Cultural values and Personal Ethics Essay

Ethics can be described as the codes of conduct that guide on how one should behave regarding moral duties and virtues. These moral principles, guide a person in determining what is wrong or right. Personal ethics on the other hand can be termed as morality. This is because personal ethics reflect the expectations of people of all works in the society (www. bethedream. net/ethics. htm). Ethics has got two aspects; the ability to determine right from wrong, propriety from impropriety and good from evil and the second perspective concerns the commitment to perform an action that is proper, right and good. The principles of personal ethics include; trust, worthiness, preventing harm, refusing to take unfair advantage, respect for the autonomy of others and basic justice (www. bethedream. net/ethics. htm). a) Personal Ethics Statement Values are the things that a person learns from an early age, from our parents and the immediate surrounding. Morals on the other hand are beliefs on how a person should behave at any one time in any given situation. Ethics is how a person actually behaves when faced with a difficult situation that requires testing of the moral fiber (www. ethics. ubc. ca/papers/invited/colero. html). The following is my personal ethics statement that identifies my personal ethics, values, morals and beliefs: I will give my all and my best to all I; will also serve mankind with the utmost extreme use of my body, spirit and mind, in the creation of peace and harmony among people through community service programs and performing other humanitarian programs. b) How these values were formed I acquired these values from my parents and my religion. My parents are generous people with open minds and they are very understanding. During my adolescent period they helped me through it and even encouraged me to explore the world but with great caution. I have great respect for them for they taught me about trust, generosity, empathy and that, honesty is the best policy. This has made me apply this knowledge to date. My religion also played a great role in instilling these virtues in me. It encouraged me to love all people and other creatures of the earth and always share and help those in need. c) The theories that seem to express my personal belief system. The major theories that have influenced modern thinking include: Utilitarianism which believes in the greatest good, Rawlsian Ethics concerning justice and fairness, Aristotelian ethics that believes in duties and rights and the Kantian Ethics. All of the above mentioned theories of ethics have played a great role in expressing my personal belief system. Utilitarian theory of ethics argues that the result of an action determines if that action is moral or immoral and a beneficial action is moral or right whereas an action that results to harmful impacts is wrong or immoral. This theory calls for the greatest good for everyone; and this greatest good is happiness and reduced unhappiness (www. ei-anla. org/academic/pdf/Ethics-Major-Ethical-Theories. pdf). Kantian ethics on the other hand suggest that an action that is morally right is that one which is carried out for the sense of duty since one undertakes it because they feel doing it is the right thing and right move. This arises from the logical reasoning of human beings. It calls for the treatment of all human being with moral worthiness. Rawlsian Ethics is an ethical standard that involves the protection of individual rights by preventing any injustice to the individual. It calls for fairly treating people equally without any discrimination. Lastly, the Aristotelian ethics argues that the task of ethics involves giving us knowledge regarding the right type of a person, or a good person. These theories are a congruent to my personal belief system (www. ei-anla. org/academic/pdf/Ethics-Major-Ethical-Theories. pdf). d) Written and unwritten codes of ethics Codes of ethics can be defined as the efforts which are systematic in nature and are used in defining the right conduct. They also provide guidance and help the installation of confidence in various aspects of life from the government and all organizations. The main guidance is reflected in the decision making process especially where values seem to conflict. Codes may be unwritten or written. Written codes of ethics provide a measure of accountability hence enforceable. Written codes of ethics can be made known by an organization, profession or jurisdiction (Shaw 2004). On the other hand, the unwritten codes that exist and that help us in our lives are more effective than the written ones. Unwritten codes of ethics include roles such as honesty security, loyalty among others. These unwritten codes of ethics mostly arise from family and cultural tradition and can also be found in workplace. These written and unwritten codes of ethics are found in the society and they help in establishing personal belief systems (Shaw 2004). e) How my personal ethics were developed I got my personal ethics from my parents. Both of them are business people and since my childhood they have always tried to give me all the good things in life and made sure that I do not lack anything. My values include generosity and empathy. I have learned these attributes from my parents who always do not miss out on helping the needy and those other people who are suffering. I also acquired these values from the various ethical theories that I learnt from class and life events that I once experienced. I particularly remember this one event when I sported a poor man by the road side and he actually confessed to me that he had not had any meal for the past two days. The man looked rugged and totally out of place from the way he dressed and his health was not good. He also confessed that he did not have any immediate relations. I helped him with the little money I had and from that day, I felt I needed to do more for poor people out there and the others who are suffering without any help. f) Determining whether the ethics of an organization or profession are congruent with my personal ethics and its importance Every organization has got its own rules and obligations that it abides to. These are the business codes of ethics that determine the running and management of these organizations. Business ethics can be described as the ethical principles and rules that exist in a commercial context. It also includes the various problems arising in a business entity and the obligations applying to these persons engaged in business (Shaw 2004). Business ethics and personal ethics do conflict most of the time and therefore it is important that individuals know how to handle these two. In determining whether the ethics of an organization or profession are congruent with my personal ethics, my first step will be to observe whether these organizational ethics are such that they will eventually make me to abandon my values so that I can remain in my employment position. If these values exist, it means that because these codes of ethics will eat away my personal values. Therefore I would rather leave work to remain with an undisturbed soul and peace of mind. Individual and group ethics are similar in that they both govern on the behavior of people and they both follow the same ethical principles in the work place. However, individual and group ethics do differ a lot. This can be seen in their processes and effects such as decision making processes (Shaw 2004). g) Roles played by individual and group ethics in managerial decision-making Individual and group ethics do play a number of roles in decision making. The ethics in most organizations are influenced by the group ethics as compared to the individual ethics. This is because these group ethics could have a more profound effect on the behavior of an organization. Group ethics also play a greater role in the case of poor performance in an organization since there are various comparative reasoning that occur from individuals (Shaw 2004). Individual ethics on the other hand play the role of guiding and guarding an individual’s moral values. In decision making process of an organization, individual ethics play the roles of moral creativity from the individual change of policies among other things (Shaw 2004). References. A Framework for Universal Principles of Ethics. Accessed on 10 July 2007 from www. ethics. ubc. ca/papers/invited/colero. html Major Ethical Theories. Accessed on 10 July 2007 from www. ei-anla. org/academic/pdf/Ethics-Major-Ethical-Theories. pdf Personal Ethics and Life. Accessed on 10 July 2007 from www. bethedream. net/ethics. htm. Shaw, H. , (2004). Business Ethics. Thomson Wadsworth. ISBN 053461972x

