restrictive nature served to enrage and embolden factions within the beaten nation which fanned the flames of an emerging fanaticism. Germany not only lost massive amounts of land, economic sanctions caused severe hardships to a people trying to recover from the devastation of war. The worldwide depression in the 1930’s worsened the already desperate situation. In addition, German’s greatly resented foreign troops occupying parts of their country. The German government was weakened as a consequence of the ill conceived Treaty of Versailles which allowed for a fanatical form of fascism led by Adolph Hitler to flourish in Germany following World War I. (Henig, 2010). These issues, which were instigated by the Treaty of Versailles, caused Germany to again become aggressive against its neighboring countries which started WWII. The Treaty of Versailles was designed specifically to weaken Germany in many vital areas. Large sections of German territory were taken away and given to surrounding countries. France and Poland especially received lands that had been important to the Germany economy. Germany also lost all of its worldwide outposts to various allied nations. The new country of Austria was carved from previously held German lands as was the former Czechoslovakia, now called the Czech Republic. The allies were given all of Germany’s mercantile marine ships, another severe blow to the German economy. On top of that, the Treaty required Germany to construct civilian and war ships for selected Allied countries. The Treaty also placed stringent restrictions on the Germany’s capacity to defend itself or to wage war. Germany was not permitted to possess heavy guns, tanks, armored cars, u -boats, Zepplins or airplanes, no air force of any type was allowed. The defeated nation could keep no more than one hundred thousand troops in its army and fifteen thousand sailors in its navy. Germany was forbidden by the Treaty to import materials used for war and was made to pay steep reparations to the Allied nations as well as to the territories it ceded. All types of valuables were seized to make these payments such as precious metals, building materials, vehicles and ships. On top of that cash payments were mandated on an annual basis for years to come. The Treaty also greatly diluted Germany’s transportation system. It gave control of Germany’s railroads to Poland and placed Germany’s river system, an important transportation artery at that time, under foreign management. Poland also gained free use of Germany’s northern ports. (Bell, 1986) Though the Treaty of Versailles accomplished its intended purpose by crippling Germany’s military an d economy ensuring it too weak to wage war, this tactic caused the next great world war just 20 years later. The Allied delegation in Paris assumed they had been successful in both ending the â€Å"war to end all wars† and preventing Germany from ever again waging war against its neighbors in Europe. They were tragically mistaken. The Treaty contained strong language but weak enforcement characteristics. Many military and political leaders understood this from its inception and predicted the horrific consequences. The Treaty was â€Å"the peace to end peace†

Impact of Gender on Academic Performance Essay Example | Topics and Well Written Essays - 1500 words

Impact of Gender on Academic Performance - Essay Example Studies of gender differences in general academic performance are less conclusive. The results vary from no gender differences found. While conducting research there will be some ethical considerations. Before conducting the research the permission will be taken from the school management. Researcher’s personal biases and opinions should not get in the way of the research.Participants can be with draw any time if they want to quit. The results of the experiment will be kept confidential and researchers will use results with students’ permission for research purposes. Students should feel free to ask any question about the research and they will be provided with the outcome of the research. In this research the aim of the study is to analyse the difference in the academic performance of male and female students. Underlying the purpose and research question of the study conducted, the research design that was selected for the study is an exploratory correlational research design. The implementation of a correlational research design has permitted the researcher to explore and discover relationships amongst a large number of variables within a study. In correlational research, according Zechmeister et. al., the main purpose is to establish whether two variables are related, and if so, establish the direction of the observed relationship. In this research study we are going to analyse following research hypothesis: Null Hypothesis: There is no significant difference in the academic performance of girls and boys.

