The learning journal entry Essay Example | Topics and Well Written Essays - 500 words

The learning diary passage - Essay Example The definition accommodated administration was the demonstration of impacting others toward an objective. During the meeting the vast majority of the understudies discovered pioneers in their folks, educators or different guides and mentors. Through this conversation I discovered that it was significant for understudies to have genuine pioneers as we can increase colossal information from them and their encounters will assist us with learning a few life exercises. Notwithstanding this I additionally took in the recipe for execution which was equivalent to capacity in addition to inspiration. Both these components were required so as to draw out our best execution both in scholastics and throughout everyday life. In the event that capacity is missing, any measure of inspiration won't make any difference; anyway when somebody has remarkable capacity however isn't adequately propelled then their presentation will undoubtedly be influenced. So as to manufacture our capacity each individual requires an inclination or enthusiasm towards an errand, and a perfect measure of preparing and assets that will improve their capacity in a given assignment. Alongside the above consistent inspiration will build their craving and responsibility towards the errand. Inspiration will assist with building want and enthusiasm towards the work and lead to objective coordinated conduct. To put it plainly, when individuals want something and are adequately spurred towa rds accomplishing it, they would naturally take all the activities that would lead them to their objective and stay submitted towards it. Besides there are four principle factors that are required for inspiration in particular capacity, asset, data and backing. For the remainder of my administration class I mean to be progressively dedicated and perform as well as could be expected. For example, I should progress in the direction of understanding the substance in the course books instead of only retaining them. I have come to understand that the sole motivation behind training isn't tied in with getting high evaluations; rather it is tied in with picking up as much information as we

A PERSPECTIVE OF SKILLS NEEDED BY MODERN PROJECT MANAGER TO AVOID Dissertation

A PERSPECTIVE OF SKILLS NEEDED BY MODERN PROJECT MANAGER TO AVOID DELAY PENALTIES IN CONSTRUCTION PROJECTS - Dissertation Example They face various difficulties that rotate around development issues, for example, time imperatives, workforce contemplations, security and consistently moving nature of work. They likewise face non development related difficulties, for example, government guidelines, lawful issues, socio-political weights and ecological concerns. It is in this way imperative to discover how we can raise the productivity of venture directors to empower them in overseeing ventures successfully and dodging delays in the execution of the undertaking plan and thusly staying away from postpone punishments. This exploration subsequently decides to recognize the abilities ailing in venture directors that bring about inability to keep away from delays in development ventures. The examination question is in this way †What are the abilities required by advanced undertaking chiefs to keep away from postpone punishments in development ventures? The discoveries of this investigation will help in giving a kno wledge into the abilities required by venture chiefs to maintain a strategic distance from defer punishments in development ventures. The examination included a poll study of 100 task supervisors in Kuwait. The review discoveries indicated that absence of experience, administration abilities, venture arranging aptitudes, relational abilities and information identified with agreements and task the executives are the significant aptitudes ailing in venture supervisors. This requires an increasingly incorporated methodology towards building up their abilities. Proposals have been talked about. The examination experiences little example size, absence of particularity to Kuwait, and predisposition because of no trial of hugeness. Affirmation I might want to thank everybody who gave me a hand to achieve this examination, and an abundance of thanks to my scholarly tutor †Mr. Tony Phillips. I might want to offer my profound thanks to each one of the individuals who have offered help, p ermitted me to cite their comments and helped with altering, editing and structure. This exploration is the encapsulation of incredible endeavors applied to realize such productive yield. To wrap things up, I acknowledge and not to overlook the extraordinary assistance and the full help I got from my folks and my better half. List of chapters List of Figures 7 List of Acronyms and Abbreviations 8 Chapter 1 9 Introduction 9 1.1. Status of the Construction Industry in Kuwait 9 1.2. Development Delays 13 1.3. Difficulties of Construction Projects 13 1.4 Problem Statement 15 1.5. Point and Objective of the Research 16 1.6. Method of reasoning and Need for the Study 17 1.7. Importance of the Study 18 Chapter 2 20 Literature Review 20 2.1. Venture Managers †Skills and Characteristics 20 2.2. Complexities of Project Management in the Construction Industry 24 2.3. Difficulties Faced by Construction Project Managers 37 2.4. Research on Causes of Delays in Construction Projects 41 Chapte r 3 46 Research Methodology 46 3.1. Type and Design of Research 46 3.2. Information Collection Methods 47 3.3. Investigation Methods 51 3.4. Morals 52 3.5. Pertinence of this Research to Project Management in Kuwait 53 3.6. Support for Chosen Research Method 53 Chapter 4 55 Analysis of Data 55 4.1. Socioeconomics, Education and Training 56 4.2. Comprehension of Project Management 58 4.3. Considering Consultants Responsible for Penalties and Contractors for Delays 58 4.4. Information Related Aspects 60 4.5. Abilities that are Lacking 62 4.6. Issues of

Book Riots Deals of the Day for October 8th, 2019

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The Statue of Liberty Meaning of the Statue of Liberty Essay

THE STATUE OF LIBERTY: MEANING OF THE STATUE OF LIBERTY The statue of Liberty is national monument given to the United States by France in recognition of the friendship established during the American Revolution. Being among the best-known monuments in the world, it attracts between three to four million people each year. The Statue of Liberty has been a tourist destination and played many other roles in its 124-year history. Representing a woman holding aloft a torch, it stands at the entrance to New York harbor on a 12-acre land known as Bedloe’s or Liberty Island. The Statue of Liberty symbolizes freedom throughout the world, democracy as well as international friendship. As a result, many immigrants’ hearts warmed up as they†¦show more content†¦The French people responded immediately by raising money through public funding and various forms of entertainment. However, the law of France only permitted lotteries for charitable and artistic causes, of which the Statue of Liberty qualified under both. Consequentl y, it was decided that a lottery be organized to boost the fund. Gounod, a famous composer wrote a song to the statue that he presented at the Paris Opera, and the money raised funded the project. Unfortunately, they realized that the anticipated cost of building the Statue was much more than the available funds. Never the less, the French government was not involved in any fund raising. On the other hand, the Americans received the information about the statue construction before they got appeal for funds. The reluctance on the American side delayed the building of the pedestal. Possible reasons for lack of interest were that the project may not be completed, others though the statue was a New York City project and not national in character. Others argued about its location. The only accomplishment made by 1876 was the exhibition of the completed right arm and torch of the statue at Centennial Exposition in Philadelphia and later Madison Square in New York City. While all this was going on, the French completed the head and shoulders of the statue and placed them on public exhibition to encourageShow MoreRelatedA Reminder of the True Meaning of American Icons645 Words   |  3 Pagesthey see is the Statue of Liberty. Do they see independence and liberty? Imagine the American flag blowing in the wind on a perfect spring morning. Do American’s see hope and freedom? Does our American patriotic icon’s still represent the same thing that they used to? Has commercialism and cultures lost the true meaning of what the American flag and the Statue of Liberty stand for? Today’s society has lost the importance of respect towards these icons. The Statue of Liberty was build afterRead MoreThe Flag : The Stars And Stripes, American Flag, By Yasmin Sabina Khan859 Words   |  4 Pagesthat specify objects that represent beliefs, values, or tradition that make that country unique. As the United States of America has many such as, Statue of Liberty and the American Flag. Yasmin Sabina Khan shows in her book Enlightening the World: The Creation of the Statue of Liberty† why the Statue of Liberty was built, how each part of the statue describes everything and how it represents U.S today. In â€Å"Capture The Flag: The Stars And Stripes In American History†, Scot M Guenter talks aboutRead MoreEssay on Pentadic Analysis of the Statue of Liberty519 Words   |  3 PagesPentadic Analysis of the Statue of Liberty The Statue of Liberty is one of the most well know symbols of the United States, across the world. For this reason I chose to analyze the dramatic effect it creates, and what methods it implores to invent this universal meaning. It is one of the strongest visual representations of the ideals which our country is founded upon. I intend to defend the argument that the Statue of Liberty posses the power of persuading human thought using the termsRead More Statue of Liberty: A Lie? Essay972 Words   |  4 PagesStatue of Liberty: A Lie? As I sat on a park bench in the middle of Manhattan, eating a pack of stale peanut butter crackers, I couldnt keep myself from thinking about the woman I had met the day before. The lady I met seemed to be a strong woman of high morale, but after our interaction I came to the conclusion that she was living a lie. Well-known and noticeably the tallest female in the community, many people looked up to her as somewhat of a motherly figure. Ill never forget the tattoo onRead MoreA Stanza From The Statue Of Liberty1808 Words   |  8 Pages A stanza from â€Å"The Statue of Liberty,† represents a meaning that many people overlook. In the last stanza, the poem says, â€Å"She was built on Liberty Island, and she stands there still to this day. She represents friendship, freedom, and the American way†(Perro 8). This stanza from the poem is basically stating the whole meaning of the Statue of Liberty. The Statue of Liberty was called Liberty Enlightening the World and was designed to be an international symbol of liberty, justice, and democracyRead More The Statue Of Liberty Essay1679 Words   |  7 PagesThere are few objects that can be compared to the significance of the figure known as the Statue of Liberty. It is one of the greatest works of its time and still stands today as a meaningful entity of independence to the world. The statue is a great tribute to the concept of global freedom that had its roots in America. It was created to display the worldwide objective of peace and tranquility. The fact th at another model of this icon stands today in a world capital shows the effect that this figureRead MoreThe Definition of Liberty588 Words   |  2 PagesNew York there is a 250-ton green statue dressed in a robe, holding a torch and tablet with broken chains at the feet. In 1886, the statue was given to the United States as a gift to symbolize liberty. The statue is the Statue of Liberty. She is dressed in a robe to symbolize the Roman goddess of freedom, Libertas. She holds a torch and a tablet to symbolize evoking the law. Many individuals visit the Statue of Liberty, hoping to understand what liberty means. Liberty has many interpretations and itRead MoreThe Moremi Liberty Statue Of Liberty1801 Words   |  8 PagesMoremi Liberty Statue shares very obvious physical similarities with the New York Statue of Liberty. Their parallels, however, end in physical appearance. Moremi’s legacy and the symbolism behind her statue strongly differ from what the Statue of Liberty symb olizes and her legacy. Their physical likenesses have overall downplayed Moremi’s legacy because many rightfully see her statue as a plagiarized Statue of Liberty. As stated by the Ooni of Ile-Ife, Oba Adeyeye Ogunwusi Moremi’s statue is theRead MoreAnalysis Of The New7wonders Of The World1035 Words   |  5 Pages and finally The .Roman Colosseum. Also, the Great Pyramid of Giza, was granted honorary status by the New7Wonders Foundation. Some finalists included the Eiffel Tower, Stonehenge, the Sydney Opera House, the Acropolis of Athens, and the Statue of Liberty. The New7Wonders of the world are truly unique and have equally unique backstories. The New7Wonders describes itself as a not-for-profit organization. Although they say that, the company behind it, the New Open World Corporation, is a commercialRead MoreThe New Colossus By Jane Addams Essay1364 Words   |  6 PagesImmigration to America is often a decision based solely on the idea that America has some sort of redeeming qualities for a chance at a better life. America’s founding ideals of â€Å"life, liberty, and the pursuit of happiness† are what compel foreigners to escape the troubles and oppression of their homeland and cross over onto American soil. The tales of America being the â€Å"land of opportunity† have continued to lure and attract people to immigrate. The Industrial Revolution of the nineteenth century

