Team Leadership

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How do groups cohere? Historically, strong leadership and a shared culture have been the primary factors in determining collective unanimity within social groups. Managers today might not have absolute power of life or death over their staff, being restricted to hiring and firing in their power to enforce the hierarchy, and their corporate mythology might shade by comparison with that of, say, ancient Rome; yet, although managers today need to unite different people without the traditional binding agents of shared ethnicity or religion, unifying them in pursuit of tasks which can sometimes appear dreary even to the most committed worker, it is becoming abundantly clear that negative motivation the threat of unemployment is at best a limited management tool. Although the knowledge that keeping one's job is contingent on performance necessarily informs every worker's consciousness, fear alone breeds hatred, discord and consequently inefficiency. It is a truth almost universally accepted that a happy worker is a good one aside from such prerequisites as a pleasant working environment and the avoidance of overwork, it seems clear that a good team-spirit is the key to healthy morale. Working as a team increases people's sense of purpose, their feeling of belonging and consequently their productivity. In fact, a properly functioning team is absolutely essential for any business with more than one employee. If the rugby pack doesn't push together, they lose the game. Fortunately, for the twenty-first-century corporate manager, a support-structure, a science and industry of positive motivation, fitted for the contemporary market, has evolved. And one of its principal methods is that delineated in this section. The companies on show here specialize in removing workers from their normative contexts and involving them in challenging, unusual and entertaining activities, by which shared experience the group knits together, eliciting previously untapped interpersonal relationships and individual potential. It is important that we recognize the constructive use-value borne by play in relation to work, since the two exist not in opposition, but in symbiosis. The cooption of constructive play by the corporations is their masterstroke; for by simulating the activities of family and friendship within its aegis, the corporation inculcates comparable loyalties and energies among its workforce.

Gamesman Productions are currently leading the way in the provision of innovative team-building games to the corporate event industry. Neil Harvey, the owner (who previously made scenic props for such shows as 'The Phantom of the Opera'), aims to create a 'toy-box' sensibility in all Gamesman products, to effect a high visual impact and encourage a ludic attitude. Thus it is that Mr. Harvey's new game, 'Hell's Bells', uses imaginative play rather than the more divisive impulse of competition as its driving force. 'Hell's Bells' is designed to throw light on team dynamics, focusing on project management skills and team communication issues. For the manager, this is a handy side-effect of corporate team games, which become a means of observing one's colleagues at close hand, in a different light from usual, throwing their strengths and weaknesses into relief. 'Hell's Bells' itself is an unprecedented and impressive development, in which the participants have to construct a series of automata whose correct alignment will enact automatically a medieval story, which is the culmination of the game and the convergence of cryptic clues and riddles scattered throughout. The game can accommodate fifteen to two hundred participants, lasting from a minimum of two hours to significantly longer, depending on how it is supervised, keeping everyone involved and, of course, thoroughly entertained.

Now, a more martial model of group play is that perennial favourite of the corporate market, paintballing. Holmbush Paintballing has over ten years of experience at organizing paintballing events to boost morale and help to create firm business relationships with staff and clients alike. Situated on the prestigious ,500 acre Holmbush Estate, they offer tailored 'Paintball' events for all sizes of companies, both small and Blue Chip, supplying an action-packed, adrenaline-fuelled corporate day out. Paintball highlights the absolute necessity of communication and teamwork from all levels of staff. Players have the opportunity to practice and develop their leadership skills. Everybody is encouraged to be highly motivated to achieve success, and their decision-making and risk management skills are tested to the limit. Players have to combine their individual talents and create real working relationships, breaking down traditional work-place barriers in order to achieve the set objectives. Holmbush provides all the equipment necessary - which includes full camouflage uniforms, full-face masks and the paintball guns and all players are given a full half-hour safety briefing before any of the weapons are issued and the players go to any of the twelve different playing areas, each of which provides a different objective for the players to achieve. All the staff are fully trained in-house and are enthusiasts of the game. Each team is assigned a Marshal who guides you throughout the day, ensuring safety and fair play while in the varying 'Combat Zones'. At the end of the day the Marshals hold a Presentation where the teams' results are discussed and an award is given for the first and second placed teams.

A different kind of marksmanship can be found at the National Shooting Centre at Bisley Camp, the home of competitive shooting since 180. The Centre offers world class facilities for all shooting disciplines. This includes target rifle, gallery rifles, black powder pistols and air guns to name but a few. The Centre also plays host to international competitions. The National Clay Shooting Centre, which is incorporated within the National Shooting Centre, will open in July 001, with evening shoots held twice a week in the summer. The impressive new clay layouts have been built with the aid of a Lottery Grant from Sport England for the Commonwealth Games in 00 and include nine down the line as well as English and Olympic skeet, ABT, double trap and universal trench. A magnificent new clubhouse provides a focal point for the complex and includes catering facilities with a terrace that overlooks the ground and finals layout. The superb new layouts are equipped with seventy-two Materelli traps, covered stands, computer controlled scoring and acoustic release, all against a backdrop of over 000 acres of unspoilt Surrey heath land.

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Bullying - An insight to what goes on inside the playground.

