Fluency & Learning Essay Example for Free

Fluency Learning Essay The purpose of this paper is to specify an interesting story and design reading activities around it to increase the reading fluency of students. The paper starts with a synopsis of The Cay, a tale of survival, in which a young boy is blinded by a severe blow on the back of his head while his ship which makes him entirely dependent on Timothy. The adventurous nature of this story makes it interesting for the students to read and carry out different activities on it, thus contributing to their reading fluency The Cay The book is written by Theodore Taylor. The story deals with a young boy’s misconceptions about race and a black sea man, Timothy, with whom he gets shipwrecked on a deserted island. The young boy, Philip, is blinded by a severe blow on the back of his head while his ship was destroyed by the enemy torpedo. This makes him entirely dependant on Timothy, at least initially through his stay at the island. As Philip explores the island and learns the art of survival and relies less on Timothy, their relationship and mutual respect grows for each other, when they learn to survive and live within the means available at the island. Their struggle to face the odds and survive on an isolated island with no food and water, indeed makes this an interesting tale of survival. (Polette, 1995) I’ll be employing following five different activities for the children to work with the story. Student-Adult Reading In student-adult reading, the class will be divided into small groups and each group will be assigned a chapter from the novel to read. The student will read out loud from the novel with me while the rest of the children listen. I will read the text first, which will actually give the student a model of fluent reading. This is followed by the student reading the same text, while I would assist and encourage him or her during the process. I would repeat this process with individual student until the subject gains fluency in reading the particular passage. (Fluency Learning to Read Reading Fluency) c In this activity the students will read a particular passage from the novel along with me as a group. To carry out this activity, each student will be provided his/her own copy of the novel. I would read a particular passage starting from the first chapter so that the children begin to comprehend the story ad they are familiarized with the words. After reading a particular passage I would re-read the passage aloud to model fluent reading but this time asking the students to join in and read the passage along with me. This would be repeated three to five times on selected days of the week. At the end of this routine students should be able to read the text independently. (Reading Fluency, 2002) Tape-assisted Reading This activity follows a different method. Students are supposed to read from their books while they hear and follow a fluent reader read the text from the book on an audiotape. For this activity to be a success the recorded voice should be reading the text at about 80-100 words per minutes. Each student must have his/her copy of the novel in front of him/her and the recorded voice should be loud and audible. To start with, student should point along the text with his finger while listening to the recorded voice. After this practice the student must read out the text aloud with the tape. Reading the text loud with the tape must continue until the student gains fluency and can read the material without the support of the recorded voice. Fluency is important in readind as it allows the particiants to groud words together and focus more on their meanning rather than decoding the text. On the other hand less fluet readers direct more attention towards word recognition than comprehension of the given text. The above mentioned exercise is therefore aimed at easing the hesitation in reading. (Fluency, 2001) Partner Reading Partner reading is an activity which involves a couple of students taking turns to read the text aloud to each other. This would turn out to be an effective reading practice in which fluent readers can be paired with less fluent ones. The less fluent reader will use the fluent reader’s style of expression as a model and learn quickly. The better skilled reader provides help to the weak reader with word recognition and assists him in the process. Another approach to partner reading is check list reading where both the partners are given checklists. After explaining the students how they can change the pitch of their voice to make it more realistic, each students is asked to read out the passage to their respective partners thrice following the above instructions. At the end each students submits a report regarding their partner’s fluency which can be improved upon in the next session. (Murray) Readers theatre Readers theatre involves students rehearsing and performing a play for their fellow students and friends. Characters from the novel can be assigned to different students who can then act out the play by reading from their individual scripts derived from the novel. ‘The Cay’ will be a suitable book for this practice as it is rich in dialogues. This kind of activity makes reading more appealing and enhances fluency by providing students with the opportunity to interact with their peers on a different level. References Fluency Learning to Read Reading Fluency. (n. d. ). Retrieved July 2008, from http://www. time4learning.com/readingpyramid/fluency. htm Fluency. (2001). Retrieved July 2008, from Reading Rockets: http://www. readingrockets. org/teaching/reading101/fluency Murray, D. B. (n. d. ). Developing Reading Fluency. Retrieved July 2008, from http://www. auburn. edu/%7Emurraba/ Polette, N. (1995). The Cay by Theodore Taylor. Retrieved July 2008, from http://www. nancypolette. com/LitGuides/cay. pdf Reading Fluency. (2002). Retrieved July 2008, from http://readingserver. edb. utexas. edu/downloads/primary/guides/Fluency_Presentation. PDF

The benefits of mental toughness in sport

The benefits of mental toughness in sport ABSTRACT On the basis of advantages that a mental toughness can offer to a performer, the study was designed to develop the understanding of the components of mental toughness in sport. The purpose of this study was to identify the components of mental toughness as perceived by the researcher and was guided by the two questions, which are as follows: What are the components of mental toughness and To what degree those components of mental toughness are trainable or teachable to a particular player. 10 cricket players ageing from fourteen years of age to twenty years of age were selected for the research so that they have enough experience to answer the questions in the research. The procedure of this was that the research is based on the questionnaire of mental toughness given by Sparkes in 1998. Each participant had to fill the questionnaire for the purpose of evaluating the importance and trainability of twenty different components of mental toughness. INTRODUCTION Cricket is one of the most popular games having a very high viewership and followers. Cricket is basically a mental game that requires a lot of psychological skills in addition to basic playing skills. These skills make player a champion and different from ordinary player. He (champion) is able to display his psychological as well as playing skills during the course of the game. Among the various psychological skills, mental toughness is an important psychological factor that effect’s player’s performance in matches. Sometimes, cricket teams despite their talents lose their matches. The researches on these poor performance lead to the finding that the players in these teams lack mental toughness and the ability to bounce back from the setback of losses. There is an evident to prove it when cricket’s great legend Sir Vivian Richards attributed the Indian cricket team’s loss in West Indies during the cricket world cup 2007 in the first round as the lack of m ental toughness in Indian players. Loehr (1986), he popularised the term mental toughness in sports performance and contested that at least half of superior performances can be due to mental toughness. Mental toughness is regarded as the most important factor in sports to achieve the goals and perform excellent. Jones, Hanton and Connaughton (2002), they stated that mental toughness can be defined as having a natural or developed psychological edge that helps or enables a player to generally cope better than his opponents in many demands (competition, training) and specifically would be more consistent and better than the opponents in remaining focused and determined and goal oriented in his sport. Attributes of mental toughness (Sparkes 1998), he talked about twelve different attributes that a player should have to be ideally mentally tough performer. For further investigation of mental toughness, the following questions were developed to guide this research. What are the essential components of mental toughness as perceived by the cricketers? To what degree are these stated components of mental toughness are trainable or teachable? On the basis of these two major criteria, the player was asked the following questions: I can bounce back from the from the set back as a result of increased determination to succeed. I have an unshakable self belief that i possess the unique qualities that make me better than my opponents. I have an insatiable desire and internalised motive to succeed. I remain fully focused on the