Autobiographical Memory Errors Episodic Memory - 1865 Words

Autobiographical Memory Errors Episodic memory represents memories of experiences and specific events in time in a serial form, from which one can reconstruct the actual events that took place at any given point in our lives. It is the memory of autobiographical events (times, places, associated emotions and other contextual knowledge) that can be explicitly stated. Individuals tend to see themselves as actors in these events, and the emotional charge and the entire context surrounding an event is usually part of the memory, not just the bare facts of the event itself. The brain is the center of the memories, and it receives information about experiences in random manner until the data is brought back up or a specific memory itself. Memory is the ‘glue’, in effect, that holds intellectual processes together, from perception, attention, and language, to reasoning, decision-making, and problem solving (Richardson-Klavehn and Bjork 2005). Memory also plays a critical role in social and emotional function ing, because it is a sense of whom one is and other people are from factual and autobiographical information in memories(Richardson-Klavehn and Bjork 2005). Forgetting is also a part of memory. Short-term retention is a necessary stage for the stable acquisition of new information in long-term memory. Since the memories of the event that occurred was over a year ago the factors of long-term memory loss need to be considered as well as memory errors. Understanding why and howShow MoreRelatedAutobiographical Memory Essay1022 Words   |  5 Pages`Memory` is a label for a diverse set of cognitive capacities by which humans and perhaps other animals retain information and reconstruct past experiences, usually for present purposes. Autobiographical memory is a complex and multiply determined skill, consisting of neurological, social, cognitive, and linguistic components. At most beasic level, autobiographical memories refer to personally experienced past events. Over the past decade the research into autobiographical memory has led to anRead MoreCognitive Confusions Between Imagination And Memory986 Words   |  4 Pagesthat cognitive confusions between imagination and memo ry sometimes reflect increased activity in regions associated with visual imagery during memory encoding or retrieval. These findings provide information concerning the neural basis of imagination and memory that could be helpful in further developing jury instructions that explain how and why the former can be mistaken for the latter,† (Schacter Loftus 121). Although neuroimaging of false memories research has come a long way Schacter and LoftusRead MoreChild Maltreatment And Its Effects On Children1373 Words   |  6 PagesMemory is the blueprint of an individual’s development and growth. Repeated experiences of things taken granted – such as learning to walk and learning to speak and write to express oneself – become encoded to ensure a smooth flow of information that help us adapt to the environment. However, children’s exposure to environmental stressors, depending on the exposure frequency and intensity, may impair the normal development of memory in children. This paper will evaluate the role of child maltreatmentRead MoreEvaluation Of A Single Patient Suffering From A Severe Korsakoff s Syndrome1812 Words   |  8 PagesDella Barba, Cipolotti and Denes (1990) focuses on the assessment of memory dysfunction based on the case study of a single patient suffering from a severe Korsakoff’s syndrome. Researchers focused on three main purposes for this study. One being to critically assess if selective impairment of episodic memory is affected due to amnesia without impairment of semantic memory. When confabulations appear, is it due to faulty memories or only when the patient is using specific forms of recall. FinallyRead MoreDefinitions Of Memories In Wrights Black Boy By Richard Wright895 Words   |  4 PagesIn Richard Wrights Black Boy, there are a lot of memories explained considering the novel is an autobiography. According to psychological studies, memories are close to never accurate. Therefore, Wrights descriptions of some of his traumas could not possibly valid. Although Richard Wright wrote Black Boy as an autobiography, he made the book fictitious when expressing his memories. The first example is on the first page when Wright talks about the time he set his grandmothers house on fire atRead MoreSleep : Memory And Memory1694 Words   |  7 PagesEnhances Memor y When the brain first encounters an idea, thought, image, experience, or action it works to form or encode a memory. There are many different kinds of memories that can be formed. Each must be consolidated in order to remain a stable memory. All five stages of sleep support some phase of learning and memory (Poe, Walsh, Bjorness, 2010). This article discusses the different types of memory, stages of sleep, and what occurs that potentially strengthens memory while sleeping. Memory SensoryRead MoreThe Nature And Development Of False Memories1994 Words   |  8 PagesFalse memories attracted significant attention of psychologists during many decades. People usually rely on the memories despite the fact that previous researches showed people could be unpredictably inaccurate in the recollection of detailed facts (Wilson Ross, 2003).The subject of the false memories and the aspects that lead to development of the false memory phenomena is very imperative topic to study since almost every aspect of cognition such as problem solving, attention or perception reliesRead MoreChfd215 Test 32484 Words   |  10 PagesWeek 3 Quiz 3 Week 3 Quiz 3 Page 1 of 9 Part 1 of 1 Question 1 of 35 1.0 Points __________ fosters performance on many cognitive tasks because it ensures that working memory will not be cluttered with irrelevant stimuli. A. Cognitive self-regulation B. Cognitive inhibition C. Cardinality D. Metacognition Reset Selection Question 2 of 35 1.0 Points A major weakness of the information processing approach is that A. computer models cannot capture the richness of everyday experiences. B. it lacksRead MoreThe Role of Photography on Psyche and Behavior2405 Words   |  10 PagesAs photography captures moments, memories and references; psychologists have become interested in the role of photography on psyche and behaviour. Henkels interest leads to a study exploring influences of photography on memories of a museum tour, testing effects of viewing conditions on memory measures. Henkels (2013) study is designed to determine if photographing objects effects recall of object features and location. Participants were given a guided tour of a museum, and either observed orRead MoreThe Theory Of Mind Wandering3304 Words   |  14 Pagestarget cue appears and withholding the pressing when non-targets appear. The typical results show that mind-wandering cause participants to make more errors and to respond faster when non-targets appear [23]. Using this method and looking at EEG recordings during the pressings, studies have shown reductions in sensory levels of processing during MW and errors in task performance [24]. Based on these findings it can be suggested that MW competes with task performance on a limited capacity of attentional

Ranch and New Bonanza Farms Free Essays

With the Homestead Act passed, it is time for you to claim your 160 acres! Come to the west! You can be like James Oliver who developed a new plow with a sharper edge. Try working on the new bonanza farms with expensive machinery and professional managers. Come live in a dugout, a house dug into the sides of a hill. We will write a custom essay sample on Ranch and New Bonanza Farms or any similar topic only for you Order Now But be careful because the weather can be harsh causing crops to die and water is scarce. Most farms are in Texas, The Great Plains, and California. Come to the west farmers! With the Homestead Act passed, it is time for you to claim your 160 acres! Come to the west! You can be like James Oliver who developed a new plow with a sharper edge. Try working on the new bonanza farms with expensive machinery and But be careful because the weather can be harsh causing crops to die and water Is farmers! With the Homestead Act passed, It Is time for you to claim your 160 acres! Professional managers. Come live In a dugout, a house dug Into the sides of a hill. Scarce. Most farms are In Texas, The Great Plains, and California. Come to the west Come to the west! You can be Like James Oliver who developed a new plow with a How to cite Ranch and New Bonanza Farms, Papers