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PART A

1) Bullying is a form of harassment, which makes a person feel unwelcome and/or uncomfortable. Some forms of harassment include physical harassment, verbal harassment, social harassment and sexual harassment. All these forms of bullying make a person feel powerless, afraid and isolated. The victim might also find it hard to concentrate in school. Every type of harassment, bullying or discrimination is illegal and the offender can be punished if caught.

) The offender/s can leave an imprint on a victim that stays with them their whole life. Some cases can be so bad that it results in suicide, this leads to the family members of the victim to sue the offender/s. That could make the offender find it hard to relate to their family and/or friends, because in reality, the offender has just murdered someone. Once a person has bullied someone else, the victim has been left feeling helpless, frightened, and secluded. But this only happens in the long-term. Short-term affects may be a person feeling uncomfortable and/or not wanting to socialise with family and/or friends.

) There are many ways of controlling what happens to you, one way is the 'ARE YOU BEING BULLIED OR DISCRIMINATED AGAINST?' plan which can be found in the 00 Marist College Ashgrove Diary. It is as follows

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ARE YOU BEING BULLIED OR DISCRIMINATED AGAINST?

You CAN control what happens. Don't retaliate either physically or verbally.

(A) Show it doesn't upset you ignore it.

If the harassment stops no further action is needed.

(B) Speak to the person harassing you. Tell them the behaviour is illegal and unwanted.

If the harassment stops no further action is needed.

(C) Tell someone this is reporting abuse, not 'dobbing'. Talk it over with

• Your tutor teacher

• The school counselor

• Designated senior student

• Any member of staff with whom you feel comfortable

• Your head of house.

If the bullying stops no further action is needed. If it continues the matter will need to be addressed further with the Deputy Headmaster.

PART B

The purpose of the Bullying Survey is to show students how bad bullying can be in the playground. It is also made so students that usually bully other people by verbal social or physical harassment would maybe start to feel as if people know what they are doing or feel guilty and stop straight away so they don't get into trouble. Another reason they conducted this survey was to outline to the teachers and the counselor how bad the bullying is at Marist College Ashgrove. I think they targeted Ephrem, Foley, Harold, Ignatius, Rush and Slattery because I think the teachers where studying them and they came to the conclusion that those six houses are the ones that needed the most help, at the time of when it was conducted.

Here are some graphs that came from the bullying survey; I chose these because I thought our class could relate to them the best.

1) Name calling, is a big issue at Marist College Ashgrove. This is because boys think that verbally harass someone is okay, because it doesn't leave a physical imprint on the person, but it can seriously hurt people's feelings. In our class, I think name calling is the major thing that is going on around inside. Students become very annoyed and angry at certain people because they constantly do this in class time. The people that call other people names waste the teachers teaching and other students learning time, which is illegal.

) Another thing that struck me was Exclusion in the classroom. This is because a few people in our class get excluded from certain activities occasionally, whether it is choosing your own working groups or playing groups. This makes a person feel extremely weak and small, and is another form of harassment.

) One more thing that I think happens is that boys threaten other students with violence, even if they are only joking; it is against school policy and should not happen. And if it is seriously for real, the person that is being threatened should see a member of staff to ask for the appropriate actions.

PART C

1) Yes, I think it does effectively respond to the social issue of "Bullying and Harassment" because it gets straight down to the point, and is more thorough than the current safe school policy, because it goes into how you can control what happens to you, and it has a small check list, so you can decide if you are a bully or not.

) Yes, it is a very practical document for both parents and students because it tells students how to control what is happening to them in the playground, and it has a series of points to read for parents so they can find out if their child is being harassed or not. It also reminds the students that are being harassed that they too have rights, and the person doing the bullying isn't allowed to.

) The one strategy that I think could be most affective is reporting abuse to your head of house, deputy headmaster or the headmaster, because these three people have the most power and have access to different types of punishment. The penalty for harassing someone should be suspension and these people have the power to do that. If the teachers should catch a person bullying someone else, the teacher will report him to their Head of House, and should be given a full-day suspension from the college and a Friday afternoon detention.

4) A few ways of which that would help both the victim and the bully deal with the stressful effects of bullying are the two families meeting each other and talking about either by themselves or with a counselor, either a face-to-face warning with the victim and the bully or a formal warning (a letter to the parents of the bully). They can both over come these stressful and harmful effects of bullying by not seeing each other again, even if that means moving schools. Or they can overcome them by seeing a counselor either separately or together. This should put everything back to normal. If the effects of bullying are still disturbing either the victim or the bully, they could try and talk together, alone, and maybe find out that they have more in common that was first thought, and after that they could become more friendly and not bother each other any longer.Please note that this sample paper on Bullying - An insight to what goes on inside the playground. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Bullying - An insight to what goes on inside the playground., we are here to assist you. Your cheap research papers on Bullying - An insight to what goes on inside the playground. will be written from scratch, so you do not have to worry about its originality.

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Topic: "We feel for Griet, who glimpses possibilities beyond her limited life, but is condemned never to reach them." Discuss.

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The drama of the novel Girl with a pearl earring, centers around the tension created between what people want and what is permitted, especially when it comes to the main character, Griet. She is very much 'bound' because of her lower class and poverty. Chevalier has skillfully brought to life an imagined character, whose situation and behaviour are quite true to the novel's historical setting. Griet suffers considerably, in a number of ways (in which we feel for her), including her being forced to go into service because of her family's poverty, her being mistreated in the Vermeer household, her being looked down on despite her obvious abilities knowing that if she follows her instincts with the artist she will be damned, and so on. Although Griet suffers a great deal of unfairness, she develops throughout the novel and learns to deal with the situation she is dealt.