task in hand in the face of competition- specific distractions. I am able to regain psychological control if facing uncontrollable situations. I can push back the boundaries of emotional and physical pain, while still maintaining techniques and effort in distress in training and competition. I accept that competition anxiety is inevitable and knowing that i can cope with it. I don’t get adversely affected by other’s good or the bad performances. I can thrive on the pressure of competition. I remain fully focused in the face of personal life distractions REVIEW OF LITERATURE The present study was undertaken to explore the physiological profile of the cricket players and to find to what degree their mental toughness, goal orientation actually helps them in their performances. The result showed that there is no significant correlation between mental toughness and different types of goal orientation i.e. task orientation and ego orientation. At the same time, the motivation dimension of mental toughness was found to be significantly related to both ego and goal orientation. (Duda and Hall,2001) Moreover task orientation has been found to be positively associated with various indicators of motivation, including intrinsic motivation positive affect and the tendency to seek out the new and challenging experiences and to try hard in difficult situations. (Ntoumanis and Biddle, 1999) â€Å"The general lack of clarity and precision surrounding the term mental toughness is unfortunate, since it ism arguably one of the most important physiological attributes in achieving performance excellence. (Jones, 2002) Another study conducted by researchers stated that mental toughness is an important physiological characteristic of the game. (Gould, 1987, 1993 and 2002); (Williams, 1998);( Jones, 2002) â€Å"It appears therefore, that virtually any desirable positive psychological characteristic associated with sporting success has been labelled as mental toughness at one time or the other†. (Jones,2002) METHOD This chapter will discuss the participants, procedure, analysis and instrument used in the study. This study involves both quantitative and qualitative measures of the components of the mental toughness of sportspersons. PARTICIPANTS This, study consisted of 10 male cricketers from the division 3 and 2 category of cricket teams in the city. A mix of different teams and players were chosen to increase the diversity of the group. Each participant was needed to have a minimum of three years of playing cricket so that they can answer the questions in their knowledgeable way. INSTRUMENTATION The instrument used in this study is the questionnaire comprised of twenty questions of mental toughness. These twenty questions comprised of twelve different components of mental toughness and eight components of preservance that were given by Sparkes in 1998. Each component was assessed by participants based on their perception of: The importance of including each component in the construct of mental toughness. The degree to which each component is trainable. The participants assessed both the importance and the degree to which the component is trainable, using a 5 point scale. Besides this two additional questions were also asked which are as follows: Are there other components of mental toughness that should be included which are not there in the questionnaire? Do you believe that there is any component that could be combined to form an individual, essential component of mental toughness? PROCEDURE When the questionnaire of mental toughness (Sparkes,1998) was adopted by the researcher, he then approached 10 different cricketers and asked them to fill up the questionnaire. Researcher also made sure that the identity of the players will be kept confidential i.e. it would not be disclosed to anyone. Researcher sat down with the players and asked them the questions and marked the answers himself. 1

Asthma Pathophysiology: Etiology and Risk

Asthma Pathophysiology: Etiology and Risk School nursing is one of several traditional roles for community health nurse. Providing health care for schools placed for a number of reasons. In the first place, school environment it self may create hazards which students must be protect from. Beside, children need to be healthy to learn effectively .similarly vital reason is, maintaining the health of children today produce healthy adults in years to come. Subsequently, protect and promote the health of overall community. Jocelyn Elders a former U.S surgeon stated you can not educate a child who isnt healthy and you cant keep a child healthy who isnt educated this common says teaches us the importance of keeping school child healthy as well as the necessity of school nurse (Clark, 2008). An estimated 7 million U.S. kids under age 18 have been diagnosed with asthma and more than 13 million days of school are missed each year because of the condition, as indicated by the American Academy of Allergy, Asthma, and Immunology (KidsHealth,2011) . According to my week rotation in Tareq Bin Ziad primary school, I have notice that asthma ranked the 2nd highest disease among the school children based on the statistic done by the school nurse. Therefore, I have chosen asthma as a topic of my written assignment. This paper aims to identify literature review about asthma definition, pathophysiology, causes, risk factor and sign and symptoms, diagnosis and treatments. Secondly, it will clarify community health nurse strategies including comprehensive assessment, intervention and prevention. Definition and statistics Asthma is a disease that involves periodic episodes of severe but reversible bronchial obstruction in person with hypersensitive or hyperresponsive airway. Accordingly, a significant rise in episode of acute asthma requiring immediate hospitalization in children has occurred during the last 2 decades. On the contrary, frequent repeated attack of acute asthma may lead to irreversible disease in the lung and development of chronic asthma. It was proven that, in the age group 5 to17 years about 140 per 1000 persons have been diagnosed with asthma. However the number of attacks peaks in school children in September, often associated with increase in incidence of common cold (Gould,2006). Although asthma is considering COPD group, likewise it is more common, more serious and more manageable than it is generally though. As asthma known to be chronic with some individuals so, it consider long live condition and might lead to death if not well managed in acute episodes . In UK, asthma kills about 1600 adults and 20 children annually (Hough, 2005). Pathophysiology, Etiology and Risk factor Asthma may be classified in different ways. It may be acute or chronic, acute referring to single episode where as chronic referring to long-term condition. A recently developed system rates a case of asthma on a clinical scale ranging from mild, intermittent, severe and persistent (Gould, 2006, P.393). Mater of fact there are three phases of response take place in asthmatic patient. Firstly, sensitization stage, which occurs in atopic people via exposure to allergens in fetal or early life, stimulates production of excess immunoglobulin -E (IgE) antibodies in the serum. IgE becomes fixed to mast cells, which then react to antigens by releasing bronchoconstrictor mediators such as histamine. Serum IgE is five times greater in people with asthma than in those without. Once allergic asthma has developed removal from the allergen does not always prevent continuing asthma, it might delay it only. Second stage called hyperreactive stage, what special about this stage it can occur with or without allergic component. Continued exposure to allergens or response to other stimuli leads to mast cell degranulation and release of inflammatory cytokines such as eosinophils . Also it releases bronchoconstrictor mediators such as histamine and extra mucus. Besides, chronic inflammation damages the surface of epithelial layer causing hyperreactivity of bronchial smooth muscle. Thirdly, bronchiconstrictors mediators and hyperreactive bronchial smooth muscle lead to exaggerated bronchoconstriction .These triggers might be food such as diary products, egg and acidic drink .pets, balloon, smoking, cold whether, indoor condition (dust) , some drugs, gastroesophageal reflux disorder and emotions such as depression and frustrated chest infection and exercise (Hough, 2005,P.366). Another facts associated with asthma pathophysiology are Impaired mucocilary function, edema formation, vascular congestion, increase vascular permeability, production of thick tenacious mucus, thikining of ai rway wall (McCance Huether, 2006). There is no single cause of asthma, but certain factors may increase the likelihood of developing it. These factor can be categorized as genetic and environmental factors including: A family history of asthma or other related allergic conditions (known as atopic conditions), such as eczema, food allergy or hay fever. Having bronchiolitis as a child (a common lung infection among children) and being born prematurely (especially if you needed a ventilator). Developing another atopic condition such as a food allergy and being exposed to tobacco smoke as a child particularly if your mother smoked during pregnancy. As well as being born with a low birth weight less than 2kg or 4.5 pounds (Asthma, 2010). Additionally causes are viral upper respiratory infection, sedentary life style, poor ventilation and increased air pollution (Gould, 2006). Few risk factors related to