The Position Velocity free essay sample

The Position, Velocity, and Acceleration Vectors 1. A motorist drives south at 20. 0 m/s for 3. 00 min, then turns west and travels at 25. 0 m/s for 2. 00 min, and finally travels northwest at 30. 0 m/s for 1. 00 min. For this 6. 00-min trip, find (a) the total vector displacement, (b) the average speed, and (c) the average velocity. Let the positive x axis point east. 2. A golf ball is hit off a tee at the edge of a cliff. Its x and y coordinates as functions of time are given by the following expressions: = (18. 0 m/s)t and y = (4. 00 m/s)t – (4. 90 m/s2)t2 (a) Write a vector expression for the ball’s position as a function of time, using the unit vectors [pic] and [pic]. By taking derivatives, obtain expressions for (b) the velocity vector v as a function of time and (c) the acceleration vector a as a function of time. Next use unit-vector notation to write expressions for (d) the position, (e) the velocity, and (f) the acceleration of the golf ball, all at t = 3. We will write a custom essay sample on The Position Velocity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 00 s. 3. When the Sun is directly overhead, a hawk dives toward the ground with a constant velocity of 5. 00 m/s at 60. ( below the horizontal. Calculate the speed of her shadow on the level ground. 4. The coordinates of an object moving in the xy plane vary with time according to the equations x = –(5. 00 m) sin(wt) and y = (4. 00 m) – (5. 00 m)cos(wt), where w is a constant and t is in seconds. (a) Determine the components of velocity and components of acceleration at t = 0. (b) Write expressions for the position vector, the velocity vector, and the acceleration vector at any time t gt; 0. (c) Describe the path of the object in an xy plot. Section 4. 2 Two-Dimensional Motion with Constant Acceleration 5. At t = 0, a particle moving in the xy plane with constant acceleration has a velocity of [pic] and is at the origin. At t = 3. 00 s, the particles velocity is [pic]. Find (a) the acceleration of the particle and (b) its coordinates at any time t. 6. The vector position of a particle varies in time according to the expression [pic]. (a) Find expressions for the velocity and acceleration as functions of time. (b) Determine the particles position and velocity at t = 1. 00 s. 7. A fish swimming in a horizontal plane has velocity [pic] at a point in the ocean where the position relative to a certain rock is [pic]. After the fish swims with constant acceleration for 20. 0 s, its velocity is [pic]. (a) What are the components of the acceleration? (b) What is the direction of the acceleration with respect to unit vector [pic]? (c) If the fish maintains constant acceleration, where is it at t = 25. 0 s, and in what direction is it moving? 8. A particle initially located at the origin has an acceleration of [pic]and an initial velocity of [pic]. Find (a) the vector position and velocity at any time t and (b) the coordinates and speed of the particle at t = 2. 00 s. 9. It is not possible to see very small objects, such as viruses, using an ordinary light microscope. An electron microscope can view such objects using an electron beam instead of a light beam. Electron microscopy has proved invaluable for investigations of viruses, cell membranes and subcellular structures, bacterial surfaces, visual receptors, chloroplasts, and the contractile properties of muscles. The â€Å"lenses† of an electron microscope consist of electric and magnetic fields that control the electron beam. As an example of the manipulation of an electron beam, consider an lectron traveling away from the origin along the x axis in the xy plane with initial velocity [pic]. As it passes through the region x = 0 to x = d, the electron experiences acceleration [pic] , where ax and ay are constants. For the case vi = 1. 80 ( 107 m/s, ax = 8. 00 ( 1014 m/s2 and ay = 1. 60 ( 1015m/s2, determine at x = d = 0. 0100 m (a) the position of the electron, (b) the velocity of the elect ron, (c) the speed of the electron, and (d) the direction of travel of the electron (i. e. , the angle between its velocity and the x axis). Section 4. 3 Projectile Motion Note: Ignore air resistance in all problems and take g = 9. 80 m/s2 at the Earth’s surface. 10. To start an avalanche on a mountain slope, an artillery shell is fired with an initial velocity of 300 m/s at 55. 0 ° above the horizontal. It explodes on the mountainside 42. 0 s after firing. What are the x and y coordinates of the shell where it explodes, relative to its firing point? 11. In a local bar, a customer slides an empty beer mug down the counter for a refill. The bartender is momentarily distracted and does not see the mug, which slides off the counter and strikes the floor 1. 40 m from the base of the counter. If the height of the counter is 0. 860 m, (a) with what velocity did the mug leave the counter, and (b) what was the direction of the mugs velocity just before it hit the floor? 12. In a local bar, a customer slides an empty beer mug down the counter for a refill. The bartender is momentarily distracted and does not see the mug, which slides off the counter and strikes the floor at distance d from the base of the counter. The height of the counter is h. (a) With what velocity did the mug leave the counter, and (b) what was the direction of the mugs velocity just before it hit the floor? 3. One strategy in a snowball fight is to throw a snowball at a high angle over level ground. While your opponent is watching the first one, a second snowball is thrown at a low angle timed to arrive before or at the same time as the first one. Assume both snowballs are thrown with a speed of 25. 0 m/s. The first one is thrown at an angle of 70. 0( with respect to the horizontal. (a) At what angle should the second snowball be thrown to arrive at the same point as the first? (b) How many seconds later should the second snowball be thrown after the first to arrive at the same time? 4. An astronaut on a strange planet finds that she can jump a maximum horizontal distance of 15. 0 m if her initial speed is 3. 00 m/s. What is the free-fall acceleration on the planet? 15. A projectile is fired in such a way that its horizontal range is equal to three times its maximum height. What is the angle of projection? 16. A rock is thrown upward from the level ground in such a way that the maximum height of its flight is equal to its horizontal range d. (a) At what angle [pic] is the rock thrown? (b) What If? Would your answer to part (a) be different on a different planet? c) What is the range dmax the rock can attain if it is launched a t the same speed but at the optimal angle for maximum range? 17. A ball is tossed from an upper-story window of a building. The ball is given an initial velocity of 8. 00 m/s at an angle of 20. 0 ° below the horizontal. It strikes the ground 3. 00 s later. (a) How far horizontally from the base of the building does the ball strike the ground? (b) Find the height from which the ball was thrown. (c) How long does it take the ball to reach a point 10. 0 m below the level of launching? 18. The small archerfish (length 20 to 5 cm) lives in brackish waters of southeast Asia from India to the Philippines. This aptly named creature captures its prey by shooting a stream of water drops at an insect, either flying or at rest. The bug falls into the water and the fish gobbles it up. The archerfish has high accuracy at distances of 1. 2 m to 1. 5 m, and it sometimes makes hits at distances up to 3. 5 m. A groove in the roof of its mouth, along with a curled tongue, forms a tube that enables the fish to impart high velocity to the water in its mouth when it suddenly closes its gill flaps. Suppose the archerfish shoots at a target 2. 0 m away, at an angle of 30. 0o above the horizontal. With what velocity must the water stream be launched if it is not to drop more than 3. 00 cm vertically on its path to the target? 19. A place-kicker must kick a football from a point 36. 0 m (about 40 yards) from the goal, and half the crowd hopes the ball will clear the crossbar, which is 3. 05 m high. When kicked, the ball leaves the ground with a speed of 20. 0 m/s at an angle of 53. 0 ° to the horizont al. (a) By how much does the ball clear or fall short of clearing the crossbar? (b) Does the ball approach the crossbar while still rising or while falling? 0. A firefighter, a distance d from a burning building, directs a stream of water from a fire hose at angle [pic]i above the horizontal as in Figure P4. 20. If the initial speed of the stream is vi, at what height h does the water strike the building? [pic] Figure P4. 20 21. A playground is on the flat roof of a city school, 6. 00 m above the street below. The vertical wall of the building is 7. 00 m high, to form a meter-high railing around the playground. A ball has fallen to the street below, and a passerby returns it by launching it at an angle of 53. 0( above the horizontal at a point 24. meters from the base of the building wall. The ball takes 2. 20 s to reach a point vertically above the wall. (a) Find the speed at which the ball was launched. (b) Find the vertical distance by which the ball clears the wall. (c) Find the distance from the wall to the point on the roof where the ball lands. 22. A dive bomber has a velocity of 280 m/s at an angle [pic] below the horizontal. When t he altitude of the aircraft is 2. 15 km, it releases a bomb, which subsequently hits a target on the ground. The magnitude of the displacement from the point of release of the bomb to the target is 3. 25 km. Find the angle [pic]. 23. A soccer player kicks a rock horizontally off a 40. 0-m high cliff into a pool of water. If the player hears the sound of the splash 3. 00 s later, what was the initial speed given to the rock? Assume the speed of sound in air to be 343 m/s. 24. A basketball star covers 2. 80 m horizontally in a jump to dunk the ball. His motion through space can be modeled precisely as that of a particle at his center of mass, which we will define in Chapter 9. His center of mass is at elevation 1. 02 m when he leaves the floor. It reaches a maximum height of 1. 85 m above the floor, and is at elevation 0. 00 m when he touches down again. Determine (a) his time of flight (his â€Å"hang time†), (b) his horizontal and (c) vertical velocity components at the instant of takeoff, and (d) his takeoff angle. (e) For comparison, determine the hang time of a whitetail deer making a jump with center-of-mass elevations yi = 1. 20 m, ymax = 2. 50 m, yf = 0. 700 m. 25. An archer shoots an arrow with a velocity of 45. 0 m/s at an angle of 50. 0o with the horizontal. An assistant standing on the level ground 150 m downrange from the launch point throws an apple straight up with the minimum initial speed necessary to meet the path of the arrow. a) What is the initial speed of the apple? (b) At what time after the arrow launch should the apple be thrown so that the arrow hits the apple? 