Study on Movement Time of Individual After Stroke

Study on Movement Time of Individual After Stroke Case scenario A 25 year old male Patient who was apparently well 1 year ago when he met with an accident and got severe head injury, diagnosed with right hemiplegia, was hospitalized for 1 month. Presently Patient complains of, difficulty in getting up from bed, and difficulty in walking. Patient has flexor synergy in Upper limb and extensor synergy is in lower limb, Rom and strength for right is decrease, tone for upper limb and lower limb is increased , grade3 on MAS , reflexes are exaggerated. Presently, Patient is able to sit but only with support and need assistance in toileting and mobility. INTRODUCTION Activities of daily living is refers to those â€Å"sensory motor skills necessary for the performance of usual daily activity† (1). These sensory – motor skills under lie the task of daily self care such as feeding, dressing, hygiene and physical mobility that are known as basic activities of daily living (1). Any problem in performing the ADL can affect personal social life (1),as well as community mobility. Stroke is the sudden loss of neurological function caused by an interruption of blood flow to the brain (1). Stroke can be caused by many reasons like traumatic, pathological etc. Post stroke patient deal with the variety of deficit like cognitive (1), sensory (3), motor (4), balance and coordination (5). All these components are necessary for the optimal performance of any ADL (6). In young population ADL can be affected because of several reasons, but now a days most common problem which young patient are facing is stroke(6) which affect their ADL in terms of transferring like sit to lie or lie to sits which is the basic activity in order to carry out any task. In this study time is measured for the individual to perform a particular activity. Time taken to perform any task measures several components like cognition (7), sensory (8), motor, balance and coordination (8). Any deficit in any one or all the components leads to increase in the time taken to perform any activity (7) (8) (9). Any deficit in cognition patient will have difficulty in interpreting the command given to patient which leads to increase in the time taken to perform the task. Any motor deficit and sensory deficit can cause difficulty in moving limbs and awareness about the orientation of the limbs. Balance and coordination deficit leads to decrease postural control, all these components will hinder the patient to perform the task at appropriate time (7) (8). Although there is no evidence or normative values are yet described which tells about the normal time taken by an individual to perform sit to lie and lie to sit activity. In order to rehabilitate the patient for sit to lie and lie to sit task, it is also necessary to see that at what degree of trunk flexion (0` or 45`) and with which side (dependent or non dependent) it is easy for the patient to perform task which is measured in terms of time taken by individuals to finish the task so that therapist can rehabilitate the patient with minimum difficulty. The normal timing taken by an individual to perform any task can be used both as a qualitative as well as quantitative. It helps to asses the various components of the deficit, and to rehabilitate the patients who have difficulty in performing ADL. Hence objective of this study is to measure the time taken to perform sit to lie and lie to sit activity at 0` and 45` of bed from dependent and non dependent side. This can be use to asses as well as rehabilitate the patient. NEED FOR STUDY Stroke in the young is particularly debilitating as the patient wants to get integrated into the society as early as possible. Also a unique requirement for stroke in the young is that the expectations and the society needs are different from the elderly when comparing community dwelling young adults vs. geriatric populations. There is no normative values are present in literature in order to find out the usual time taken by young individual to perform ADL. Sit to lie and lie to sit are basic bed mobility which patient with stroke generally encounter first. So in reference to these timing it is easy to asses as well as rehabilitate the patient in activities of daily living which is most important requirement of patients with stroke. LITERATURE REVIEW Lindmark B ,Hanrin E ,Tornquist K in 1920 conducted study on 207 stroke patient, they were tested after3 month and 1 year after the stroke, 183 survivors from the original population were assessed with standardized practical equipment which has 12 daily activities which is concerned with cognitive factor and coordination, hand function, mobility and balance . They did not find any significant difference, concluded that there is no difference in the performance of daily