asthma including gender, obesity, smoking and population differences. Before puberty asthma occurs more often in males while after adolescence, it appears to be more common in females. Some experts argue that excess weight pressing on the lungs may trigger the hyperreactive response in the airways typical of asthma. Others believe that asthma leads to obesity by inhibiting physical activity, although several studies have found no difference in activity levels between people with or without asthma (health central, 2011). Sign and symptoms and Diagnoses The sign and symptoms of asthma vary from person to person and in any individual from time to time. Some of theses are Shortness of breath (especially with exertion or at night), Wheezing sounds, coughing may be chronic (worse at night and early morning) , sweating , bluish color to the lips and face , anxiety and chest tightness (Medicine Net, 2011). Similarly important symptoms including : Pulling in of the skin between the ribs when breathing (intercostal retractions), Abnormal breathing pattern, tachycardia, hypoxia, tick tenacious or sticky mucus ,chronic dry cough in some and others have productive cough (Copstead Banasik, 2010) Actually, there is no simple test to diagnose asthma. Nevertheless, general partitions normally diagnose asthma by asking about the symptoms, what trigger it, how often and what settle it down. Coupled with some questions about medications patient use, life style, occupational and home and work environment. Other test are spirometry, to assess how well your lungs work and Peak expiratory flow rate test which defined as a small hand-held device known as a peak flow meter can be used to measure how fast you can blow air out of your lungs in one breath (Medicine Net, 2011). Further more, asthma can be diagnosed based on physical finding, sputum examination, pulmonary function test, and blood gases analysis and chest radiography. Complete blood count can show an elevate number of white blood cells with increased eosinophils. Equally important test is skin testing and inhalation test to determine type of allergens. Conversely, skin testing is usually more helpful in young patient who have extrinsic asthma. Arterial blood gases may be normal in mild condition but as long as it become severe respiratory alkalosis and hypoxia will be shown (Copstead Banasik, 2010). As it is mentioned previously, asthma classified as mild, intermittent, severe and persistent. Other classifications are status asthmaticus and it characterized by prolonged attack more that 24 hours, leading to dehydration. Asphyxia asthma, this attack leads to arrest within hours or minute. Another one is nocturnal asthma, related to asthma at night and it considers symptoms free in the day. Besides, occupational asthma, usually seen in adults and attribute to substance in work place. in addition to drug induced asthma , aspirin intolerance occurs in about 10% of asthmatic people because it reacts with in hours after ingesting it .one more is premenstrual asthma, it present as particularly severe monthly asthma attack during the 5- 10 days leading up to menstruation. As well as, exercise induced asthma; this is common in children and adolescents. Bronchospasm often occur within three minute after the end of exercise and resolve in 60 minute (Hough, 2005). Prevention and treatment Minimizing the number and severity of acute attacks is crucial to prevent permanent lung damage, reduce risk of infection and to prevent chronic lung disease such as asthma. General measures to reduce asthma include avoidance of common triggering factors, doing skin test to determinate the stimuli casing allergy and avoid it. Good ventilation at home and school area, regular swimming sessions are of great benefit for school age children to strengthen chest muscle. Administer prophylactic medication as children go back to schools and at first sign of cold. During acute attack many individuals carry inhalers so they can self administer bronchodilator, usually beta adrenergic agent such as (ventolin). This medication can be also used prior to exercise or known stimuli to avoid attack happening. Controlled breathing techniques and a reduction of anxiety often decrease the severity of attack. When chronic inflammation develops it is recommended to use glucocorticoids such as (Beclovent) b ecause this medication is more effective in reducing the second stage of inflammation in the airway. In cases like status asthmaticus hospital care is essential because patients do not respond to bronchodilators. In chronic condition prophylaxis is given to the patients such as Cromolyn sodium; a prophylatic medication administer by inhaler on a regular daily basis. The drug inhibits the release of chemical mediators from sensitized mast cell and decreases the number of esenophils, thus reduce hyperresponsiveness (Gould, 2006). Assessment Physical assessment for asthma patient includes examine nose, mouth, throat, sinuses, ears, chest and skin. Community health nurse is responsible for this assessment by examine patient nose for signs of increased nasal drainage, swelling inside the nose, check throat for signs of drainage, indicating inflammation and infection in the sinuses .Listen to child chest for wheezing, indicating blockage of airflow in the airways. Observe chest muscle for breathing and examine patient skin for signs of an allergy (Essig, 2011) Moreover, asthma can cause tiredness and weakness therefore child lacks energy and unable to perform simple tasks ( Haines Clarke, 2009). Asthma can be affected by psychological aspect such as stress, anxiety, sadness and can be provoke by environmental irritants or allergens, exercise, and infection. It also is associated with an elevated prevalence of anxiety and depressive disorders (Lehter,Feldman, Giardino, Song Schmaling, 2011). Regarding social assessment nurse can found that asthmatic child tend to stay alone always because of feeling embarrassed about their condition and medication taking in school or in public area( Essig, 2007) . Due to asthma some children lose their self -esteam ; others may fear oh having asthma attack if they are at school or around friends ( Roberts , 2010). Children with asthma who live in economically deprived urban areas tend to have more-severe asthma and poorer outcomes over the course of the illness. Frankly there is evidence that in some low-income children with asthma, parents have problems with treatment compliance and adhering to home management guidelines factors that clearly affect the course of the illness in children (Nelson , Awad, Alexander Clark , 2009). To perform environmental assessment nurse need to collect information about patient area of living, home environment, work environment and school environment. Importance of this assessment is to reduce irritant and allergens in the sittings where asthmatic patient spends more time. Tobacco smoke and air pollution are the mainly two respiratory irritant that asthma patient suffer from ( NHLBI , 2011) Prevention and Intervention Primary prevention asthma patient are mainly education and awareness about the condition. It is recommended to avoid smoking and exposure to environmental tobacco smoke, particularly during pregnancy and early childhood. About infant regular and exclusive breast feeding reduce risk for asthma. Let the patient be aware about all risk factor associated with developing asthma such as allergen from food, animal, infection and bad life style (Arshad , 2005). Secondary prevention of asthma defined as intervention for child or patients who are at high risk for the development of asthma but who have not yet developed asthma symptoms or signs. Beside those who are at initial development of the disease. Theses patients have family history of allergic disease or atopic conditions. Secondary prevention of asthma falls in to three phases: pharmacological treatment, control of environmental allergy and allergen -specific immunotherapy which reduced the progression of asthma and prevented an associated increase in bronchial hyperreactivity.( Canadian medical association, 2005) Tertiary prevention is the stage where patient already have the disease however community health nurse role is to decrease attacks and reduce complications. Patient with allergic asthma , ezema and atopic dermatitis must reduce exposure dust and animal such as dogs and cats. Thus, improve system control and prevent excecerpation. Also pharmotherapy is very important in this stage (WHO, 2002). There are many nursing intervention for asthmatic patient like Maintain respiratory function and relieve bronchoconstriction while allowing mucus plug discharge. Let the patient have enough rest and relaxation. As ordered, administer oxygen by nasal cannula breathing and to increase arterial oxygen saturation during an acute asthma attack. Place the patient in semi-fowler position and encourage diaphragmatic breathing. Reassure the patient during an asthma attack and stay with him .Encourage the patient to express his fears and concerns about his illness. Encourage regulate exercise as a part of asthma treatment; promote good nutrition and good hygiene. Demonstrate the proper use of metered dose inhaler properly. Educate client (recognize triggers: smoke, dust, mold, weather changes, and animals). Administer drugs and I.V. fluids as ordered (Nursing file, 2009). Conclusion Asthma is a chronic condition characterized by obstructing the bronchial airway. Usually it developed in childhood and symptoms decrease while grow up. Number