26. A fireworks rocket explodes at height h, the peak of its vertical trajectory. It throws out burning fragments in all directions, but all at the same speed v. Pellets of solidified metal fall to the ground without air resistance. Find the smallest angle that the final velocity of an impacting fragment makes with the horizontal. Section 4. 4 Uniform Circular Motion Note: Problems 8, 10, 12, and 16 in Chapter 6 can also be assigned with this section. 27. The athlete shown in Figure P4. 27 rotates a 1. 00-kg discus along a circular path of radius 1. 06 m. The maximum speed of the discus is 20. 0 m/s. Determine the magnitude of the maximum radial acceleration of the discus. [pic] Figure P4. 27 28. From information on the endsheets of this book, compute the radial acceleration of a point on the surface of the Earth at the equator, due to the rotation of the Earth about its axis. 29. A tire 0. 500 m in radius rotates at a constant rate of 200 rev/min. Find the speed and acceleration of a small stone lodged in the tread of the tire (on its outer edge). 30. As their booster rockets separate, Space Shuttle astronauts typically feel accelerations up to 3g, where g = 9. 80 m/s2. In their training, astronauts ride in a device where they experience such an acceleration as a centripetal acceleration. Specifically, the astronaut is fastened securely at the end of a mechanical arm that then turns at constant speed in a horizontal circle. Determine the rotation rate, in revolutions per second, required to give an astronaut a centripetal acceleration of 3. 00g while in circular motion with radius 9. 45 m. 31. Young David who slew Goliath experimented with slings before tackling the giant. He found that he could revolve a sling of length 0. 600 m at the rate of 8. 00 rev/s. If he increased the length to 0. 900 m, he could revolve the sling only 6. 00 times per second. (a) Which rate of rotation gives the greater speed for the stone at the end of the sling? (b) What is the centripetal acceleration of the stone at 8. 00 rev/s? (c) What is the centripetal acceleration at 6. 00 rev/s? 32. The astronaut orbiting the Earth in Figure P4. 32 is preparing to dock with a Westar VI satellite. The satellite is in a circular orbit 600 km above the Earths surface, where the free-fall acceleration is 8. 1 m/s2. Take the radius of the Earth as 6 400 km. Determine the speed of the satellite and the time interval required to complete one orbit around the Earth. [pic] Figure P4. 32 Section 4. 5 Tangential and Radial Acceleration 33. A train slows down as it rounds a sharp horizontal turn, slowing from 90. 0 km/h to 50. 0 km/h in the 15. 0 s that it takes to round the bend. The radius of the curve is 150 m. Compute the acceleration at the moment the train speed reaches 50. 0 km/h. Assume it continues to slow down at this time at the same rate. 34. An automobile whose speed is increasing at a rate of 0. 00 m/s2 travels along a circular road of radius 20. 0 m. When the instantaneous speed of the automobile is 4. 00 m/s, find (a) the tangential acceleration component, (b) the centripetal acceleration component, and (c) the magnitude and direction of the total acceleration. 35. Figure P4. 35 represents the total acceleration of a particle moving clockwise in a circle of radius 2. 50 m at a certain of time. At this instant, find (a) the radial acceleration, (b) the speed of the particle, and (c) its tangential acceleration. [pic] Figure P4. 35 36. A ball swings in a vertical circle at the end of a rope 1. 0 m long. When the ball is 36. 9( past the lowest point on its way up, its total acceleration is [pic]. At that instant, (a) sketch a vector diagram showin g the components of its acceleration, (b) determine the magnitude of its radial acceleration, and (c) determine the speed and velocity of the ball. 37. A race car starts from rest on a circular track. The car increases its speed at a constant rate at as it goes once around the track. Find the angle that the total acceleration of the car makes with the radius connecting the center of the track and the car at the moment the car completes the circle. Section 4. 6 Relative Velocity and Relative Acceleration 38. Heather in her Corvette accelerates at the rate of [pic]m/s2, while Jill in her Jaguar accelerates at [pic]m/s2. They both start from rest at the origin of an xy coordinate system. After 5. 00 s, (a) what is Heathers speed with respect to Jill, (b) how far apart are they, and (c) what is Heathers acceleration relative to Jill? 39. A car travels due east with a speed of 50. 0 km/h. Raindrops are falling at a constant speed vertically with respect to the Earth. The traces of the rain on the side windows of the car make an angle of 60.  ° with the vertical. Find the velocity of the rain with respect to (a) the car and (b) the Earth. 40. How long does it take an automobile traveling in the left lane at 60. 0 km/h to pull alongside a car traveling in the right lane at 40. 0 km/h if the cars front bumpers are initially 100 m apart? 41. A river has a steady speed of 0. 500 m/s. A student swims upstream a distance of 1. 00 km and swims back to the starting point. If the student can swim at a speed of 1. 20 m/s in still water, how long does the trip take? Compare this with the time the trip would take if the water were still. 42. The pilot of an airplane notes that the compass indicates a heading due west. The airplanes speed relative to the air is 150 km/h. If there is a wind of 30. 0 km/h toward the north, find the velocity of the airplane relative to the ground. 43. Two swimmers, Alan and Beth, start together at the same point on the bank of a wide stream that flows with a speed v. Both move at the same speed c (c gt; v), relative to the water. Alan swims downstream a distance L and then upstream the same distance. Beth swims so that her motion relative to the Earth is perpendicular to the banks of the stream. She swims the distance L and then back the same distance, so that both swimmers return to the starting point. Which swimmer returns first? (Note: First guess the answer. ) 44. A bolt drops from the ceiling of a train car that is accelerating northward at a rate of 2. 50 m/s2. What is the acceleration of the bolt relative to (a) the train car? (b) the Earth? 45. A science student is riding on a flatcar of a train traveling along a straight horizontal track at a constant speed of 10. 0 m/s. The student throws a ball into the air along a path that he judges to make an initial angle of 60.  ° with the horizontal and to be in line with the track. The students professor, who is standing on the ground nearby, observes the ball to rise vertically. How high does she see the ball rise? 46. A Coast Guard cutter detects an unidentified ship at a distance of 20. 0 km in the direction 15. 0( east of north. The ship is traveling at 26. 0 km/h on a course at 40. 0( east of north. The Coast Guard w ishes to send a speedboat to intercept the vessel and investigate it. If the speedboat travels 50. 0 km/h, in what direction should it head? Express the direction as a compass bearing with respect to due north. Additional Problems 47. The â€Å"Vomit Comet. † In zero-gravity astronaut training and equipment testing, NASA flies a KC135A aircraft along a parabolic flight path. As shown in Figure P4. 47, the aircraft climbs from 24 000 ft to 31 000 ft, where it enters the zero-g parabola with a velocity of 143 m/s nose-high at 45. 0o and exits with velocity 143 m/s at 45. 0o nose-low. During this portion of the flight the aircraft and objects inside its padded cabin are in free fall—they have gone ballistic. The aircraft then pulls out of the dive with an upward acceleration of 0. 800 g, moving in a vertical circle with radius 4. 13 km. During this portion of the flight, occupants of the plane perceive an acceleration of 1. 8 g’s. ) What are the aircraft (a) speed and (b) altitude at the top of the maneuver? (c) What is the time spent in zero gravity? (d) What is the speed of the aircraft at the bottom of the flight path? [pic] [pic] Figure P4. 47 48. As some molten metal splashes, one droplet flies off to the east with initial velocity vi at angle [pic]i above the horizontal, and another droplet to the west with the same speed at the same angle above the horizontal, as in Figure P4. 48. In terms of vi and [pic]i, find the distance between them as a function of time. pic] Figure P4. 48 49. A ball on the end of a string is whirled around in a horizontal circle of radius 0. 300 m. The plane of the circle is 1. 20 m above the ground. The string breaks and the ball lands 2. 00 m (horizontally) away from the point on the ground directly beneath the balls location when the string breaks. Find the radial acceleration of the ball during its circular motion. 50. A projectile is fired up an incline (incline angle [pic]) with an initial speed vi at an angle [pic]i with respect to the horizontal ([pic]i gt; [pic]), as shown in Figure P4. 50. a) Show that the projectile travels a distance d up the incline, where [pic] (b) For what value of [pic]i is d a maximum, and what is that maximum value? [pic] Figure P4. 50 51. Barry Bonds hits a home run so that the baseball just clears the top row of bleachers, 21. 0 m high, located 130 m from home plate. The ball is hit at an angle of 35. 0 ° to the horizontal, and air resistance is negligible. Find (a) the initial speed of the ball, (b) the time at which the ball reaches the cheap seats, and (c) the velocity components and the speed of the ball when it passes over the top row. Assume the ball is hit at a height of 1. 00 m above the ground. 52. An astronaut on the surface of the Moon fires a cannon to launch an experiment package, which leaves the barrel moving horizontally. (a) What must be the muzzle speed of the probe so that it travels completely around the Moon and returns to its original location? (b) How long does this trip around the Moon take? Assume that the free-fall acceleration on the Moon is one-sixth that on the Earth. 53. A pendulum with a cord of length r = 1. 00 m swings in a vertical plane (Fig. P4. 3). When the pendulum is in the two horizontal positions [pic] = 90. 0 ° and [pic] = 270 °, its speed is 5. 00 m/s. (a) Find the magnitude of the radial acceleration and tangential acceleration for these positions. (b) Draw vector diagrams to determine the direction of the total acceleration for these two positions. (c) Calculate the magnitude and direction of the total acceleration. [pic] Figure P4. 53 54. A basketball player who is 2. 00 m tall is standing on the floor 10. 0 m from the basket, as in Figure P4. 54. If he shoots the ball at a 40. ( angle with the horizontal, at what initial speed must he throw so that it goes through the hoop without striking the backboard? The basket height is 3. 05 m. [pic] Figure P4. 54 55. When baseball players throw the ball in from the outfield, they usually allow it to take one bounce before it reaches the infield, on the theory that the ball arrives sooner that way. Suppose that the angle at which a bounced ball leaves the ground is the same as the angle at which the outfielder threw it, as in Figure P4. 