Griet is illiterate and comes from a poor family. The truth is she never really had the option of being categorized as a 'lady', the term given to the wife or daughter of a rich man. In that era, Griet was limited to doing only the domestic work that every girl would have learnt in the home. She has no career prospects. She has only one seemingly 'escape' route, that being Pieter and his willingness to marry and provide for her. She is also being pressed to accept Pieter as a suitor, despite the fact that she doesn't want him. This is because she is her family's only hope for a more comfortable life. After all, "a butcher's wife- and her parents- would always eat well". Thus, we feel for her, as she isn't able to live outside this square that is her life's limits.

Griet's involvement with the master Vermeer (whether emotional or artistic), leads to the creation of a very insightful Griet one that, in another time, might have been an artist too. After all, her father is a tile maker and she has an intuitive visual sense too. However, the unfairness of Griet not being able to realize her potential is again emphasized. She feels she should not help the master because doing so would heighten Catharina's jealousy, a woman that holds power over Griet. This girl possesses a high degree of intelligence, often pointing things out to Vermeer, even moving things around so that the composition of the painting becomes "balanced". All of this advice Vermeer accepts. She has a keen eye, firstly seen in the opening chapter of the book, where she places the chopped vegetables in a neat colour wheel. No wonder Maria Thins refers to her as a "clever girl". However, the distress of this restriction (that she cannot pursue this interest further) is additionally sharpened by our and her realization that she is this clever, artistically gifted girl. She is allowed to glimpse the rich world of art and work alongside a great master like Vermeer, but she is then forced to go her own way condemned never to reach her artistic desires.

Van Leeuwenhoek can see the potential in Griet and hence urges her to remain herself, to not get so lost in the world of Vermeer, who "sees the world only as he wants it to be, not as it is." Vermeer changes Griet; he makes her think she may have a chance. He turns her into that 'lady', from the moment he mentions her wearing the pearls. He cares more for the painting of Griet rather than her own person. She realizes this and thinks Vermeer has "ruined her." The secret portrait of Griet is symbolically giving her to the rich man, van Rujiven, in return for the money the artist makes, and van Rujiven's continuing patronage. There is no hint whatsoever in the text that Vermeer was even thinking about giving up his wife, his family, his link to society through his art, just so he could be with Griet. He saw himself as much too much of a respected member of community to do so. Their liaison, the course of her painting, could never be more than a man and his mistress relationship- and not even that, seeing as Vermeer was surrounded by a household of women, and possessed little money himself. That leaves only a dalliance between the two, and one as much of the mind as the body. The painting being finished, Griet begins to "cry silently". She knows what has happened that she has had a glimpse into possibilities beyond her limited life, she has had a taste of them, but she will never be permitted to reach them. For that, we feel for her. She returns to the eight-pointed star and ponders her options. There was only one option there that was truly possible for her to undertake it was the "choice she knew she had to make."

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Life for Griet throughout the course of this novel could be debated as being unfair indeed, she is condemned to never reach the possibilities which she glimpses that are beyond her limited life. However, note that she emerges intact and well taken care of. She is pretty, made to live forever in a painting, married to a prosperous merchant, her brush with notoriety forgotten, with two boys and no fear of hunger. In comparison to poor Tanneke and the widow Catharina, she has come out of this the victor. Griet chose the only way open to her, as would have been open to any similar girl living during that time. She chose the safety of a marriage to a man who loved her. She chose the socially acceptable role of wife and mother. Any other path chosen would have jeopardized her reputation, with the potential of leaving her a "fallen woman". While we feel for Griet never being able to enter those possibilities she dreamt of, we find solace in that deep down, given her circumstances, we knew she would never reach them and rejoice because she has made the most of her situation.Please note that this sample paper on Topic: "We feel for Griet, who glimpses possibilities beyond her limited life, but is condemned never to reach them." Discuss. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Topic: "We feel for Griet, who glimpses possibilities beyond her limited life, but is condemned never to reach them." Discuss., we are here to assist you. Your cheap custom research papers on Topic: "We feel for Griet, who glimpses possibilities beyond her limited life, but is condemned never to reach them." Discuss. will be written from scratch, so you do not have to worry about its originality.

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"The Effects of Immunizations"

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The birth of a child is truly one of life's most amazing experiences. To hold that tiny little life in your arms is a feeling like no other. It is at that moment that you pledge your life to loving and protecting this innocent newborn. Parents want nothing but the best for their children. From reading all the latest books on childrearing, to examining the ingredients in every jar of baby food, there is nothing we won't do to ensure the safety of our little ones. Yet, the most important aspect of our children's well being just might be the one aspect that could endanger their lives without even knowing it. The hidden dangers behind immunizations are more harmful than the diseases they are made to prevent.