of asthmatic children is increasing yearly due to the environmental factors. Simply asthma happened when inflammation of airway occurs, bronchospasm of airway muscle, edema of air way and increase mucus secretion. Many factors can cause asthma like environmental factor, family history, infection and allergy. Main sign and symptoms are wheezing sounds, coughing, more secretions and chest tightness. It can be diagnosed by asking patient about the symptoms, pulmonary function test, sputum examination, blood gasses analysis and chest X-ray. In treating asthma ventolin , beclovent and prophylaxis like cromolyn sodium are common . Physical, phychological, economical, environmental and social assessment is needed to done for asthmatic patient. Prevention of asthma categorized in to primary, secondary and tertiary. Nursing intervention for asthmatic patient vary. Some of these interventions are maintain respiratory rate, let patient complete rest and administer medications and oxygen. What is Fashion? What is Fashion? What is Fashion? For centuries individuals or societies have used clothes and other body adornment as a form of nonverbal communication to indicate occupation, rank, gender, sexual availability, locality, class, wealth and group affiliation. Fashion is a form of free speech. It not only embraces clothing, but also accessories, hairstyles, beauty and body art. What we wear and how and when we wear it, provides others with a shorthand to subtly read the surface of a social situation. Fashion as a Sign System Fashion is a language of signs, symbols and iconography that non-verbally communicate meanings about individuals and groups. Fashion in all its forms from a tattooed and pierced navel, to the newest hairstyle, is the best form of iconography we have to express individual identity. It enables us to make ourselves understood with rapid comprehension by the onlooker. Fashion as a Barometer of Cultural Changes How we perceive the beauty or ugliness of our bodies is dependant on cultural attitudes to physiognomy. The accepted beautiful female form that Rubens painted is subliminally undesirable nowadays, if we are to be thought beautiful in a way that the majority accepts in the 21st century. Today an inability to refashion and reshape our bodies whilst constantly monitoring the cultural ideal leaves us failing the fashion test. Those that pass the fashion test invariably spend their lives absorbed in a circle of diet, exercise, cosmetic surgery and other regimes. This includes the rigors of shopping in search of the ultimate garb. The Need for Tribal Belonging Our reluctance to give ourselves a regular makeover through diet, exercise, and consistently conscious use of specific dress styles infers that we have the personality flaws of a weak willed human. We become in the eyes of fashion aficionados somewhat inadequate and imperfect in the fashion stakes. Thus we strive to keep a culturally satisfying appearance so that we feel better, whereas in fact we are striving to stay in the tribe, whatever type of tribe that may be. Group affiliation is our prime concern with regard to fashion. As long as some group similarity is identified within the group, our personal fashion whether current or dated can belong to any tribe. It is the sense of belonging marked by how we fashion ourselves that gives us the tribal connection. Roles An innate characteristic of human beings is the desire to strive for differentiation. The removal of Sumptuary Laws and rigid dress codes has enabled the individual to use fashion as a means to identify clearly the many different roles that a person plays in any one day. Sociologists borrowed the word role from the theatre because, like actors individuals play many parts and each part has to be learnt. Roles are continually learned and rehearsed and relearned. They are also shared, because like the actors on a stage, fluid interaction only occurs if all the performers know the behaviour expected. Class Stratification The Edwardians were experts in the art of role play. They had had sufficient time to readjust to the new patterns of behaviour established by the Victorians. The Edwardians were socially stratified into those who wore tailor made clothing down to those who wore other peoples cast offs. The poor simply looked poor, because their raiment betrayed them. Whilst the rich and nouveau riche displayed their wealth through an iconography of signs and symbols that enhanced their body image in the eyes of those that saw themselves as socially inferior. Role Set Roles and activities are closely linked to what people wear. People are affected by their role-set, which includes boyfriends, girlfriends, sisters, brothers, friends, husbands, lovers, mothers, fathers, grandparents, relatives, employers, customers, clients, work mates, business colleagues, peer and age groups. The people with whom a purchaser interacts affects the final purchase and this applies to any fashion dominated item from interior furnishings to choice of cars. Likewise the purchase of fashionable clothes, fabrics, or accessories becomes a visual currency and speaks volumes silently. The tools of fashion provide the signs and symbolism that function as an information service for the role-set. People are so aware that others make judgements about them through their clothes and accessories that many run up huge debts to appear to belong to a particular lifestyle. Frequently the rest of their role-set are doing likewise. Members of the role-set often encourage them. Only individuals with a strong sense of self identity stick their necks out and admit to wearing items that others might consider dubious or passÃÆ' ©. Occupation, Status and Purpose of Clothing Those with high status occupations will wear the clothes they think others expect them to wear. They will not wish to experience role conflict by wearing the incorrect clothing. It is from the clothes a person wears that we get our first impression of personality. They provide mental clues to a persons status and occupational role, as well as being a means of conforming to peer group expectations. Clothes also have the utilitarian function of providing both protection from the extremes of the elements, keeping us warm or cool or safe. They also act as an aid to modesty or immodesty as the wearer so desires. The state of a persons clothes is synonymous with self respect and is a sign of respectability. It also adds another sign that the person has sufficient status in society to maintain at the cost of time and money, laundering, dry cleaning and repair. To be respectable some expense has to be incurred in the maintenance of cleanliness and neatness. Veblens The Theory of the Leisure Class Thorstein Veblen the US economist who wrote the book The Theory Of The Leisure Class in 1899 maintained that Dressing for status as an outward expression of wealth is indeed functional, by the very fact that such clothes prevent the wearer from engaging in manual labour. Also because of their restrictive design they need the assistance of others to dress the wearer and keep clothes in pristine condition. Veblen devoted a whole chapter of his book to Dress As An expression Of The Pecuniary Culture. He wrote our apparel is always in evidence and affords an indication of our pecuniary standing to all observers at first glancedress, therefore, in order to serve its purpose effectively should not only be expensive, but it should also make plain to all observers that the wearer is not engaged in any kind of productive labour Foremost in Veblens mind must have been the fashions of the 1890s a decade that gradually favoured increasing conspicuous consumption by the rich. A century later the vogue for power dressing in the 1980s saw excessive indulgence and conspicuous consumption in fashion. Fashionable behaviour was the epitome of conspicuous waste, but the purest form of relief in a stressed, angst ridden society. Status Symbols One of the most favoured forms of semiotic distinction is fashion, because fashionable clothes, accessories and body adornment are easy for others to observe at glance. Incidental items, particularly branded specific handbags footwear, jewellery, accessories and new hairstyles act also as important status symbols. First a fashion is approved by others. Then it is copied because of competition. Finally it is replaced as it becomes commonplace and has ceased to fulfill its function of being distinctive. The status fashion can be anything from a particular jewel such as solitaire diamond stud earrings or the latest fad for long drop gold earrings to a brand logo pair of jeans in a particular style and colour. The ability to decode trends that are not deliberate and obvious is limited to a small group who adopt consumer items early. Wearing a Uniform Some people instinctively know how to appear respectable to the majority through their clothing. Others are less obviously successful in attaining consistently reliable grooming. The rise of the Corporate Uniform adopted by banks and similar institutions in the 1980s reinforced power dressing. It indicated how important the uniform is as a means of distinguishing one person from another instantly. Uniforms provide us with mental clues. Occupational Uniform Wearing an occupational uniform puts an employee in the position of being a visual metaphor. We learn quickly to associate different uniforms with different role conceptions and different role expectations. We connect the policeman or security guards uniform with authority, law, order