55, but that the ball’s speed after the bounce is one half of what it was before the bounce. a) Assuming the ball is always thrown with the same initial speed, at what angle ( should the fielder throw the ball to make it go the same distance D with one bounce (blue path) as a ball thrown upward at 45. 0 ° with no bounce (green path)? (b) Determine the ratio of the ti mes for the one-bounce and no-bounce throws. [pic] Figure P4. 55 56. A boy can throw a ball a maximum horizontal distance of R on a level field. How far can he throw the same ball vertically upward? Assume that his muscles give the ball the same speed in each case. 57. A stone at the end of a sling is whirled in a vertical circle of radius 1. 0 m at a constant speed v0 = 1. 50 m/s as in Figure P4. 57. The center of the sling is 1. 50 m above the ground. What is the range of the stone if it is released when the sling is inclined at 30. 0 ° with the horizontal (a) at A? (b) at B? What is the acceleration of the stone (c) just before it is released at A? (d) just after it is released at A? [pic] Figure P4. 57 58. A quarterback throws a football straight toward a receiver with an initial speed of 20. 0 m/s, at an angle of 30. 0 ° above the horizontal. At that instant, the receiver is 20. 0 m from the quarterback. In what direction and with what constant speed should the receiver run in order to catch the football at the level at which it was thrown? 59. Your grandfather is copilot of a bomber, flying horizontally over level terrain, with a speed of 275 m/s relative to the ground, at an altitude of 3 000 m. (a) The bombardier releases one bomb. How far will it travel horizontally between its release and its impact on the ground? Neglect the effects of air resistance. (b) Firing from the people on the ground suddenly incapacitates the bombardier before he can call, â€Å"Bombs away! Consequently, the pilot maintains the plane’s original course, altitude, and speed through a storm of flak. Where will the plane be when the bomb hits the ground? (c) The plane has a telescopic bomb sight set so that the bomb hits the target seen in the sight at the time of release. At what angle from the vertical was the bomb sight set? 60. A high-powered rifle fires a bullet with a muzzle speed of 1. 00 km /s. The gun is pointed horizontally at a large bull’s eye target—a set of concentric rings—that is 200 m away. (a) How far below the extended axis of the rifle barrel does a bullet hit the target? The rifle is equipped with a telescopic sight. It is â€Å"sighted in† by adjusting the axis of the telescope so that it points precisely at the location where the bullet hits the target at 200 m. (b) Find the angle between the telescope axis and the rifle barrel axis. When shooting at a target at a distance other than 200 m, the marksman uses the telescopic sight, placing its crosshairs to â€Å"aim high† or â€Å"aim low† to compensate for the different range. Should she aim high or low, and approximately how far from the bull’s eye, when the target is at a distance of (c) 50. 0 m, (d) 150 m, or (e) 250 m? Note: The trajectory of the bullet is everywhere so nearly horizontal that it is a good approximation to model the bullet as fired horizontally in each case. What if the target is uphill or downhill? (f) Suppose the target is 200 m away, but the sight line to the target is above the horizontal by 30(. Should the marksman aim high, low, or right on? (g) Suppose the target is downhill by 30(. Should the marksman aim high, low, or right on? Explain your answers. 61. A hawk is flying horizontally at 10. 0 m/s in a straight line, 200 m above the ground. A mouse it has been carrying struggles free from its grasp. The hawk continues on its path at the same speed for 2. 00 seconds before attempting to retrieve its prey. To accomplish the retrieval, it dives in a straight line at constant speed and recaptures the mouse 3. 00 m above the ground. (a) Assuming no air resistance, find the diving speed of the hawk. (b) What angle did the hawk make with the horizontal during its descent? (c) For how long did the mouse enjoy free fall? 62. A person standing at the top of a hemispherical rock of radius R kicks a ball (initially at rest on the top of the rock) to give it horizontal velocity vi as in Figure P4. 62. a) What must be its minimum initial speed if the ball is never to hit the rock after it is kicked? (b) With this initial speed, how far from the base of the rock does the ball hit the ground? [pic] Figure P4. 62 63. A car is parked on a steep incline overlooking the ocean, where the incline makes an angle of 37. 0 ° below the horizontal. The negligent driver leaves the car in neutral, and the parking brakes are defective. Starting from rest at t = 0, the car rolls down the incline with a constant acceleration of 4. 00 m/s2, traveling 50. 0 m to the edge of a vertical cliff. The cliff is 30. 0 m above the ocean. Find (a) the speed of the car when it reaches the edge of the cliff and the time at which it arrives there, (b) the velocity of the car when it lands in the ocean, (c) the total time interval that the car is in motion, and (d) the position of the car when it lands in the ocean, relative to the base of the cliff. 64. A truck loaded with cannonball watermelons stops suddenly to avoid running over the edge of a washed-out bridge (Fig. P4. 64). The quick stop causes a number of melons to fly off the truck. One melon rolls over the edge with an initial speed vi = 10. 0 m/s in the horizontal direction. A cross-section of the bank has the shape of the bottom half of a parabola with its vertex at the edge of the road, and with the equation y2 = 16x, where x and y are measured in meters. What are the x and y coordinates of the melon when it splatters on the bank? [pic] Figure P4. 64 65. The determined coyote is out once more in pursuit of the elusive roadrunner. The coyote wears a pair of Acme jet-powered roller skates, which provide a constant horizontal acceleration of 15. 0 m/s2 (Fig. P4. 65). The coyote starts at rest 70. 0 m from the brink of a cliff at the instant the roadrunner zips past him in the direction of the cliff. a) If the roadrunner moves with constant speed, determine the minimum speed he must have in order to reach the cliff before the coyote. At the edge of the cliff, the roadrunner escapes by making a sudden turn, while the coyote continues straight ahead. His skates remain horizontal and continue to operate while he is in flight, so that the coyote’s accel eration is [pic]. (b) If the cliff is 100 m above the flat floor of a canyon, determine where the coyote lands in the canyon. (c) Determine the components of the coyotes impact velocity. [pic] Figure P4. 65 66. Do not hurt yourself; do not strike your hand against anything. Within these limitations, describe what you do to give your hand a large acceleration. Compute an order-of-magnitude estimate of this acceleration, stating the quantities you measure or estimate and their values. 67. A skier leaves the ramp of a ski jump with a velocity of 10. 0 m/s, 15. 0 ° above the horizontal, as in Figure P4. 67. The slope is inclined at 50. 0 °, and air resistance is negligible. Find (a) the distance from the ramp to where the jumper lands and (b) the velocity components just before the landing. How do you think the results might be affected if air resistance were included? Note that jumpers lean forward in the shape of an airfoil, with their hands at their sides, to increase their distance. Why does this work? ) [pic] Figure P4. 67 68. In a television picture tube (a cathode ray tube) electrons are emitted with velocity vi from a source at the origin of coordinates. The initial velocities of di fferent electrons make different angles [pic] with the x axis. As they move a distance D along the x axis, the electrons are acted on by a constant electric field, giving each a constant acceleration a in the x direction. At x = D the electrons pass through a circular aperture, oriented perpendicular to the x axis. At the aperture, the velocity imparted to the electrons by the electric field is much larger than vi in magnitude. Show that velocities of the electrons going through the aperture radiate from a certain point on the x axis, which is not the origin. Determine the location of this point. This point is called a virtual source, and it is important in determining where the electron beam hits the screen of the tube. 69. A fisherman sets out upstream from Metaline Falls on the Pend Oreille River in northwestern Washington State. His small boat, powered by an outboard motor, travels at a constant speed v in still water. The water flows at a lower constant speed vw. He has traveled upstream for 2. 00 km when his ice chest falls out of the boat. He notices that the chest is missing only after he has gone upstream for another 15. 0 minutes. At that point he turns around and heads back downstream, all the time traveling at the same speed relative to the water. He catches up with the floating ice chest just as it is about to go over the falls at his starting point. How fast is the river flowing? Solve this problem in two ways. a) First, use the Earth as a reference frame. With respect to the Earth, the boat travels upstream at speed v – vw and downstream at v + vw. (b) A second much simpler and more elegant solution is obtained by using the water as the reference frame. This approach has important applications in many more complicated problems; examples are calculating the motion of rockets and satellites a nd analyzing the scattering of subatomic particles from massive targets. 70. The water in a river flows uniformly at a constant speed of 2. 50 m/s between parallel banks 80. 0 m apart. You are to deliver a package directly across the river, but you can swim only at 1. 50 m/s. (a) If you choose to minimize the time you spend in the water, in what direction should you head? (b) How far downstream will you be carried? (c) What If? If you choose to minimize the distance downstream that the river carries you, in what direction should you head? (d) How far downstream will you be carried? 71. An enemy ship is on the east side of a mountain island, as shown in Figure P4. 71. The enemy ship has maneuvered to within 2 500 m of the 1 800-m-high mountain peak and can shoot projectiles with an initial speed of 250 m/s. If the western shoreline is horizontally 300 m from the peak, what are the distances from the western shore at which a ship can be safe from the bombardment of the enemy ship? [pic] 72. In the What If? section of Example 4. 7, it was claimed that the maximum range of a ski jumper occurs for a launch angle [pic] given by [pic] where [pic] is the angle that the hill makes with the horizontal in Figure 4. 16. Prove this claim by deriving the equation above. Figure P4. 71  © Copyright 2004 Thomson. All rights reserved.