Childhood immunizations are perhaps one of the greatest medical successes of the twentieth century, as they have virtually eliminated diseases that used to harm, or even kill thousands of children. Consider that before vaccines, each year polio paralyzed 10,000 children, rubella (German measles) caused birth defects and mental retardation in as many as 0,000 newborns, Pertussis (whooping cough) killed 8,000 children, most of whom were infants (Fulghum, May 00). Under perfect conditions vaccines work to protect us. But vaccines are not 100 percent effective for reasons related to the individual person. The susceptibility of different children is not taken into account at all at the time of vaccination. No one knows exactly how a particular child's body will to react to the many different vaccines given on a routine basis.

In fact, the number of recommended vaccines has increased severely over the years. One hundred years ago, children received 1 vaccine (the smallpox vaccine). Forty years ago, children received 5 vaccines routinely (Diphtheria, Pertussis, Tetanus, Polio, and Smallpox vaccines) and as many as 8 shots by years of age. Children now receive a total of 5 vaccines, in the form of 15 shots; by the time they are 6 months of age, if they receive all the recommend shots (Scheibner, PhD). Vaccines work to protect children from undeniably horrible diseases. Yet, the side effects of certain vaccines can be more harmful than the disease itself. Studies have proven that preservatives added to certain vaccines, meant to prolong the life of the vaccine, have in fact, been linked to Autism, permanent brain damage, severe neurological disorders, and on rare occasions, death. (VICP)

From the moment your child is born, the first immunization your child will receive is Hepatitis B. Then at two months they will receive a second dose, along with DTP, OPV (oral polio), and HIB (Hemophilus Influenza type B conjugate) immunizations. What your Pediatrician will most likely fail to explain is that along with those highly recommended vaccines, your child has also just received Thimersol (mercury), MSG, aluminum, formaldehyde, and phenoxyethanol (antifreeze), among many other things. All in all, between 50 and 6.5 micrograms of toxic poisons have just been injected into your child's bloodstream (VICP).

Thimersol is the most commonly used preservative in vaccines that are marketed in the United States. It is used to help prevent a vaccine from spoiling, and in preventing bacterial contamination of the final product. Several of the vaccines routinely recommended for children contain Thimersol, such as Hepatitis B, Diphtheria, and Influenza vaccines. To explain it on this level, Thimersol sounds like an extraordinary ingredient, right? Now, what if I were to tell you that Thimersol contains nearly 50 percent of a highly toxic substance called Methyl Mercury (USPHS). Do I have your attention yet?

Methyl Mercury is one of the most toxic elements on earth and its exposure has been linked to neurological, sensory, and motor disorders, as well as behavioral dysfunction. American children receive 7 micrograms of Methyl Mercury through vaccines by the age of two. (USPHS). Reports have surfaced linking Thimersol to mercury poisoning in infants often causing Autism, a neurological disorder that impairs language, cognitive and social development (VTCA). As horrible as these side effects are, unfortunately, they are not as horrific as the reaction that Ritchie Fisher had after his regular check up.

Ritchie was a thriving two-month-old baby boy when his mother took him in for his routine examine. His pediatrician explained some of the normal reactions to the DPT (Diphtheria Toxiod) vaccine that Ritchie would be receiving that day, such as slight fever, diarrhea and fretfulness. Later that evening little Ritchie awoke from his nap screaming in pain and the injection area swelled and purple. Still, Ritchie wasn't running a fever. In fact, he was cool to the touch with ice-cold hands, so his mother didn't overly worry. While Ritchie's mom was giving him a bottle, he suddenly became limp and stopped sucking. Alarmed, she called the doctor and described the symptoms to him. The doctor stated these were normal reactions and didn't seem the least bit worried. Within minutes, Ritchie died in his mother's arms. It had been seven hours since he had been injected with his first DPT shot (NVIC).

Sadly, the DPT vaccine is only one of several that has jeopardized the lives of innocent children. The 00 immunization schedule is promoting forced Hepatitis B vaccinations for all infants before being discharged from the hospital. This is being done without truthfully informing the public about the risks of the Hepatitis B vaccine. Hepatitis B is a virus that is acquired through exposure to infected blood or body fluids. The virus results in liver damage as the body responds to the virus (Dr. Mercola). Granted, this is a serious disease with severe repercussions. Yet, the risks of side effects to the Hep B vaccine far outweigh the chances of being exposed to the disease itself.

With the Hepatitis B vaccine, the drug companies have removed the Methyl Mercury that is contained in Thimersol, and replaced it with aluminum, which is another potent neurotoxin. The Hepatitis B vaccine has been associated with respiratory infections, convulsions, swelling of the brain, severe neurological damage, and death (VAERS). Considering that the Hep B vaccine comes in a series of three doses over a three-month period, the chance of reaction is tripled. It is mandatory that all newborns receive the first dose of the Hep B vaccine before leaving the hospital.

Sadly, a great number of babies die within days of birth after receiving the Hepatitis B vaccine (VAERS). A perfectly healthy newborn baby, your healthy newborn baby receives the first dose of the vaccine just hours after birth. Suddenly your baby begins to deteriorate, and usually develops some sort of infection. Then comes the second and third injections, and tragedy strikes your baby cries intensely, stops feeding properly, and stops sleeping. Helplessly, you watch as your child begins convulsing with accelerating deterioration of his condition, and mainly, his brain function. You may be thinking to yourself "This won't happen to my child", and in reality it probably won't happen to your child. Then again, Michael Belkin felt the same way before the birth of his son.