and help. Likewise we associate the nurses or paramedics uniform with help, care, protection and mothering. By contrast the jaunty overall and hat of the ice cream vendor with the promise of pleasure. When people put on a uniform they adopt what they think it symbolises, but even people who dont wear a specific occupational or leisure uniform tend to know vaguely what to wear. Those who adapt their wardrobe to â€Å"fit in† with their company, succeed much faster in terms of upward job mobility. Mass Youth Uniform Young people in particular adopt the uniform of their peer group. However the uniform must be the peer groups uniform, not one imposed on them by adults. Fashion in the form of a mass youth uniform can create a sense of belonging to the peer group and a feeling of identity as the adolescent personality reaches maturation. For the majority, an old status symbol, be it a brand, a logo or attitude accessory is old-fashioned the moment is loses favour within the group. An up to date status symbol cries out to some I must have it now. The mobile phone as a belt accessory was a perfect example of this. As new products develop, last years non WAP mobile phone version is passÃÆ' ©. It is essential to have the latest fashion accessory, to gain instant peer approval Mass Production and New Textile Technology Between the first and second World Wars mass production of clothing truly developed. But it was not until clothes rationing was introduced in the UK that production methods became more streamlined. Rationing of cloth and haberdashery, along with strict specifications ensured manufacturers created garments in a speedy, efficient, economic manner whilst attaining a certain standard of quality control. By the 1950s increasing numbers of women abandoned the little dressmaker and bought from the increasing majority of chain stores. Department stores like Debenhams continued to move with the times experimenting with new fabrics and new looks. By the 1990s were using designers like Jasper Conran to design ranges with style and flair. A whole range of exciting yarns, new fashion fabrics, protective materials and engineered fabrics became widely available after 1960. New materials and fabric finishing techniques are at first exclusive and expensive. Initially they are offered to the world of Haute Couture. A couple of years later they filter to the mass market. Youth Cult in the Global World The youth cult of the teenager in the 1950 s became a major force in the1960s. Other contributing influences were the glamour of the cinema, the television in ordinary homes and a change in attitudes and values after the introduction of the female birth pill. Global coverage of the mood of society was absorbed from the cinema, television and fanzine magazines. The world had instant access to the latest trends and fashions as fast as the picture could be transmitted. Today what people see in their homes on television or when surfing the Internet soon becomes accepted very quickly as normal and everyday. In the comfort of ones own home the television monitor scales down the stark newness of an idea, especially the impact of a fashion concept and this makes it easier for us to accept more quickly when worn by others even if we cant see ourselves wearing a similar item. Fashion Cycles The young have not always been dominant in fashion history. Until the Victorian Era a fashion look took between 10 and 15 years to permeate country areas. Once rail travel improved mass communication between country and city, the cycle of fashion speeded up so fast, that by the Edwardian Era in 1901, fashion was moving in a yearly cycle. Emancipation of Women and the contribution of all classes of women to the 1914 1918 war enabled and encouraged women to adopt more practical clothing and to try out new styles in fashion, hair and beauty. By the millennium everyday changes in lifestyle included fitness and health pursuits, car and air travel and centrally heated environments in homelife. All created a need for clothing fashion designed for the way we live now. How we perceive our persona and what we want to say to society in a very visual camera obsessed culture, is still expressed through our bodies, the way we wear clothes, jewellery and body art. Today fashion and beauty can be affordable for everyone. There is always a range such as Avon that provides quality beauty, make up and accessory products at a prices most can afford.

Designing a Leaflet :: Leaflets Consumerism Essays

Designing a Leaflet Tasks: 1. Design Leaflet 2. Produce Pricing System 3. Create a website 4. Create a Labelling System Task 1: Analysis Design a leaflet containing the information of the content of the shop’s selling items, prices, opening and closing hours. Form of Output:  · Hand made leaflet on an A4 sized page, which will be photo copied many times and be posted off to companies, businesses, and near by houses. The leaflet will contain pictures of sandwiches and various drinks Information to be output:  · On the first page I will have the Lancre lunch box logo.  · Opening hours  · Closing hours  · Shop name  · Location  · Map with Location clearly labelled  · Pricing  · Vouchers giving a certain amount of cash off certain sandwiches, printed in each leaflet!  · Terms and conditions top using the vouchers. (In small print on the last page, not to waste space for other deals and advertisements.  · Information on different types of sandwiches, providing a different vegetarian alternative menu for vegetarian customers.  · Information on a large selection of meat sandwiches for the majority of customers who are meat eaters. Data for output:  · On the first page I will have the Lancre lunch box logo.  · Opening hours  · Closing hours  · Shop name  · Location  · Map with Location clearly labelled Desired outcomes: 1. Text must stand out 2. Details must stand out 3. Must be colourful 4. Must be easy to read 5. Information must be justified and look neat Task 1: Design: Leaflet I have designed 2 leaflets on paper. Shortly after I designed the first one, I surveyed the issues and problems that arose. I solved the problems and applied the changes to the second leaflet. I will be using Microsoft publisher to design the leaflet. This program will provide a solution because:  · It has a colour feature, which I will take full advantage of, to attract potential customers.  · It has the ability to show me my 3-page leaflet via a visual display unit (VDU).  · It is very user friendly in the way that it can easily interpret my desired outcomes. E.g. the leaflet feature used to create a leaflet.  · Will give me a good visualisation of the outcome!  · It is specially designed to create this type of outcome! (A leaflet)  · I can import colour graphic files! Why I have chosen the colours and effects that I have chosen for the leaflet: Front page:  · I will have an Ivy border due to the fact that it will create good contrast against the Lancre lunch box logo! It will also look very

Cuban Communism :: Communism Essays

â€Å"Japan’s imperial experience was different from that of the West in Asia and Africa in several fundamental ways.† (Bruce Cummings) Is it a valid categorisation of Japanese rule in Korea? Identify some of the main differences between Japanese colonialism and Western colonialism. Illustrate your answer with examples.   Ã‚  Ã‚  Ã‚  Ã‚   Imperialism has existed for many years and has displayed many differing forms. It is a naturally occurring event that has a vast and complex history. Major world powers have been striving to expand their relative power and at the same time provide for their people. From the earliest civilizations groups of individuals set out to improve their well being at the expense of others. When examining more modern imperialism there is little variation from this view. Countries all over the world depend on their colonies to meet the needs of their nation. The world has become transformed and many changes have occurred based on situations resulting from imperialism. There are processes towards basic imperialism that can be labelled as fundamental. Japan’s imperial experience in Korea, for example, differs from what the â€Å"West† experienced in Africa and Asia in several ways. The 19th and 20th centuries displayed a great amount of expansion and the countries of the West were hea vily responsible for this experience. Japan, however, played a key role in the history of imperialism as they joined in the fight for world power. First of all, Japan’s experience is different from the West’s in that it was more of a reactionary decision to expand, while the West had strong, rational motives to do so. Secondly, Japan’s choices in altering Korea’s society by such drastic measures are more powerful than how most of the West approached controlling their many colonies. Thirdly, the West did not have to deal with the outside interference and resistance that Japan was accustomed to near the end of their rule over Korea. Fourthly, Japan and Korea are two closely related countries. Their societies are similar and their geographical locations are very close to each other. The West, on the other hand, does not typically have this attachment with its colonies and the effects are noticeable. Lastly, because Japan had a history of Emperor worship the ways in which the country approached imperialism is affected in ways not applicable to the West. These differing aspects of rule displayed by Japan and the West clearly promote Bruce Cummings take on the matter of imperial experiences in the modern era.