Behavioural - Avoidance of Colleague. The WritePass Journal

Behavioural - Avoidance of Colleague. Introduction Behavioural Avoidance of Colleague. IntroductionREFERENCESRelated Introduction Although this model can be criticised for being too simplistic and failing to take social factors into account that can affect all its component parts, it does illustrate how SP can be disabling for the client as it reveals that the emotional distress and avoidant behaviour (C) is a consequence of the negative inferences and evaluations (B), and not, as the client mistakenly believes, a consequence of the activating event (A). There may be many innocent reasons as to why the colleague ignored the client, but it is how the client not only interpreted the colleagues action negatively, but also inferred a negative meaning and subsequently a negative evaluation, as it is certainly not catastrophic if someone does not like you. During assessment, the CB therapist will identify the As, Bs, and Cs by focusing on a specific emotional episode and following this procedure: 1) Assess the C 2) Assess the A 3) Connect the A and C 4) Assess B 5) Connect B to C Both (A) and (C) are assessed before (B) and 2 or 3 of these assessments are conducted as there are often several emotional episodes that have an underlying irrational belief (B) in common.   It is this identification of (B) that facilitates the next stage of formulation. A CB formulation makes an assertion that the client has one or more irrational beliefs underlying several specific episodes.   CB formulations integrate information gathered during assessment and provide a working hypothesis for how the clients SP developed, how the SP is being maintained by the client and how it might be resolved.   Any formulation made by the CB therapist must be based on the clients stated problems and be accepted by the client as a working formulation which then goes on to form the basis for CB intervention. Examples of case formulations include the Three Systems Approach (Rachman Hodgson, 1974), illustrated diagrammatically below, which attempts to understand emotional issues in behavioural, cognitive and physiological terms. However, this model does not take into account any environmental issues that may have precipitated the emotional distress.   This failing was addressed by Greenberg and Padesky, (1995) in the Five Aspect Model, illustrated diagrammatically below. In this model, all aspects are experienced within the environment.   An individuals ethnicity, socio-economic status, education level or upbringing can all be considered as environmental aspects of the problem. Using a fictitious client example, James has been referred by his GP for counselling for SP.   His CB therapist has conducted 3 ABC assessments, the first of which revealed that James is anxious about a job interview (A) and thinks that people will judge him as stupid (B). Jamess second assessment revealed his worry about blushing when dealing with people in authority (A) and that this means that he is physically abnormal (B).   His third assessment revealed his nausea (A) before delivering a best man speech where everyone would laugh at him (B). A general formulation here would be that Jamess SP results from his tendency to misinterpret the facial expressions and reactions of others and his constant negative evaluation of himself in the social situation of work. It is important that the client genuinely understands the formulation.   Irwin et al (1985) found that only 25% of patients genuinely understood the benefits and side effects of their treatment when questioned specifically.   This means 75% did not, and without this understanding, the client will not attribute any changes to their own efforts. Once the therapist is satisfied that the client genuinely understands the formulations, then the 4 steps of intervention can begin.   Firstly, the therapist and the client must agree on specific formulations to work on and secondly, using these formulations as a guide, they must together select specific goals that the client wishes to work on. Step 3 is the selection by the client, and agreed on by the therapist, of specific tasks that will help achieve the specific goals.   These tasks may include the keeping of a diary of events, behaviour and emotions.   Key elements of CBT treatments include Exposure, in which a client enters and remains in a feared situation despite distress, either in vivo or in vetro, beginning with situations that the client has ranked as moderately fear-provoking and moving up gradually to more highly feared situations.   The use of Exposure techniques is based on the assumption that the client must fully experience the feared situation in order for change in emotional and behavioural symptoms to occur (Foa Kozak, 1986). Relaxation techniques are also used in order to help the client deal with the physiological symptoms of SP.   Progressive muscle relaxation (PMR) techniques are taught to the client so that they can practice using the techniques during everyday activities and then be able to use them when in a fear provoking situation (Ost, 1987). A final key element in the CBT treatment arsenal is Cognitive Restructuring (CR).   This is based on the assumption that it is the client’s irrational thoughts and beliefs that perpetuate the SP and not the actual situation (Beck Emery, 1985).     CR is often used in combination with Exposure to challenge the client’s irrational thoughts and beliefs rather than simply a process of teaching the client to ignore SP provoking stimuli. Finally, step 4 is the agreement of boundary conditions where the therapist and client agree by negotiation the number, frequency and duration of sessions, the agendas of those sessions, role relationship and locus of responsibility. Strengths and limitations of CBT CBT is a collaborative treatment, with the therapist as an expert in friends clothing rather than an aloof and removed ‘expert in doctors uniform’.   It helps the client to develop new skills for their use in future situations, and its brevity and time-limited aspect makes it attractive for cost-conscious primary care trusts here in the UK. CBTs focus on the issues in the here and now help to break maladaptive thinking and behavioural patterns that maintain the client’s distress levels.   This in turn may help past issues from a current viewpoint, as the new skills develop to cope with one situation, they can also be applied to other situations by the client to effectively heal themselves. CBTs structure and specificity in relation to goals and tasks make it very easy to evaluate and research and also gives the client positive reinforcement by being enabled to achieve realistic goals. Few studies have compared CBT with other psychotherapies in  the treatment of SP, however, Cottraux et al. (2000)  found that CBT was superior to supportive therapy. Treatment  effects for CBT were sustained at 36 and 60 week follow-ups, although the long-term effects of supportive therapy were not assessed. CBT also has its limitations.   Efficacy rates depend on the clients expectations of success, their willingness to complete the behavioural tasks and their ability to confront uncomfortable thoughts (Rosenbaum Horowitz, 1983; Marmar, Weiss Gaston, 1989). Psychological therapies in general are increasingly becoming an integral part of government planning in mental health care with CBT increasingly being viewed by government as the first choice of treatment for many psychological problems (Clark et al, 2009) however, CBTs apparent superiority may be undeserved. The NIMH study, now 20 years old, was the largest in the world and it found CBT performed poorly in comparison to interpersonal therapy and drug therapy (Elkin, 1994, pp. 114-142). There is also the question of CBTs clinical relevance as opposed to its ability to produce change under lab conditions.   CBT may do well in university based clinical trials with participants recruited from adverts but in the real world of clinical practice, not so well.   Leff et al (2000) found that in the London Depression Trial, CBT was discontinued early due to poor compliance from clinically typical patients. CBT does not address the biological issues that may cause SP, as mentioned earlier in Blair et al (2008) and their findings regarding the amygdalas role in causing SP, neither does it take into account the issue of co-morbidity, especially with Axis II disorders that could seriously disrupt CBT treatment.   Alnaes and Torgersen (1988) found that patients with borderline  personality disorder are at heightened risk for developing an anxiety disorder while Oldham et al (1995) found significant levels of comorbidity of anxiety  disorders with borderline, avoidant, and dependent personality disorders. Developmental psychologists argue that SP can result from attachment problems in early childhood. Longitudinal analyses (Brumariu Kerns, 2008) showed that lower attachment security and higher ambivalent attachment were most consistently correlated with higher social anxiety levels. Alternatives to CBT include hypnotherapy (Kirsch et al, 1995; Vickers Zollman, 2001), which has shown promising results when combined with CBT.   Antidepressants were initially developed to treat depression, but they are now also used to treat anxiety disorders. SSRIs such as fluoxetine (Prozac) and sertraline (Zoloft) are commonly prescribed by starting at low doses and then increased in dosage levels over time for panic disorder and social phobia (Hauser, 2006). Neural Linguistic Programming (NLP) has also shown to be effective as a ‘fast phobia cure’. Konefal Duncan (1998) provides evidence of significant reductions in SP using the Liebowitz Social Phobia Scale after NLP training. In conclusion, while CBT may have its limitations, and depend largely on the co-operation of the client, the same can be said for any psychotherapy as the outcome appears to be considerably enhanced when the client and therapist are actively involved in a cooperative relationship (Tryon Winograd, 2011).   It is of note that Horvath et al (2011) found that the effect size of the link between alliance and psychotherapy outcomes was 0.275, and that this statistically significant effect accounts for about 7.5% of the variance in outcomes, showing that the alliance-outcome relationship is one of the strongest predictors of treatment success that any research has been able to document thus far. REFERENCES Alnaes, R., and Torgersen, S. (1988). The relationship between DSM-III symptom disorders (axis I) and personality disorders (axis II) in an outpatient population. Acta Psychiatr Scand, 78, 485–492. American Psychiatric Association. (1994). Diagnostic and Statistical Manual for Mental Disorders (4th ed.). Washington, D.C: APA. Antony, M. M., and Swinson, R. P. (2008). The shyness and social anxiety workbook: Proven, step-by-step techniques for overcoming your fear (2nd ed.). Oakland, CA: New Harbinger Publications. Beck, A.T., and Clark, D.A. (1988). Anxiety and depression: An information processing perspective. Anxiety Research: An International Journal, 1, 23-36. Beck, A. T., and Emery, G. (1985). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books. Blair, K., Shaywitz, J., Smith, B. W., Rhodes, R., Geraci, M. R. N., and Jones, M. (2008). Response to emotional expressions in generalized social phobia and generalized anxiety disorder: Evidence for separate disorders. American Journal of Psychiatry, 165, 1193-1202. Clark, D.M., Layard, R., Smithies, R., Richards, D.A., Suckling, R., and Wright, B. (2009). Improving access to psychological therapy: Initial evaluation of two UK demonstration sites. Behaviour Research and Therapy,  47 (11),  910-920. Elkin, I. (1994). The NIMH Treatment of Depression Collaborative Research Program. In A. E. Bergin S. L. Garfield (Eds.), Handbook of Psychotherapy and Behaviour Change (4th ed.), 114-142. New York: Wiley. Ellis, A. (1977). The Basic Clinical Theory of Rational-Emotive Therapy. In A. Ellis and R. Grieger (Eds.), Handbook of Rational-Emotive Therapy. New York: Springer. Foa, E. B., and Kozak, M. J. (1986). Emotional processing of fear: Exposure to corrective information. Psychological Bulletin, 99, 20–35. Greenberg, D. and Padesky, C. (1995). Mind Over Mood. New York: Guilford Press. Heimberg, R. G., and Becker, R. E. (2002). Cognitive-behavioral group therapy for social phobia: Basic mechanisms and clinical strategies. New York: Guilford Press. Hauser, J. (2006). Treatments for Social Phobia. Psych Central. Retrieved on July 29, 2011, from http://psychcentral.com/lib/2006/treatments-for-social-phobia/ Horvath, A.O., Del Re, A.C., Flà ¼ckiger, C. (2011).   Evidence-based psychotherapy relationships: Alliance in individual psychotherapy. Psychotherapy, 48 (1), 9-16. Kirsch, I., Montgomery, G., and Sapirstein, G. (1995). Hypnosis as an adjunct to cognitive-behavioral psychotherapy: a meta-analysis.   J Consult Clin Psychol, 63, 214-220. Konefal, J.,   and Duncan, R.C. (1998). Social anxiety and training in neurolinguistic programming.  Psychological Reports, 83 (1), 1115-22. Leff, J., Vearnals, S., Brewin, C., Wolff, G., Alexander, B., Asen, E., Dayson, D., Jones, E., Chisholm, D. and Everitt, B. (2000). The London Depression Intervention Trial. Randomised Controlled Trial of Antidepressants v. Couple Therapy in the Treatment and Maintenance of People with Depression Living with a Partner: Clinical Outcome and Costs, British Journal of Psychiatry, 177: 95–100; Erratum, 177: 284. Comment, 178: 181–2. Marmar, C.R., Weiss, D.S., Gaston, L. (1989). Toward the validation of the California Therapeutic Alliance Ratings System. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 1, 46-52. Oldham, J.M., Skodol, A.E., Kellman, H.D., Hyler, S.E., Doidge, N., Rosnick, L., and Gallaher, P.E. (1995). Comorbidity of axis I and axis II disorders. Am J Psychiatry 152, 571–578. Ost, L.G. (1987). Applied relaxation: Description of a coping technique and review of controlled studies. Behaviour Research and Therapy, 25, 397–409. Rachman, S. and Hodgson, R. (1974). Synchrony and desynchrony in fear and avoidance. Behav. Res. Ther.12, 311-318. Rosenbaum, R. and Horowitz, M.J. (1983). Motivation for psychotherapy: a factorial and conceptual analysis. Psychotherapy: Theory, Research, and Practice, 20, 346-354. Tryon, G.S., Winograd, G. (2011). Goal consensus and collaboration. Psychotherapy, 48 (1), 50-57. Vickers, A. and Zollman, C. (2001). Hypnosis and relaxation therapies. Western Journal of Medicine, 175 (4), 269-272.