Nicholas was no different from any other baby. He ate well; he slept well, and was active and alert. Then, on the 1th day of Nicholas' life, he was given a Hepatitis B shot at his routine check-up. His father said " That night I noticed that Nicholas was crying a lot. In fact, he was screaming most of the time. Nicholas cried on and off for most of the night. The next morning, his mother found him dead in his crib. From the way he looked, he had been dead for several hours." Nicholas' cause of death was listed as severe neurological swelling of the brain. He died 18 hours after receiving his first Hepatitis B vaccination.

If reading the stories of Nicholas Belkin and Ritchie Fisher caused you to become teary eyed, good. The whole point of recounting these horrible experiences is to make parents stop and think about the chances that are taken with their child's life. Parents are the only source of protection that these innocent children have. And the only way for parents to protect their children is to become educated about the risks involved. You have the ultimate responsibility for your child's health and well-being and you, not your doctor or state or federal health officials, will live with it, and be responsible for the consequences of your decision.Please note that this sample paper on "The Effects of Immunizations" is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on "The Effects of Immunizations", we are here to assist you. Your cheap custom college paper on "The Effects of Immunizations" will be written from scratch, so you do not have to worry about its originality.

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Immorality in Television

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Vulgarity in Television In the early years of television people where much more sensitive to what was said and took offense to any form of obscene language. Even in the movies it was unacceptable. However, for many the standard for the use of vulgar language has expanded. In many shows on television vulgar words are used way to often. In many cases unnecessarily. These words do not bother me in the least. However, there are many parents with young children who are offended by this. This would not such a big deal if only the shows that carried these vulgarities would be shown later at night, as they where for many years. Also, most of the programs are not correctly rated to warn of there content.

Besides using the basics of the swear words some programs take it to a different level. Instead of using the words themselves they use a form of slang in order to get around the censors. Although these words are not the same as the ones commonly used, they do share the same meaning. By having these programs use these words they are encouraging the children to use a new language that there parents do not understand. And because the parents do not understand the words the children then think it is all right to use profanity.

Profanity in television is not so much a problem as it is an annoyance. It makes television more interesting to watch and can occasionally make a situation more humorous, but I do not enjoy it when a five-year-old calls their parents a-- holes to there face.

Rating System Recently introduced to all the television shows is the new rating system. This system was implemented to warn about the kind of shows on television. The system tells whether the show is to mature for young children. However, does the system still have flaws?

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Although it does give an idea as to what the show contains, it does not tell as to the extent to which it is. An example would be the television show Strangers with Candy. This program is extremely crude with little humor. Normally I enjoy crude humor, but this show is gross. It contains vulgarity, drug use, and sexually references. And to top it off the show is at 1000. Shows like this should not be viewed any time. My point of bringing this up is to show how lose the system is. I believe that it should be remolded to a different, more precise version of what it is.

The current rating system is as follows TV-Y--This program is appropriate for all children. TV-Y7-- Directed to children age seven and above. May include mild physical or comedic violence, or may frighten children under age seven.

Categories for programs directed at entire audience TV-G-- Suitable for all ages. Contains little or no violence, no strong language and little or no sexual dialogue or situations. TV-PG.-- Parental Guidance Suggested. May contain infrequent coarse language, limited violence and some suggestive sexual dialogue and situations. TV-14-- Parents Strongly Cautioned. May contain sophisticated themes, sexual content, strong language and more intense violence. TV-M-- Mature Audiences Only. Unsuitable for children. May contain mature themes, profane language, graphic violence and explicit sexual content.

Sexually Themes and Drug Use The limitations of sex in television as far been expanded since when the television first became popular. In the past twenty years shows have been made which prove my point. Lately on television their has been much leniency towards this subject. Shows such as N.Y.P.D. Blues and Beverly Hills 010 constantly try to see how far the can take a situation before they agitate the censors. Once again it does not bother me to see these things, but when thinking about it I really would not approve of my younger sister to see these things.

Another blight on television would be the use of drugs. Unlike vulgarity and sex I really do have a problem with drug use. There is really no use for it on television and I would prefer to never see it. Although I am totally against it really do think that their is a difference between seeing someone spark a joint and watching them stick their arms with a dirty needle. It is my opinion that if young children see this they will become curious and want to experiment. And if this happens they will someday be eating a steady diet of government cheese and be living in a van down by the river.

Subliminal Messages in Television Although this subject is often overlooked it is a great cause for concern when it is exposed to young children. Subliminal messages can warp a young child's mind into thinking that they should do something that is subconsciously being placed into their minds. These thoughts are usually harmless. Most advertisers try to promote there product by either having an actor rapidly saying the products name or by constantly showing pictures of the product. By doing this they are sending messages toy young minds that they need to have what is their. A good example of this would be Pokemon. Because of all the publicity kids feel the need to have what is being shown. The result to this is parents going out and buying over one-hundred-fifty-one toys of little monsters that their children will forget about in a year. This is exactly what the advertisers want so they can put out another toy that will have kids begging their parents for money.

Violence in Television Probably the most talked about subject when it comes to bad-mouthing of television. This has become a serious problem in television. Even in the days of early television violence has been around. However, since those days it has become much worse. Instead of kids jumping of cliffs thinking they are superman, or hitting each-other over the head with a frying pan, they are hitting each-other over the head with a steel chair and choking out their friends like a wrestler. Their is no real place to put the blame because violence is every where. However, it does not need to be placed on television where it can be broadcast to anyone who wants to watch it.