activities at 3 month and1 year after stroke and also found out that women had more difficulty in performing compare to men in performing mobility task (6). Podsiodlo D , Richardson S , in 1991 conducted study on 60 elderly patient(mean age 79.5 years) to find out TUG as test for basic functional activity, time is calculated for the patient to perform a rise from chair ,walk for 3 meters and then sit down again to perform a particular ADL, found out that TUG test is reliable and correlates well with berg balance scale and concluded that TUG test is reliable for evaluation of the ADL(10). Owsley C, Sloane M, Mc Gwin, Ball K. in 2001 conducted study on 173 older adults (65-90 yrs), which is large sample size in order to find out visual processing speed and correlation between memory and inductive reasoning with IADL ,time taken to perform the 5 IADL was calculated and found out that individual who have slow processing speed , takes more time to accomplish the task they concluded that cognition especially memory and reasoning are related to time taken to perform any ADL and it is useful in evaluating in cognition(8). Owsley, Cynthia, mcGWIN, Gerald Sloane, Michael E in 2001 conducted a study on 342 older adults who had visual impairment (58-86year) from eye clinic, to find out relation between visual function and time required to complete the IADL, under visual impairment –visual acuity, contrast sensitivity and useful field of view .17 IADL task which includes visual activity was evaluated with time taken. They concluded that visual function is necessary to achieve any ADL (9). Hsieh CL ,Shen CF,Hsueh IP, Wang CH in 2002 conducted a prospective study was on 169 stroke patient to find out relation between trunk control and ADL in early stage in stroke patient after6 month of stroke, postural assessment scale for stroke patient scale(PASS-TC) fugl meyer motor test and balance test was used to asses motor and balance respectively, patients were assessed at 14thday after stroke and 6 month. They concluded that trunk control is related to comprehensive ADL(11). Gregory T, Cullaghan A, Nettelback T ,Wilson C in 2009 conducted study on elderly people to examine whether early inspection time predict future problem in ADL , participant completed IT at baseline, 6 month,18 month and at 14 month after stroke, 2 group of 15 elderly with aged (74-88 years) are assessed for timed IADL, it shows that group with slower IT had poorer performance (took longer time to finish task)on more than half of the functional activity and concluded that slower IT shows difficulty in performing functional activity(12). Emma Barry, Rose Galvin, Claire Keogh, Frances Horgan and Tom Fahey in 2014 did a systemic review and metanalysis to find TUG is a predictor of risk of fall in older adult, a literature search of 25 in systemic review and 10 in metanalysis was done and TUG score> 13.5 sec was used to identify individual with high risk of falling and found out that TUG test has limited ability to predict to predict risk of fall in elderly (13). METHODOLOGY Study design: Cross- sectional study –a pilot study Sample size: n=30(50% male and 50% female) Type of sampling: convenience sampling Source of data collection: M.S. Ramaiah Medical College, Department of Physiotherapy. METHOD OF DATA COLLECTION: A cross- sectional study design was undertaken for the study. Young adult aged between 20 – 25 years fulfilling in M.S. Ramaiah medical college, department of physiotherapy were included in study. Convenience sampling was done and sample of 30 subjects were included in the study. Informed consent of all the 30 subjects are taken prior to undertaking the study and procedure was explained to them. Inclusion criteria: Mentioned conditions directly affect the time taken to perform a particular task. cognition is tested by checking memory reasoning and intelligence. 1. Aged between 20-25 years. 2. Subject should not have any pain, trauma, inflammation, fracture etc by history /reported. 3. Should not have any cognitive deficit. 4. Should have competed consent form. Exclusion criteria: Above mentioned condition can interfere in test and also affect the time taken to perform the  given task. Any reported trauma, inflammation, pain in lower back and lower limbs. History of Low back pain, knee pain. Intake of alcohol in last 24 hrs. Any history of hypotension while performing ADL. Any giddiness while performing IADL tasks Any cognitive or higher mental funti0n deficit. Materials used for the study: Stop watch Adjustable firm couch Height scale Weighing machine Test procedure: Demographic data of young adult was noted, including height, weight, gender etc. subjects to be tested was explained about the procedure of the test. Subjects are asked to sit at edge of bed. When start command was given, the subject had to lie down according to