Geneva Conventions Essay

Introduction Now we live in relatively peaceful time, but it wasn’t always like that. All those wars were bloody, sometimes even too bloody, so people needed to create some rules. So those rules were created. Four Conventions for One Purpose Not everybody knows that, but there were four treaties, not just one. And even then, they were modified later with three amendment protocols. I will start with a brief overview. First Geneva Convention was adopted in 1864 for the Amelioration of the Condition of the Wounded and Sick in Armed Forces in the Field. Second Geneva Convention was adopted in 1906 for the Amelioration of the Condition of Wounded, Sick and Shipwrecked Members of Armed Forces at Sea. Third Geneva Convention was adopted in 1929, and it was related to the Treatment of Prisoners of War. Finally, Fourth Geneva Convention was adopted in 1949, and it was related to the Protection of Civilian Persons in Time of War. It collected all points of previous one while adding many new points. So, when people say about singular Geneva Convention, they usually mean this one. Later is was modified with two protocols in 1977 when modifications were related to the Protection of Victims of International Armed Conflicts and the Pro tection of Victims of Non-International Armed Conflicts. Latest modification was made in 2005 when an Additional Distinctive Emblem was adopted. The Conventions are inextricably linked to the International Committee of the Red Cross, which is both the instigator for the inception and enforcer of the articles in these conventions. They changed the world with their aspiration to protect the rights of non-combatants. This quote is a nice example: Protected persons are entitled, in all circumstances, to respect for their persons,  their honour, their family rights, their religious convictions and practices, and their manners and customs. They shall, at all times, be humanely treated, and shall be protected, especially against all acts of violence or threats thereof and against insults and public curiosity. Women shall be especially protected against any attack on their honour, in particular against rape, enforced prostitution, or any form of indecent assault. Without prejudice to the provisions relating to their state of health, age and sex, all protected persons shall be treated with the same consideration by the Party to the conflict in whose power they are, without any adverse distinction based, in particular, on race, religion or political opinion. However, the Parties to the conflict may take such measures of control and security in regard to protected persons as may be necessary as a result of the war. — Article 27, Fourth Geneva Convention (1949) The First Geneva Convention The First Geneva Convention, for the Amelioration of the Condition of the Wounded in Armies in the Field, defines â€Å"the basis on which rest the rules of international law for the protection of the victims of armed conflicts. It was adopted in 1864 and then updated three times. Back then, it was a very critical period for European history, both military and political. Situation in Western Europe was relatively peaceful between the fall of the first Napoleon (the Battle of Waterloo in 1815) and the rise of Napoleon III (Italian campaign of 1859), but when the conflict in the Crimea took place, powers couldn’t maintain peace anymore. Henri Dunant was a man who gave the world idea of creating an international set of laws governing the treatment and care for the wounded and prisoners of war. He witnessed the Battle of Solferino in 1859, fought between Austrian and French-Piedmontese armies in Northern Italy. Around forty thousands of soldiers were wounded and left on the battlefield. The reason for that was a lack of personnel, facilities, and truces to give the soldiers any kind of medical aid. After witnessing all that Dunant decided to act. So, after his return to Geneva Dunant used his membership in the Geneva Society for Public Welfare to urge the calling together of an international conference to create new rules in terms of war. Other things that Henri Dunant did were publishing his account Un Souvenir de Solferino and helping with foundation of the International Committee of  the Red Cross in 1863. So, this new Red Cross Committee started to work, with best regards to help people, living in zones of war. Even if it was said that safeguarding the health and physical well-being of people is primarily the duty and responsibility of a nation they are related to, still understood that it wasn’t enough and in times of war people would need some â€Å"voluntary agencies to supplement†. Obviously it meant creating official agencies to help people on the battlefields in every country. Last thing that was missing was the list of rules to govern activities of the Red Cross Committee itself and any other agencies or companies which were involved. The big date was August 22, 1864. Several European states gathered in Geneva, Switzerland and signed the First Geneva Convention. List of states included: Baden (nowadays being a part of Germany), Belgium, Denmark, France, Hesse (also being a part of Germany nowadays), Italy, Netherlands, Portugal, Prussia (part of Germany now), Spain, Switzerland, and Wà ¼rttemberg (which is also a part of today’s Germany). Later, two more countries joined and signed the Convention, which were Norway and Sweden. . The Second Geneva Convention The Second Geneva Convention was adopted to protect the human rights of wounded, sick, and shipwrecked soldiers that were found at sea. This act was made because of the growing number of battle ship fleets being formed and the mass amounts of war occurring at sea. The First Geneva Convention only covered the wars on land and now it covered international battles at sea. This bill extended all rights that a wounded soldier received from the first convention to soldiers at sea and made it illegal to not take in shipwrecked crewmen. The Second Geneva Convention was an important step considering the First World War was soon to come. The Second Geneva Convention was created because of the new threat of large naval fleets. The only difference between the First and Second Geneva Conventions is that the Second calls for the protection of human rights of soldiers that are at sea. Because of the future battles at sea, this plan proved to be highly necessary in order to make sure no cruelties were occurring over the deep blue sea. This plan was effective but did not cover very many scenarios or occurrences. This addition to the First Convention was necessary and without it, there would have been thousands of more casualties during the two World Wars. So, the  Convention was adopted in 1906, right after Russo-Japanese war, and was later updated two times. The actual document contained 63 articles, covering many aspects related to treating people during the wars, both on the land and on the sea. Now let’s look at the most important provisions: * Articles 12 and 18 require all parties to protect and care for the wounded, sick, and shipwrecked. * Article 21 allows appeals to be made to neutral vessels to help collect and care for the wounded, sick, and shipwrecked. The neutral vessels cannot be captured. * Articles 36 and 37 protect religious and medical personnel serving on a combat ship. * Article 22 states that hospital ships cannot be used for any military purpose, and owing to their humanitarian mission, they cannot be attacked or captured. * Article 14 clarifies that although a warship cannot capture a hospital ship’s medical staff, it can hold the wounded, sick, and shipwrecked as prisoners of war. It was adopted by 33 countries, including China, France, Germany, Russia, and the United States. However, at the same time it was rejected by Great Britain, Japan and Korea. The Third Geneva Convention So, the third one of four conventions was mainly related to prisoners of war and their treatment. According to this Geneva Convention no prisoner of war could be forced to disclose to his captor any information other than his identity (i.e., his name and rank, but not his military unit, home town, or address of relatives). Every prisoner of war was entitled to adequate food and medical care and had the right to exchange correspondence and receive parcels. He was required to observe ordinary military discipline and courtesy, but he could attempt to escape at his own risk. Once recaptured, he was not to be punished for his attempt. Officers were to receive pay either according to the pay scale of their own country or to that of their captor, whichever was less; they could not be required to work. Enlisted men might be required to work for pay, but the nature and location of their work were not to expose them to danger, and in no case could they be required to perform work directly rela ted to military operations. Camps were to be open to inspection by authorized representatives of a neutral power (during World War II, Switzerland and Sweden acted as protecting powers). Article 4  defines who could be called prisoner of war. Article 5 specifies that prisoners of war (as defined in