Unlike the other topics I mentioned I do not think that by only moving the more violent programs to later at night would work. This is manly because it would be to difficult as to determine what is violent and what is not. By this I mean that people have different views as to what they find violent. Some people may find an angry dog chewing a small toy violent enough, while someone else finds decapitation is nothing to loose sleep over. Either way I believe that violence does influence the young mind, and unfortunatly thier is very little our society can do about it because we have let the situation get to far out of control.Please note that this sample paper on Immorality in Television is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Immorality in Television, we are here to assist you. Your cheap research papers on Immorality in Television will be written from scratch, so you do not have to worry about its originality.

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Segway Mobility Evaluation

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1.0 Introduction

The Segway Human Transporter (HT) is a unique two wheel, self balancing locomotion device. It was designed to allow humans to move more quickly, cover more distance, and carry more than they could by walking. The manufacturer asserts that the Segway can go anywhere one can safely walk. The maximum speed a Segway can travel is 1.5 mph, which is about times the average walking speed.

The Segway Mobility Evaluation was initiated with the concept that if the Segway could provide convenience for the everyday person, perhaps it is versatile enough to enhance the tasks of military personnel. Military personnel are often presented with situations that deem the use of full sized military vehicles inconvenient or even impossible, yet it would be advantageous to have use of a device that would provide for greater versatility than walking. With its small size and its capability for speed, the Segway appears to be such a device. However, military personnel are often situated on surfaces and terrains that pose a greater challenge to maneuvering over than the average person faces. The paths can be rough, scattered with obstacles, and may include a variety of surface irregularities. Hence, it was necessary to determine if the Segway HT would still provide convenience if placed in an environment that is rougher and less predictable than the environments it was designed for.

.0 Summary of Test Plan

College papers on Segway Mobility Evaluation

In order to obtain performance results that would be meaningful to the military, it was important to conform the Segway testing to a set military standard. The NATO Reference Mobility Model II (NRMMII) is a series of algorithms used by the US Army and other North Atlantic Treaty Organization (NATO) countries to compute the maximum velocity of a specific vehicle over a specific terrain. It is a comprehensive program that computes the maximum possible speed of the vehicle for a variety of different variables including tire pressure, tire type, ground terrain, and obstacles. The variables applicable to the Segway testing included tire type, terrain type, surface roughness, and obstacles. Other things to note are battery life, dismounts, weather conditions, damage to Segway, and rider comfort.

.1 Terrain Categorization

The NRMMII specifies 8 different terrain types primary road, secondary road, sand soil on trail, other soil on trail, operation in snow on trail, sand off-road, other soil off-road, and snow off-road. Given physical limitations, snow was unavailable for use at the time of testing. Additionally, the other soil on trail and other soil off-road categories were omitted because of obscurity of definition and limited terrain type in the designated test area (Seaside, SSC San Diego). Self-Imposed definitions of the terrain types allowed testing of the other four types within the limited testing area. Primary road is defined as any maintained paved road. Secondary road is defined as un-maintained paved road or maintained gravel road. Sand soil on trail is characterized as compacted sand that does not show significant ruts upon Segway crossing. Uncompacted (loose, uncompressed) sand located off trail is designated as sand off-road.

. Surface Roughness

The term surface roughness is used here to describe the relative quantity of surface irregularities in the terrain. In this experiment, a quantitative estimate of roughness was obtained by laying a yardstick flat on the terrain and measuring the difference in height between the yardstick and two lowest points (to the nearest ¼ inch). This was repeated along the entire length of the test course and the values were then averaged and the standard deviation computed. The average value was then placed into one of five predetermined ranges 0-., 0-.5, 0-1, 0-1.5, or 0-, inches. For each terrain type, two or three distinct areas were found each of which fell into a different range of roughness.

. Obstacles

For testing purposes, an obstacle was defined as an object at a height greater than or equal to .75 inches that impedes the motion of the Segway. Obstacles encountered in nature include rocks and vegetation. Additionally, other varieties of objects may be stumbled upon on maintained roads. Since obstacles vary greatly in size, shape, and location, it would be difficult to obtain informative results by performing tests on geographical obstacles. Hence, to evaluate the Segway's performance over obstacles, a set of model obstacles was created for testing purposes. The obstacles consisted stacking several x 4 pieces of lumber and a 0.75 inch thick sheet of plywood in various combinations to attain different heights. Additional pieces were added until the Segway was no longer able clear the obstacle.

.4 Tire Type

For the initial testing, three different tires were tested. The standard Segway HT tires (the tires that come with the Segway), the Segway HT enhanced traction tires, and Dunlop D7 dirt bike tires. Since the Segway tires are tubeless, in order to use the Dunlop D7 tires, it was necessary to modify the Segway rims by drilling a hole through the plastic to accommodate a tire inner tube (size x 14 inches). The Dunlop tires are mini bike tires of size 14 0/100, while the tires designed to be used with a Segway are 14 65/100. In order to install the Dunlop tires, the Segway fenders had to be removed. As a safety precaution, new fenders were fabricated using Segway e-series bag mounting brackets and slightly alternating their shape to accommodate the Dunlop tire. The onboard software of the Segway was not updated from the original configuration to accommodate the larger tires.