given instruction by using preferable speed to perform the activity, time taken for the subject to perform the sit to lie and lie to sit was noted down. Both these activities were performed at 0` and 45` of elevation of bed end, from dependent side as well as from independent side of elevation of bed end. Starting positions: Sitting Position: neck straight, head in midline, spine erect, Hands on a side, knee and hip at 90`, foot unsupported. Lying position: straight, head in midline, hands on sides, legs together, foot in a neutral position Task was observed from standing in front of patient. The same procedure was repeated and time is taken for 30 subjects, to find out normal value to perform sit to lie and lie to sit in young adult. Picture 1a: Firm and adjustable couch at 00. Picture1b: Firm and adjustable couch  at 450. PICTURE 2a: Starting position at 00 PICTURE 2b: Starting position at  00(side view). Picture 3: Starting position at 450 PICTURE 4a: Final position of sit to lie at 00 PICTURE 4b: Final position of lie to sit 45` Picture5: During test Data Analysis Statistical analysis: Microsoft word and Excel were used to generate data and graphs. Statistical Tests: mean, mode, median of time taken to perform the sit to lie and lie to sit activity was calculated for 30 subjects. Mean is taken to as average time taken to perform the task. t –test was done to compare the values of sit to lie and lie to sit from dependent and non dependent at 0` and 45`. RESULT A cross sectional study consisting of 30 normal healthy young adult is taken to find out the normal time taken by younger individual to perform sit to lie and lie to sit at 00and 450from dependent and non dependent side. This graph is showing average time taken to perform sit to lie and lie to sit. The values of sit to lie and lie to sit which are not showing any statistical significance depending on different side and angle of trunk flexion. Table2: t and p value of the average of time taken to perform sit to lie and lie to sit. t- scorep-score Sit to lieND(00) vs. ND(450)0.7040.483 D(00) vs. ND(450)1.0100.318 ND(00) vs. D(450)-1.0470.299 D(00) vs. D(450)1.3550.180 ND(0) vs. D(0)-0.4090.683 ND(45) vs. D(45)0.7040.483 Lie to sitND(00) vs. ND(450)1.6330.107 D(00) vs. ND(450)1.1700.246 ND(00) vs. D(450)1.5810.119 D(00) vs. D(450)1.1040.273 ND(00) vs. D(00)0.4880.626 ND(450) vs. D(450)-0.1160.907 Sit to lie vs. Lie to sitND(00) vs. ND(00)0.0270.978 D(00) vs. D(00)0.9330.354 ND(450) vs. ND(450)1.1600.250 D(450) vs. D(450)0.9470.347 Table2 the t value and p value are showed non of the data have p value Table 3: Comparison between 00 and 450 in sit to lie and lie to sit. 00450 Sit to lieND (3.497)ND(3.366) D(3.565)ND(3.366) ND(3.497)D(3.321) D(3.565)D(3.216) Lie to sitND(3.491)D(3.156) D(3.375)ND(3.136) D(3.345)D(3.156) ND(3.491)ND(3.156) Above table is showing the comparison between average time taken at 00 and 450. There is not significant difference between the time taken by subject in sit to lie and lie to sit from 00and 450. Figure2a: 00 vs. 450 from sit to lie Figure2b: 00 vs. 450 from lie to sit Given figure 2a is showing comparison of mean time taken to sit to lie from 00 and 450 which is not statistically significant(p Table 4: Comparison between the averages of time taken from dependent vs. non dependent side. Non Dependent Side (sec)Dependent (sec) Sit to lie 450(3.366)450(3.321) 00(3.497)450(3.321) 450(3.366)00(3.565) 00(3.497)00(3.565) Lie to Sit450(3.136)450(3.156) 00(3.491)450(3.156) 450(3.136)00(3.375) 00(3.491)00(3.375) This table presents the comparison between dependent vs. non dependent side from sit to lie and lie , average mean of the sit to lie and lie to sit are statistically not significant , P >0.05 , hence no suitable value can be concluded from this present data. Figure3a: Dependent vs. Non Dependent Figure3b: Dependent vs. Non Dependent from sit to lie. from lie to sit Given fig 3a is showing the comparison between dependent vs. non dependent from sit to lie and fig3b. From, the t scores of these data is not showing any statistical significance (p>0.05). Table 5: Comparison between average time taken in sit to lie vs. lie to sit. Sit to lie vs. lie to sitSit to lie in (sec)Lie to sit in (sec) Nondependent (00)3.4973.491 Dependent(00)3.5653.375 Nondependent(450)3.3663.136 Dependent(450)3.3213.156 This table presents the comparison between the average time taken from sit to lie vs. lie to sit. Statistically these values are not significant (p>0.05). Figure 4: comparison between time taken from sit to lie vs. lie to sit Figure 4: showing the comparison between the time taken from sit to lie vs. lie to sit which is statistically not significant hence is not showing any difference in time taken to perform both these activities. TABLE 6; Average of mean value for sit to lie and lie to sit from dependent and non