article 4) are protected from the time of their capture until their final repatriation. It also specifies that when there is any doubt whether a combatant belongs to the categories in article 4, they should be treated as such until their status has been determined by a competent tribunal. Article 12 states that prisoners of war are the responsibility of the state not the persons who capture them and that they may not be transferred to a state that is not party to the Convention. Articles 13 to 16 state that prisoners of war must be treated humanely without any adverse discrimination and that their medical needs must be met. The Convention was signed by 47 governments. Chief among the nations that did not adhere to the Geneva Convention of 1929 were Japan and the USSR. Japan, however, gave a qualified promise (1942) to abide by the Geneva rules, and the USSR announced (1941) that it would observe the terms of the Hague Convention of 1907, which did not provide (as does the Geneva Convention) for neutral inspection of prison camps, for the exchange of prisoners’ names, and for correspondence with prisoners. So, that could help to change the situation, including time during World War II. The United States and Great Britain mostly honored the Convention and its rules. At the same time, Germany didn’t treat all prisoners equally. While American and British prisoners got good treatment in Germany, people from Poland got probably the worst possible. The International Red Cross at Geneva tried to collect as much information about prisoners as it could, so situation was under control. The Fourth Geneva Convention The Geneva Convention relative to the Protection of Civilian Persons in Time of War, also known as The Fourth Geneva Convention, was adopted in 1949. Not only it had many new points, but also points from all previous Geneva Conventions were reviewed and expanded. The actual document consists of four parts: Part I. General Provisions. It includes the basic things, like explanation who is a â€Å"protected person†: Persons protected by the Convention are those who, at a given moment and in any manner whatsoever, find themselves, in case of a conflict or occupation, in the hands of a Party to the conflict or  Occupying Power of which they are not nationals. Document also demands a lawful treatment of: noncombatants, soldiers who laid down their arms, or wounded, unable to continue the fight, combatants. Part II. General Protection of Populations Against Certain Consequences of War. Here text says about protection of civilians. Important thing is that no kind of discrimination by nationality, race, religion, or political views is appropriate. Part III. Status and Treatment of Protected Persons. This part includes many different things about actions on occupied territories, like population transfer, care and education of children, destruction of property, medical services, etc. It also includes topic of collective punishment: Article 33. No protected person may be punished for an offense he or she has not personally committed. Collective penalties and likewise all measures of intimidation or of terrorism are prohibited. Pillage is prohibited. Reprisals against protected persons and their property are prohibited. Part IV. Execution of the Convention. This part is almost the same in documents of all four conventions and it says that this part contains â€Å"the formal or diplomatic provisions which it is customary to place at the end of an international Convention to settle the procedure for bringing it into effect are grouped together under this heading†. This time the amount of countries signed was even bigger than before, consisting of 194 countries. However, 16 countries didn’t sign it; those were Aruba, Bouvet Island, Faroe Islands, Guernsey, Heard and Mc Donald Islands, Isle of Man, Jersey, Mayotte, Norfolk Island, Northern Mariana Islands, National Authority, Reunion Island, South Georgia and South Sandwich Islands, and Tibet. Even if the Convention included almost everything that was needed, later it was updated with 3 protocols added as amendments: Protocol I (1977) relating to the Protection of Victims of International Armed Conflicts Protocol II (1977) relating to the Protection of Victims of Non-International Armed Conflicts Protocol III (2005) relating to the Adoption of an Additional Distinctive Emblem. Protocol I So, in 1977 Geneva Convention was updated with two additional protocols added as amendments. It was necessary because since 1949 worldwide weaponry and conditions have changed. Logically, it’s related to the protection of victims of international armed conflicts. By the moment Protocol I was  ratified by governments of 170 countries. The actual document consists of 102 articles. Mostly it just rephrases statements from original Geneva Conventions, but it also includes many new interesting things: Articles 51 and 54 outlaw indiscriminate attacks on civilian populations, and destruction of food, water, and other materials needed for survival. Indiscriminate attacks include directly attacking civilian (non-military) targets, but also using technology such as biological weapons, nuclear weapons and land mines, whose scope of destruction cannot be limited. A total war that does not distinguish between civilian and military targets is considered a war crime. Articles 56 and 53 outlaw attacks on dams, dikes, nuclear generating stations, and places of worship. The first three are â€Å"works and installations containing dangerous forces† and may be attacked but only in ways that do not threaten to release the dangerous forces (i.e., it is permissible to attempt to capture them but not to try to destroy them). Articles 76 and 77, 15 and 79 provide special protections for women, children, and civilian medical personnel, and provide measures of protection for journalists. Article 77 forbids conscription of children under age 15 into the armed forces. It does allow, however, for persons under the age of 15 to participate voluntarily. Articles 43 and 44 clarify the military status of members of guerrilla forces. Combatant and prisoner of war status is granted to members of dissident forces when under the command of a central authority. Such combatants cannot conceal their allegiance; they must be recognizable as combatants while preparing for or during an attack. Article 35 bans weapons that â€Å"cause superfluous injury or unnecessary suffering,† as well as means of warfare that â€Å"cause widespread, long-term, and severe damage to the natural environment.† Article 85 states that it is a war crime to use one of the protective emblems recognized by the Geneva Conventions to deceive the opposing forces (perfidy). Articles 17 and 81 authorize the ICRC, national societies, or other impartial humanitarian organizations to provide assistance to the victims of war. Protocol II While Protocol I was related to the protection of victims of international armed conflicts, Protocol II, also added in 1977, was related to the  protection of non-international armed conflicts. After all those Conventions many rules existed, related to international warfare, but somehow, before the Protocol II was added, nobody thought much about internal conflicts even though many countries had them. So, even since the last Geneva Convention, some delegates wanted to make laws and set a new bar for minimal humanitarian standards in cases when the situation had all the properties and characteristics of war whilst not being an international conflict. Even before the addition of Protocol II Geneva Conventions of 1949 had Article 3 related to non-international conflicts taking place in bounds of a single country. However, it wasn’t enough. Article 3 had only few basic things to protect victims of non-international conflicts, like: * Persons taking no active part in hostilities should be treated humanely (including military persons who have ceased to be active as a result of sickness, injury, or detention). * The wounded and sick shall be collected and cared for. Since Article 3 was too brief and didn’t cover many important aspects, many diplomats wanted to clarify it all in a new Protocol and to extend the scope of international law to cover additional humanitarian rights in the context of internal conflicts. However, the debate around this new protocol had two totally different ideas: 1) First said that for victim of a conflict there is no difference if that conflict is international or not, so all the distinction for those people can only be artificial. 