.5 Experiment Set Up

Before testing could begin, it was necessary to explore the testing area for assorted terrain types and roughnesses. Regions were sketched out and marked on a map of the Seaside division of SSC San Diego (appendix VI). The course length for each test varied from 0 feet to 7 feet. The boundaries were marked off with cones and two pieces of rope to facilitate timing.

For the testing of the Segway over obstacles, the plywood was arranged in such a way that it wouldn't shift during testing (see photo). The course length for obstacles was set at inches (7.67 feet).

.6 Testing Procedures

The Segway was driven over the surface roughness course length three times in each direction. Time was recorded using a stop watch with accuracy of 1/100 of a second. The 6 obtained times were then averaged and an average speed computed. Similarly, for obstacle testing, the tester rode the Segway over the obstacle course times in succession and time was recorded. The obstacle course consisted of a 7.67 foot long track with the obstacle in the center of the course. For obstacle testing, given that there was often be multiple attempts before passing over the obstacle, the actual distance covered varied from test to test (depending on how many runs it took to overcome the obstacle). Although "speed" is technically defined as the change in distance over the change in time, for comparative purposes and to simplify data analysis, "speed" was freely defined to be the course length (displacement) divided by the total time it takes to complete the test. Please note that this sample paper on Segway Mobility Evaluation is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Segway Mobility Evaluation, we are here to assist you. Your cheap research papers on Segway Mobility Evaluation will be written from scratch, so you do not have to worry about its originality.

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The Best Diet

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Weight Loss Diet Information How to Lose Weight & Diet Successfully Free Weight Loss Diet Plan Free 7-day diet plan - free recipes - free weight loss Weight Loss Diet i Home index.htm - The Best Weight Loss Diet best-diet.htm - Links diet-links.htm - New Diets diet-developments.htm

Free 7-day diet plan Fancy starting a diet? Try the following 7-day plan. Its low in fat, high in complex carbohydrates and contains a wealth of nutrition. Combine it with some regular exercise. For details, see Exercise Benefits exercise-benefits.htm DIET - DAY 1 Breakfast 150 ml orange juice oz (50g) sugar-free muesli with fat-free milk 1 banana Light Meal oz (50g) lean meat Mixed vegetable salad with fat-free dressing 1 sliced tomato 1 wholemeal roll Main Meal Chili Shrimp with Pasta (see recipe) Large green salad Snacks 15ml pot fat-free yogurt pieces fresh fruit Day 1 Total = 11 calories DIET - DAY Breakfast slices very lean bacon grilled tomatoes grilled 1 slice wholemeal toast Light Meal Chicken salad (see recipe) 1 wholemeal roll Main Meal 6 oz (10g) pan-fried white fish (see recipe) 8 oz (0g) baked potato 8 oz (0g) mixed steamed vegetables Snacks 15ml pot fat-free yogurt/sorbet pieces fruit Day Total = 111 calories DIET - DAY Breakfast Shredded Wheat 1 tbsp raisins 1 chopped banana 15ml fat-free milk Light Meal 1 serving any low-fat soup egg omelet Mixed green salad with fat-free dressing Main Meal 1 serving Chicken risotto (see recipe) 8 oz (0g) mixed steamed vegetables Snacks 1 scoop sorbet with tbsp fresh or frozen berries pieces fruit Day Total = 100 calories DIET - DAY 4 Breakfast 150ml orange juice thick slices wholemeal toast tsp fruit spread Light Meal 4 oz (100g) grilled salmon 1 tbsp fat-free cocktail sauce large mixed vegetable salad Main Meal 1 portion beef and vegetable curry (see recipe) 1 mug cooked brown rice 1 tbsp fat-free plain yogurt 1 tbsp diced cucumber Snacks 15ml pot fat-free yogurt pieces fruit Day 4 Total = 15 calories DIET - DAY 5 Breakfast slices very lean bacon grilled tomatoes grilled 1 slice wholemeal toast Light Meal oz (50g) water-packed tuna 1 wholemeal pitta or roll tbsp sweetcorn 1 large sliced tomato Main Meal 6 oz (150g) roast turkey 8 oz (00g) potatoes mashed with fat-free milk tbsp peas tbsp sweetcorn tbsp fat-free gravy Snacks 1 scoop lemon sorbet with tbsp fresh or frozen raspberries pieces fruit Day 5 Total = 11 calories DIET - DAY 6 Breakfast Shredded Wheat 1 tbsp raisins 1 chopped banana 15ml fat-free milk Light Meal 1 serving any low-fat soup slices wholemeal bread spread with 1 tbsp peanut butter top with 1 medium-sized sliced banana Main Meal 6 oz (150g) broiled, skinless chicken breast 8 oz (00g) roast potatoes (coat with PAM and roast) 8 oz (00g) mixed steamed vegetables Snacks 15ml pot fat-free yogurt pieces fruit Day 6 Total = 176 calories DIET - DAY 7 Breakfast 150ml orange juice thick slices wholemeal toast tsp fruit spread Light Meal 6 oz (150g) baked potato 1 oz (5g) grated low-fat cheese Mixed green salad with non-fat dressing Main Meal Pork and vegetable kebab (see recipe) 1 cup cooked rice 8 oz (00g) mixed steamed vegetables Snacks 1 scoop fat-free ice-cream with tbsp fresh or frozen strawberries pieces fresh fruit Day 7 Total = 118 calories Weekly Total = 861 calories Average daily calorie intake = 1 calories RECIPES CHILI SHRIMP WITH PASTA Cook oz (50g)(uncooked weight) pasta shapes and drain. Heat a non-stick pan and add 1 tsp olive oil, 4 oz (100g) peeled shrimp, 1 tbsp chili sauce, tbsp chopped mushrooms. Cook quickly for two minutes. Add 1 tsp fish sauce and cook for 1 minute. Serve with the cooked pasta. CHICKEN SALAD Cut oz (75g) cooked chicken breast, 1 small red, ribs celery into chunks. Mix with 1 tbsp sultanas, 1 tsp sesame seeds and toss in 1 tbsp lime juice. PAN-FRIED FISH Heat a non-stick pan and add 1 tsp olive oil, 1 minced clove garlic, tbsp lemon juice, 1 tbsp soy sauce and heat. Add a 6 oz cod or halibut steak and cook on both sides for about 4 minutes each side. CHICKEN RISOTTO Heat 1 tsp vegetable oil in non-stick pan. Reduce heat and add 1 small chopped onion and 1 clove minced garlic and cook for minutes. Add 4 oz (100g) diced chicken breast and cook for a few minutes. Add 15ml chicken stock and 75g risotto rice. Bring to the boil, stir, reduce heat and simmer for about 0 minutes. BEEF AND VEGETABLE CURRY Cook 1 medium-sized onion in a non-stick pan with 1 tbsp water. Add 4 oz (100g) very lean beef, sprinkle with tsp curry powder and continue cooking for -4 minutes. Add 7 oz (175g) can chopped tomatoes with their juice, 100ml beef stock and simmer for about 50 minutes. PORK AND VEGETABLE KEBAB Cut 4 oz (100g) lean pork into cubes and alternate on a skewer with baby white onions, button mushrooms, chunks pineapple, chunks red bell pepper. Spray with fat-spray and broil under medium heat for about 15 minutes, turning several times. Best Diet that Money can Buy The above diet is for seven days. If you want a better diet approach that will help you lose weight in a sustainable way over one month then check out Aceplan Diet http//www.aceplandiet.com/ today. Weight Loss Diet i Home index.htm