dependent side at 00 and 450 Mean values Sit to lieNon Dependent(0)3.50 Dependent(0)3.57 Non Dependent(45)3.37 Dependent(45)3.32 Lie to sitNon Dependent(0)3.49 Dependent(0)3.37 Non Dependent(45)3.14 Dependent(45)3.16 Average3.36 In table6, the average of all mean time taken to perform sit to lie and lie to sit, as it is not any statistical significance ,so there is no difference in time taken to perform this task. DISCUSSION The time taken by young adult (20-25 years) to perform sit to lie and lie to sit from dependent and non dependent side at 00 and 450 of trunk flexion has done to find out the normal time taken by young adult to perform this particular activity. This activity is a basic mobility which the stroke patient encounter first and also find difficult to do. Timing of these activity measures cognition, sensory, motor, balance and coordination component of the patient which will help to find out the level of functional activity in reference to the time taken to accomplish the given activity. Activity was measured at different angle of trunk flexion (00 and 450) a well as from different side (dependent and non dependent). Before the study it was assumed that from dependent side it is easy to accomplish the task, as well as from 450 it is easy to lie down as well as get up as therefore should take less time to finish the task, as at 450 the length tension relationship is good and it provide extra leverage to come against gravity, in 450 as the muscle is in tension, muscle fiber recruitment is more. Getting up from dependent side was hypothesized to be easier as compare to nondependent. It was also assumed that as sit to lie and lie to sit are two different activities so time taken to perform both these activity will be different. In our study, on analyzing the result of table 2 ( t – test of the average of the time taken to perform the sit to lie and lie to sit at different plane) is observed that p-value of mean score of time taken to perform sit to lie and lie to sit is statistically not significant. Values at different plane is statistically not significant that may be because of the small sample size as well as population age. Good strength in muscles, balance and coordination in limbs helps to overcome the gravity easily. The t – score and p- value for the comparison of sit to lie and lie to sit is also statistically not significant. Since all comparisons were statistically insignificant, we averaged the mean for condition The average for the sit to lie and lie to sit was found to be 3.36 sec. In order to asses and rehabilitate the stroke patient timed ADL will asses several components in one time. In order to asses the patient who has difficulty in basic mobility like sit to lie or lie to sit can be assessed with respect to time taken to accomplish that activity , any increase in time taken to accomplish the particular activity may suggest need for intervention , and patient can be trained for the same activity for time taken. Time taken can evaluate contribution from different components such as cognition, strength, balance, coordination. Therefore assessing time may help the therapist to quantify these components and give direction to treatment. Thus concluded that sit to lie and lie to sit takes same time irrespective of dominant and non dominant side, and angle of trunk flexion (00 and 450). The average time to perform sit to lie or lie to sit for young adult is 3.36 sec. CONCLUSION From the present study we can conclude that the average time taken to perform the sit to lie and lie to sit activity is 3.36. The time taken to perform sit to lie and lie to sit from dependent and non dependent side at 00 and 450 was the same. It did not differ with the side as well as the angle of trunk flexion. à ¢Ã¢â€š ¬Ã†â€™ Limitation of the Study Video for the task is not taken which can help to evaluate the different components of task and may be helpful to explain the reason behind the variation in timing in different individual. Instruction to use a preferable speed may not reliable for every patient. The sample size is small and taken for only 20-25 year old young adult. Clinical Implication As the time taken to perform sit to lie or lie to sit is 3.36 sec, and in my case scenario patient is 25 year old and has difficulty in bed mobility we can take it (3.36 sec) as a baseline in order to asses and rehabilitate the patient . We can measure the time taken by a patient to complete sit to lie and can further retrain the patient to complete the tasks within 3.36 sec; this will help the patient to achieve the status of community functional mobility. It will help us to plan a treatment parameter such as time taken to complete and components of sit to lie as an outcome measure. So in this case summary we could set a goal of 3.36 sec as the time required to achieve functional mobility.