2) And another one said that in case of internal conflict international laws should not apply, meaning that country had all rights to do whatever it wants inside its boundaries. As for now, Protocol 3 had been ratified by governments of 165 countries. Even though The United States was among few countries who just signed the protocol with the intention of ratifying it, the International Committee of the Red Cross made an appeal in 1997, saying that a number of the articles contained in both protocols are recognized as rules of customary international law valid for all states, whether or not they have ratified them. Protocol III The third and the last additional protocol of Geneva Conventions was added in 2005. It was devoted to the Adoption of an Additional Distinctive Emblem. It was really needed in cases of war for soldiers to know who they should not attack. Actually, the emblem itself was established much earlier, during the first Geneva Convention of 1864. It was really needed, because weapons at those times already were quite deadly, and often medics and people of other supporting professions were shot right on the battlefield while trying to help wounded soldiers. So a part of the first Geneva Convention was just right about creating a distinctive emblem for people of those professions. However, it wasn’t easy. The first symbol was just a red cross on the white background, but it looked very similar to the Christian Cross. That was the reason why Muslim nations totally rejected it. But in 1876 the Ottoman Empire introduced another symbol – the Red Crescent, as more neutral and less Christian emblem. After that additional emblems were proposed by the Red Cross Society of Eritrea, such as sun of Persia or the red lion. At the same time Magen David Adom of Israel proposed the Red Shield of David as another alternative emblem. After all, the world needed the new symbol for medics to be: * Neutral and free of religious, cultural or political connotations. Otherwise it would conflict with the whole idea of giving the medical personnel neutral humanitarian status in armed conflicts. * Officially acclaimed. Even if the Red Shield of David was used in some places after Magen David Adom’s efforts, it wasn’t officially acclaimed by the National Societies. And without membership in one of those people were not eligible for certain protections under the Geneva Conventions. Fortunately a comprehensive solution was found at last with the adoption of Protocol III in 2005. For Magen David Adom there was a nice alternative – the Red Crystal, so they should’ve just displayed it in the context of international conflict to have all protection needed. All three emblems are appointed the same legal status, which means they are totally equal. Emblems can have a protective use, as well as an indicative use. Medical and religious personnel may mark themselves, their vehicles, ships and buildings as a sign of their humanitarian mission and protected status under the Geneva Conventions. Members of armed forces can also use it to show that  they are protected by Geneva Conventions. However, the misuse of the emblem may be considered as a war crime. Conclusion Thanks to all these conventions and their protocols, world is safer and more civilized nowadays, even I the times of war. People feel themselves protected, which means better future for all of us! Bibliography Books: Bernett, Angela. The Geneva Convention: The Hidden Origins of the Red Cross. The History Press, Stroud, 2006. Borch, Fred L., and Solis, Gary. Geneva Conventions. Kaplan Publishing, New York City, 2010. Grossman, Dave. On Killing: The Psychological Cost of Learning to Kill in War and Society. Back Bay Books, New York City, 2009. Byers, Michael. War Law: Understanding International Law and Armed Conflict. Grove Press, New York City, 2007. Web Sites: http://supportgenevaconventions.org/. â€Å"Citizens Interfaith Coalition to Reaffirm and Extend the Geneva Conventions†. Dennis Rivers. 11/11/2011. http://en.wikipedia.org/. â€Å"Geneva Conventions†. Multiple authors. 11/23/2011. http://www.icrc.org/. â€Å"The Geneva Conventions of 1949 and their Additional Protocols†. International Committee of the Red Cross. 11/12/2011.

Bladder Cancer

BLADDER CANCER Bladder cancer is the growth of malignant cells in the urinary bladder. Most forms of bladder cancer start in the superficial layer of the transitional epithelium, and most often affect the transitional cells. It may also be called transitional cell carcinoma or even urothelial carcinoma. Urothelial carcinoma is also a term used for transitional cell cancer in the renal pelvis, ureters, and urethra. Bladder cancer is a relatively common disease. It is the fourth leading cancer among men (following prostate, lung, colorectal cancers), and the tenth leading cancer among women; occurring in men about three times more often than women. Like most types of cancer, bladder cancer usually involves epithelial cells, in this case, the transitional epithelium that lines the urinary bladder. Constant repetitive damage to the epithelium causes the mature cells to die. This stimulates rapid replication in the basal layer, and soon new colonies of immature cells migrate to the surface. These new cells are easily disrupted by genetic mutations and may become malignant growths that cause bleeding into the bladder. The causes of bladder cancer vary according to medical history and geographical location. People who have had pelvic radiation for other problems and people who have had chronic infections, bladder stones, or catheter use are at an increased risk for developing bladder cancer. In Africa, Asia, and South America, bladder cancer is associated with a specific parasitic infection, called Schistosoma haematobium. In the United States and industrial countries, most cases of bladder cancer are directly related to more controllable factors. The transitional epithelium of the bladder seems to be particularly susceptible to damage from environmental toxins. Several genetic mutations that limit the body’s ability to slow down tumor growth or invasion have been linked to bladder cancer. These mutations are frequently triggered by exposure to carcinogenic substances. About half of bladder cancer cases are believed to be related to cigarette smoking. Other contributing factors include exposure to aromatic chemicals used in dry cleaning fluid, hairdressing chemicals, and textile and rubber industries. The earliest most dependable sign of bladder cancer is hematuria (blood in the urine). The urine of a bladder cancer patient is often noticeably reddened or rust colored, although the patient has no particular pain in the early stages of the disease. If the tumors continue to grow and invade deeper layers of the bladder, secondary symptoms may develop. These are the result of mechanical pressure, including the bladder irritability (painful urination, increased frequency of urinating, reduced urine output) and compression on the rectum, pelvic lymph nodes, and any other structures that may be in the way. In order to diagnose bladder cancer, urine samples may be tested to look for shedding cancer cells, and a digital rectal exam (or a pelvic exam if the patient is a woman) provides information about tumors. Other diagnostic techniques include using dye to stain the urine and make the bladder easy to radiograph. Specific markers for bladder cancer have recently been identified, but tests to find them are not yet consistently accurate or widely available. However, continued development in this area show a promising future toward the early detection and treatment of this disease. How to treat bladder cancer depends on the stage at diagnosis. Surgeons can use a small wire loop at the end of a cystoscope to remove abnormal tissue, or another tool may be used to burn the tumor away with electricity. More invasive surgeries may remove part or the entire bladder, and if signs of pelvic metastasis are present, other tissues as well. Urine flow may be routed out of the body through a stoma, or a variety of surgeries have been developed to form artificial bladders from parts of the large or small intestine. In addition to surgery, radiation and chemotherapy may be used in the battle against bladder cancer. More than 70% of bladder cancer diagnoses are made when the cells affect only superficial layers of tissue. Of course, this is excellent news because the survival rate for cancers caught early is much better than for cancers caught in stage three or later. Even so, bladder cancer has an unusual habit of growing in several places at once, so although it may be possible to catch one or two tumors, any invisible third, fourth, and fifth tumors may not become symptomatic for another several months. This means that the reoccurrence rate for bladder cancer is surprisingly high; up to 80% percent of bladder cancer patients have at least one reoccurrence. The relation between bladder cancer and carcinogenic substances is one of the most clearly demonstrated links between environmental exposures and cancer. The good news is the bladder cancer is probably a completely preventable disease, if exposure to the carcinogenic substances is limited or eradicated. References Bladder Cancer. (2008). Retrieved 30 January, 2009, from Mayo Clinic Foundation for Medical Education and Research Web site: http://www. mayoclinic. com/health/bladder-cancer/DS00177 General Information about Bladder Cancer. (2008). Retrieved 30 January, 2009, from National Cancer Institute Web site: http://www. cancer. gov/cancertopics/types/bladder Health Information: Bladder Cancer. (2008). Retrieved 30 January, 2009, from University of Wisconsin Hospitals and Clinic Authority Web site: http://apps. uwhealth. org/health/adam/hie/1/000486. htm