WEIGHT LOSS DIET HOME index.htm Dieting starts here weight-loss-expert.htm Fast weight loss fast-weight-loss.htm I cant lose weight! motivation.htm Diets dont work for me! diet-facts.htm The secret of weight loss secrets-weight-loss.htm Help Im a comfort eater! comfort-eating.htm I have no diet willpower! willpower.htm Help! I need diet motivation! diet-motivation.htm Must I drink water when dieting? weight-loss-water.htm Can I have alcohol when dieting? weight-loss-alcohol.htm Must I exercise when dieting? exercise-to-lose-weight.htm A healthy balanced diet healthy-balanced-diet.htm Yo-yo dieting yo-yo-dieting.htm Why others have fast metabolism fast-metabolism.htm Low fat dieting & weight loss low-fat-dieting.htm Dieting & Diets dieting-diets.htm Diet Tips diet-tips.htm BEST WEIGHT LOSS DIET best-diet.htm Free Diet Plan!! free-diet-plan.htm Weight loss diet advice for all weight-loss-tips.htm Weight loss advice for teenagers teenage-diet.htm Weight loss advice for vegetarians vegetarian-diet.htm Weight loss advice for diabetics diabetic-diet.htm Weight advice during pregnancy during-pregnancy.htm Weight loss advice for new moms postpartum-weight-loss.htm Advice - parents of overweight kids overweight-children.htm What is obesity? obesity.htm How is obesity measured? body-mass-index-bmi.htm What causes obesity? obesity-causes.htm How to treat obesity obesity-treatment.htm Obesity Risks obesity-risks.htm How can exercise help my weight? exercise-weight-loss.htm How Much Should I Exercise? diet-exercise.htm 4 easy types of exercise exercise-exercises.htm Aerobic Exercise aerobic-exercise.htm BEST WEIGHT LOSS DIET best-diet.htm Weight loss diets weight-loss-diets.htm Weight Loss Pills weight-loss-pills.htm Balanced low fat diet low-fat-diet.htm Avoid high protein diets high-protein-diet.htm Fad diets fad-diets.htm Teenage snacks teenage-diet.htm Low calorie diets low-calorie-diet.htm Fat-burning diets fat-burning-diet.htm Attitude to weight loss plan weight-loss-plan.htm Can I eat after 8 oclock? weight-loss-tip-.htm Red meat while dieting diet-red-meat.htm Are carbs fattening? starchy-carbohydrates.htm Is fast food bad for dieters? fast-food-diet.htm How much fat should I eat? fat-quota-diet.htm Skipping meals & weight loss weight-loss-tip-1.htm Weight Loss Diet i Site Links diet-links.htm Other Diet Links diet_links.htm

Always consult your doctor before undertaking any diet or exercise program. See also Terms terms.htm 001-00 Weight Loss Diet Information. All rights reserved.

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