How to Win a Coca Cola Scholarship

How to Win a Coca Cola Scholarship SAT / ACT Prep Online Guides and Tips If you're looking into scholarship programs to help pay for your college education, the famous Coca-Cola scholarships are a good place to start. Why are they famous? Well, the Coca-Cola foundation offers some of the most generous awards out there to graduating high school seniors. They tend to be very competitive, so if you want a shot at the scholarship, you should learn as much about them as you possibly can. In this post, I'll talk about some of the logistical concerns you might have about the scholarship- things like deadlines and eligibility requirements. But more importantly, I'll also offer helpful tips and strategies to give your application the boost it needs. Read on to optimize your chances of winning one of these competitive scholarships! What Is the Coca-Cola Scholarship? There are a few different types of Coca-Cola scholarships, but the one you'll likely be most interested in is called the Coca-Cola Scholars Scholarship. This scholarship is a merit-based award given to graduating high school seniors who are enrolling in college. Each year since 1989,150 high school seniors per year have received $20,000 through this award program. If you've looked into other scholarship programs, you might recognize that the Coca-Cola Scholars award amount is pretty generous. $20,000 can cover a significant portion of your cost of attendance! As you might expect, the scholarship is pretty competitive: the top five colleges that scholarship recipients attend are Harvard, Stanford, Duke, Yale, and Princeton. Applicants are evaluated on leadership, academics, and service. Many scholarship recipients also demonstrate a passion for social justice. How Do You Know If You're Eligible? In order to qualify for the Coca-Cola Scholars Foundation Scholarship, you must meet all of the following requirements: Be a current high school senior attending school in the US Be a US citizen, national, or permanent resident Anticipate receiving your high school diploma Plan on attending an accredited US post-secondary institution (two- or four-year college) Cannot bea child/grandchild of any employee, officer, or owner of Coca-Cola bottling companies, the Coca-Cola company, Company divisions or subsidiaries If you meet all of the above criteria, you're on the right track to submitting a successful Coca-Cola Scholars Foundation Scholarship application. What Information Do You Need to Apply? The next step to submitting a successful application would be to gather all necessary materials and information ahead of time. You'll need all of the following to complete an application: Your high school transcript and academic record- You'll need this to report courses and grades starting with your freshman year. Contact information- You will need to provide the names, emails, and phone numbers of your guidance counselor and principal. List of clubs and organizations- The application will ask you to provide a list of school and non-school related activities in which you've participated since your freshman year, along with any corresponding leadership positions. The application asks about the following specific domains: School activities: student council, class officer, academic/honor societies, school newspaper or literary magazine, school yearbook Performing arts: drama, theater, dance Speech, debate, or forensics Music: band, orchestra, vocal Visual arts Athletics Other: any school-related clubs, organizations, or intramurals List of honors and awards- You'll have to list any accolades you've received while participating in any clubs or organizations, and the level of each award (local, state, regional, or national) since your freshman year. List of volunteer activities- You'll be asked about all of your unpaid community service activities for each grade in high school. Be prepared to provide the number of hours you spent in each activity in addition to any honors or awards you received for your participation. List of paid work experiences- If you have an updated resume, you're already set! Be prepared to provide thenumber of weeks employed, average number of hours worked per week during the school year, and average number of hours worked during the summer for each job. Because this isn’t a need-based scholarship, you won’t have to worry about submitting any financial information. You also don’t need to worry about reporting any standardized test scores or asking for any letters of recommendation. How Do You Submit a Coca-Cola Scholarship Application? You have nothing to lose by submitting an application. Even if you're worried you won't receive an award because the scholarship is so competitive, think about how a few hours of your time could lead to a $20,000 scholarship. It's a no-brainer! The application window typicallyopens in early August andcloses in late October. This year's application period is from August 1, 2019, to October 31, 2019. Click through to find the appropriate link to the scholarship here. You can also check out a full sample application before submitting your own app. You'll have a lot more fun this upcoming Halloween if you submit your application in advance of the deadline. When Do You Find Out Whether You've Been Selected? There are several stages to the scholarship recipient selection process. First, about 2,000 semi-finalists will be selected by mid-November. If you make it to this stage, you'll likely be asked to submit additional scholarship materials by late December. A program committee then reviews semi-finalist applications in January to narrow it down to 250 regional finalists by the end of the month. Regional finalist interviews (over the phone or via Skype) take place in February. The scholarship winners are finally selected and notified after regional interviews. Scholarship recipients are invited to participate in a Scholars Weekend in Atlanta at the end of March or early April. How Can You Use the Scholarship Funds? If you win a Coca-Cola Scholars Scholarship,you can use it for any school-related expenses, including tuition, on-campus housing, books, fees, or even a computer. The scholarship is pretty flexible. You have between four and 10 years to use the full award amount and can choose to defer the award anytime within that 10-year time frame (like if you want to take a gap year or study abroad). Strategies: How to Increase Your Chances of Winning a Coca-Cola Scholars Scholarship According to the Coca-Cola Scholars program, scholarship recipients are strong leaders who are committed to "making a significant impact on their schools and communities." The most successful applications will embody the values that the Coca-Cola Scholars program prioritizes: leadership, service, and community commitment. Ultimately, scholarship awards are investments not only in a particular student but also in that student’s community. Scholarships will have the greatest impact when they’re awarded to students who are invested in â€Å"paying it forward,† or giving back to others. Corporate scholarships assume that the most successful students and professionals will demonstrate very strong leadership skills and academic potential. The following strategies will help you highlight the qualities that make you most attractive to the Coca-Cola Scholars Foundation. Want to build the best possible college application and financial aid package? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. If You're a Younger High School Student ... Demonstrate Academic Excellence You probably noticed earlier in this post that Coca-Cola scholarship winners tend to be going to some pretty great schools.Corporate scholarship programs like this one want to invest in students who show the most promise and potential. One way you can demonstrate your own potential is to earn exceptional grades- this will obviously serve you well when it comes to applying to colleges and other scholarship programs. In addition, take AP or advanced classes if they're offered. You'll be a more impressive applicant if your academic record shows a more rigorous course load.Unfortunately, the more challenging the courses, the more difficulty you may have in school. While this is OK (your grades don’t have to be perfect!), make sure to seek out extra help in weaker subject areas. Meet with your teachers or tutors to stay on top of your game. Develop Leadership Skills Leadership roles will help you stand out, in a good way. As with academic performance, leadership skills development indicates that you're likely to be successful as a student and as a professional. If you actively seek out leadership roles, this will demonstrate to the Coca-Cola Scholarship Program that you're proactive and take initiative. Commit to clubs, groups, or activities early on that align well with your interests and passions.It's generally better to be heavily invested in a few activities. If you make too many commitments, the caliber of your participation (and the opportunities for future leadership roles) will suffer. Focus on quality over quantity. Here's an example of what I mean: as a kid, I attended one particular camp every summer. It was something I really enjoyed, and it was great to go back year after year. When I aged out of the camp, I was given the opportunity to participate in the program as a camp counselor- I got to continue doing something I loved because I had shown that I was committed to it long-term, and I was "promoted" to a new and exciting leadership position. I likely wouldn't have gotten the position of camp counselor so easily if I hadn't already spent years at the camp. You can also demonstrate leadership and initiative in more creative ways. For example: Spend more time in your community service activities than is required of you. The scholarship evaluators will know if you need to volunteer a minimum number of hours to graduate, and they won't be impressed if you barely meet that minimum. Going above and beyond any required minimums demonstrates true initiative and a strong commitment to your community (qualities that will make you really stand out as an applicant). Actively seek out awards and honors, especially for your community service activities. You'll have to provide a list of accolades and honors for your scholarship application- if you're already dedicated to service, it's worth your time to seek out opportunities for acknowledgment. Check with your school guidance counselor or do a Google search for awards in your area. If You're Ready to Apply for the Coca-Cola Scholars Scholarship ... Keep Coca-Cola Scholars Values in Mind as You Fill Out Your Application Remember that successful applicants are students who not only excel academically but are also involved in their school communities. Through participation in classes and extracurriculars, scholarship winners show that they are passionate and service-oriented. Embrace the Lack of Essays Any application for which you don't have to write an essay must be an easy application, right? In reality, the Coca-Cola Scholarship application is trickier than most because it doesn't give you a chance to explain either your academic performance or your participation in extracurriculars. Essentially, you can’t talk about your passions, well-roundedness, intelligence, or commitment to service. The only thing you can do is show- through your grades and your participation in various activities- how you embody the qualities that the Coca-Cola Scholarship values in its award recipients. You'll notice on the sample application that questions about leadership roles come before any questions about your grades; clearly, they’re a very important part of the application. Unfortunately, there’s not much you can do to talk up your community commitments or leadership experiences if you don’t have a well-developed resume; the application is pretty cut and dry. What you can do is make sure that your resume is comprehensive. Make a list of every single activity, event, club, and organization you’ve ever been a part of and consider whether you could count it as some sort of leadership or community service experience. Scour your brain- don’t leave anything out! Remember that camp I was discussing earlier? Ididn’t think to consider it as volunteer work or community service- I had done it for years and considered it a privilege to work as a counselor. Luckily, someone less naive than me hinted that I should include it on my resume under "Volunteer Experience." Submit a Polished Finished Product Have someone you trust- a teacher or guidance counselor, for example- look over your application before you submit it to make sure it’s as polished as possible. Your reader might have suggestions on additional things you should include (or leave out). What's Next? On a mission to find other opportunities scholarship funding? You're in the right place! Check out our strategy guides to getting the Tylenol, Gates Millennium, Walmart, and McDonald's scholarships. Want to improve your application strength for this scholarship and for college? You can raise your GPA, take a rigorous course load, and improve your SAT/ACT score. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Community education project , Essay Example | Topics and Well Written Essays - 3750 words

Community education project , - Essay Example According to surveys, children of Saudi Arabian descent residing in the United States have little or no mastery of their language, with numerous linguists expressing concerns that in a short while, none of the students and children from Saudi Arabia will be able to write or read their heritage tongue as the influence of the English language continues to overwhelm the Arabic language (Abu–Rabia, 2002). This community education project is heavily influenced by this escalating loss of meaning of the Arabic language especially amongst the children (students) of Saudi Arabian descent living in the United States. Furthermore, research demonstrates the various importance of being bilingual. Being bilingual has been linked in a plethora of different exploits with positive intellectual growth and indeed superior critical and creative thinking capacities. Bilingual persons are also more sensitive to different languages and have listening potentials that are higher than their counterparts who only have an understanding of one language (Ayari, 1996). Bilingualism therefore considerably improves one’s communication skills across various contexts and cultures, thereby creating in such persons a healthy sensitivity towards diversity (Campbell & Christian, 2003). Children who are bilingual have the chance of better understanding other cultures of the world, and are consequently more appreciative of the cultures of other people. Apart from these, learning a different language increases one’s chances of gaining employment in various regions of the globe. Being bilingual in this scenario therefore becomes a great asset in the contemporary competitive world (Valdà ©s, 2005). The Arabic language is a highly renowned and popular less commonly taught language (LCTL) in the United States and is fast metamorphosing into one of the most widely used languages world over. Realizing

Credit cards from the legal perspective (special reference to UAE) Research Paper

Credit cards from the legal perspective (special reference to UAE) - Research Paper Example . Now, UAE has become a developed market for the usage of credit card due to consumer awareness and due to introduction of innovative creditcard products. There is an allegation about the UAE card issuers that they are charging exorbitant service charges from cardholders in UAE. Further, issuing of creditcards to all the migrant workers without verifying their credit status has brought many legal issues. This research essay will look into in general about creditcards with particular emphasis to the legal issues arising out of credit card business in UAE. CREDITCARDS FROM THE LEGAL PERSPECTIVE (SPECIAL REFERENCE TO UAE) Introduction In UAE, the creditcards are regarded as an essential part of life of UAE citizens as it is being regarded in other parts of the world. Creditcards convenient have come to limelight as it is being recognised everywhere today and because of its acceptable and convenient form of payment. The right usage of credit card offers the cardholder a flexible form of credit payment and may enhance the user’s credit standing, and one may even accrue rewards awarded by creditcard issuers. Nowadays, creditcards have become a common medium of payment. Creditcards are easy to carry, and it is safer than carrying cash. ... However, if a customer uses a credit card without any rationale, it could be devastating as quick sand. It is alleged that lenders can exploit gullible credit cardholders with the exorbitant interest rates and other penalties like delay for making payment or adding penal interest for late payment. As of today, about 68% of creditcards are being used as a transactional medium by consumers for their convenience who are likely to repay their balances on a monthly basis without any default. As per recent research study made by VISA , as compared to six years ago, there was about 50% of creditcards generated no interest at all to the issuers and whereas now, it is estimated at 60% of cards are being reported to have generated no interest. The popularity of creditcards can be attributed to the convenience in nature and also the credit facility it offers to card holders. Credit card offers not only convenience but also has substituted checks which is the traditional mode of payment for any purchases earlier. Credit card does not require to maintain adequate cash reserves to meet contemporary expenses. It is estimated that about 23% of consumer transactions are being carried over creditcards. Cardholders are permitted to carry interest-free balances for about sixty days as the cardholder is allowed to enjoy the credit not only throughout the credit cycle but also offers a grace period of 20 days after the lapse of the credit period. If a cardholder pays the balances within the credit period, he can avoid the payment of any interest on his credit purchases through his card. It is to be noted that consumers are chiefly employing credit card as an alternative for checks instead of considering it as a source of

A Womans Role :: essays research papers

In every area of the world, women have always had a role to fill. It has varied through the years as cultures have changed, but they are always included in some way. Ancient China was no different. Women were thought of as unimportant, yet the Chinese couldn’t have prospered without them. Women should be given the same respect that is given a man. Ancient China was filled with superstition and undirected beliefs. It is as a result of this that women were treated poorly and unfairly. Women had very few rights, most of which were insignificant. They were not allowed to join the military to help fight for their country, they couldn’t give their opinion to a man, they couldn’t hold government positions, they couldn’t have a job other than housework, they couldn’t own property, and they couldn’t choose their husbands. Women were basically slaves. If a woman was caught impersonating a man, speaking out of turn, or not obeying her husband, she could be put to death. As far as the men were concerned, a woman’s purpose was to cook, clean, garden, and doing her part in carrying on the family name. Today in America, women are treated with respect and equality. It hasn’t always been this way, however, during our nations earlier years, a handful of people have changed laws pertaining to women’s rights. Because of this, every woman, without regard for age or race, can vote, hold a government office, speak publicly, make decisions for herself, and provide for herself by working outside of the home. Women utilize these rights so that they do not lose them and end up in the same boat that the ancient Chinese were in. Have you ever wondered what life would be like if today in America females were treated the same way women were treated in ancient China? Their workload would be much greater; instead of being able to have a job, they would be doing all of the physical labor around the house without the husbands help.

The Immigration of Indians in the 19th Century

Topic: The immigration of East Indian indentured workers to the Caribbean in the 19th century could be regarded as a new system of slavery. Slavery was the initial labour system used by Europeans on their plantations in the Caribbean. It was implemented in the 1600`s, the Europeans forcefully took people from the African continent to the Caribbean on various trips. The path in which the slaves were carried between Africa and the Caribbean is known to historians as the Triangular Trade. These Africans and those from the African lineage became slaves on the plantations where they were not seen as humans and were treated as animals or property.After the freedom of the enslaved population in the 1830`s, the planters were faced with irregularity of labour on the estates. This was because many of the slaves had left plantation to go start a new life. In addition, the remaining population had cultivated land of their own; often when it was harvesting time instead of harvesting the crops on the estates, the freed people would harvest their own crops which posed a problem to planters. As a result of this major problem, planters now had to develop new strategies to regulate the labour force on the estates.A major to the inconsistency of the labour on the estates was importation of indentured workers namely; Chinese, Surinam’s and the East Indians. However the researcher`s focus in this IA will be on the East Indian indentured workers. There are various factors that made the strategy of importing East Indians a success. These factors are commonly referred to as push and pull factors. In the East Indies at that time, specifically in India, there was a large population. The large population was not being utalized hence there being a large number of unemployed people. Many of the East Indian people had nothing tying them down in India.Other reason for success of the importation of the East Indians was that India experienced similar climatic conditions to that of the C aribbean. Indian labourers who had already proved successful in Mauritius; they were then considered to be a good bet for survival in Jamaica. In 1837 John Gladstone, father of Prime Minister W. E Gladstone and owner of two plantations In British Guiana, applied to the secretary of state for the colonies, to get permission to import Indian labourers. In 1838 with the arrival of 396 Indians,the great flood of Indian immigration had begun(Tinker H).This meant that the indentured workers were imported between the periods of 1838 and 1885. West Indians were imported aswell to British Guiana and Trinidad, with 238,909 and 143,939 respectively while countries like Jamaica received 38,681 because the labour shortage was not as devastating as it was in Trinidad and British Guiana. These indentured workers that were now being imported into the Caribbean came under contracts. These contracts played a vital role in the working conditions of the Indians on the plantations,or should have. The co nditions applied to all immigration schemes.The contracts were not drawn up by a mutual person or an East indian or a planter, the contracts were drawn up by West Indian planters, who wrote up the contracts to their own likings. Therefore the contracts tended to the employers benefit rather than to the benefit of the employees (East Indians). The conditions of the contract varied according to the scheme and colony involved. Before they could sign the contract they were to appear in the magistrates court and were to be fully informed about the conditions of the contract so that they were aware of what they were getting themselves into.This was however not the case; first and fore most the contract was written in English which posed a problem to the Indians wh were not familiar with the language, this created a language barrier , so basically the Indians signed (thumb marks) the contracts ignorant to what they would face on arriving at the new world. The British government in the begi nning would only allow contracts for a one year period, gradually this changed in 1848 and in 1863 changed from three years to five years respectively.Many historians will say that the immigration of East Indian indentured workers to the Caribbean in the 19th century could be regarded as a new system of slavery. There are several factors which might have caused them to come to this conclusion. These factors can be divided into two groups: transportation process and the life on the plantation. The transportation process starts off with the potential travellers gaining documents and passes from officials in India to travel. There were many persons who wanted to come on this economic endeavour because of the poor working conditions and high unemployment rate in India.On the ship itself, the experience was similar to that of the slaves. There were tight spaces and little to no moving space for the passengers. There were also many deaths during the long voyage despite the presence of a s urgeon on each ship. Life on the plantation was similar in that the Indians were illtreated just like the slaves. Investigations by the Anti-slavery Society revealed that many of the immigrants had died quickly (Tinker H). They were badly beaten, wrongly imprisoned and many of the Indian women raped.In addition to the physical abuse of the indentured servants, the plantation owners were not paying them the money they agreed to, which is a breach in contract and it constitutes criminal acts on the planters part. The indentured workers were paid less than the slaves and were initially placed at the bottom of the socio-economic scale. However ,owing to the culture of the Indians, when they arrived on the plantation they considered themselves at a higher social status than the slaves due to the skin colour difference while in reality some of the slaves were at a higher economic status than they were.In conjunction both groups were forced to abandon their way of life and subscribe to tha t of their masters and employers. It went to the extent where any union outside of Christian marriage was not recognised. The indentured servants also lived in poor health conditions. Several individuals who came from various family groups had to live in small, three to four rooms in housing called barracks. Also, they thrived off a monotonous, disproportionate and poor diet consisting of rice, flour, dried fish or goat, peas and seasonings which were served as rations.There were also differences which can arguably be considered not compromising the support of the view being presented. There is the point that the Indians chose to come to the Caribbean while the Africans were forced and coerced. Africans were being converted from Muslim and other indigenous beliefs to Christianity and the Indians were converted from Hinduism. However, both through secrecy retained some of their beliefs systems which is openly being practiced today.Also, children got the opportunity to get quarterly c hecked by a doctor as it was a strict policy stipulated by the Indian government. These minor differences were not enough to propose that the Indians were treated better than the slaves. Joseph Beaumont, Chief Justice of British Guiano published a pamphlet in England in 1871 emitted â€Å"the New Slavery† because he saw that in practice, immigration labour schemes were slavery under different name. though the emigrant from India entered into the contract voluntarily, he was often ignorant to the conditions that he was agreeing to.The system depended on the officials in charge. They could check the abuses, and there were cases of colonial officials who did their utmost to secure fairness for the immigrant. Sir John Peter Grant in Jamaica and Sir Arthur Gordon in Trinidad worked on behalf of the immigrants during their governorships. In general, there was a lack of good will on the part of the planters and authorities towards immigrants. In concluding by definition, immigrant l abour was not slavery because it was entered into voluntarily.The contract gave nights to the immigrant who was paid for his labour, however, language created a barrier so the Indians often misunderstood the contract and they got paid less than what was promised to them. The Indians were denied the natural freedoms of humans being outside their hours of labour. Immigrants were also subject to arbitrary treatment and various inducements were trying to persuade them to extend the contract after the five years but most wanted their freedom. Hence, my view that the Immigration of East Indian in ventured workers to the Caribbean in the nineteenth century could be regarded as a new system of slavery.