The Different Methods and Styles of Leadership

In a seminal and much-cited article on the subject of lead-ership, Lewin, Lippitt, and White (1939) coined the term demo-cratic-style leadership to refer to a method of managing that involved give and take between leaders, or managers, and the people whose jobs they were guiding. Later identified with group leadership, democratic leadership was valorized vis-a-vis auto-cratic leadership on one side and laissez-faire leadership on the other. One may readily infer the bias in favor of democratic leadership style from the mere naming of the other style terms. The autocratic style of leadership has been linked to the so-called scientific management methods envisioned by Frederick Taylor, who in the early part of the 20th century was influen-tial in devising a strategy of workplace behavior meant to elim-inate uncertainty and chaos in the workplace. The problem was that managers tended to leave employees out of the policy-imple-mentation equation. Supposedly, scientific management would eliminate the adversary relationship between labor and manage-ment. Instead, â€Å"science, the impartial arbiter, would decide† (Kanigel, 1996, p. 45). Yet â€Å"science† inevitably meant top-down, hierarchical management practices: â€Å"Taylor's experts and engineers did the thinking, while you were consigned to mindless doing† (Kanigel, 1996, p. 51). Laissez-faire leadership, as the term implies, fully em-powers the group members. The actual leader recedes, but the group is responsible for its decisions. One trouble with that style is that the leader also withdraws as a resource, unless the group specifically asks for help, and intragroup rivalries and compe-tition can develop that can limit group effectiveness (Lewin, Lippitt, & White, 1939). There may be no shared vision about the group's objective. One may also infer the potential for the tyranny of the majority, a term attributed to Tocque-ville in his 1839 book Democracy in America. That idea also sur-faces in democratic-style management, but a leader changes the anarchic process by guiding the group away from internal power plays and toward unified group objectives. After World War II, influential management philosophy shifted toward ideas of democratic-style leadership with the work of W. Edwards Deming, whose famous Fourteen Points of man-agement included calls for management, not labor, to assume re-sponsibility for quality and for managers to act as leaders who clearly articulated work objectives and supported labor in im-plementing them (Walton, 1986). Yet Deming's management ideas were more wide-ranging than leadership per se, and the style associated with group dynamics is the focus of this research. Democratic-style leadership is consistent with management theory that views workers, or members of the leader's group, as resources rather than as drains or something to be coped with or otherwise got over. Even where some hierarchical struc-tures are in place, communication processes are meant to travel up, down, and laterally within an organization, and management practice diffuses decision-making events â€Å"throughout the organization. Even important decisions involve input from employees at all levels† (Hamiton & Parker, 2001, p. 58). The democratizing influence of such practice implies that communication will be interactive, not simply a matter of transmission of messages (commands) from managers to employees. The implication, too, is that such communication must take place in an environment of openness, honesty, and shared confi-dence (Hamilton & Parker, 2001, p. 58), which tends to yield cooperation and productivity. Because enterprise activity is necessarily collaborative, communication effectiveness is of paramount concern. Openness for leaders involves disclosure (sharing) of information with subordinates plus the reception or feedback from them. The authors of the best-selling One Minute Manager valorize simple, direct, and honest explanation of what is expected by management of workers, together with regular follow-up and evaluation of performance, and a commitment on the part of management to both people and results (Blanchard & Johnson, 1981, p. 8). That is, the more a manager facilitates subordinates' work (p. 19), the more likely the workers as members of the leader's group are to be productive and to produce high-quality work. Leadership that focuses on facilitating rather than defining the details or methods of the work of employees starts with making clear â€Å"what our responsibilities are and what we are being held accountable for† (p. 27). Realism about goals feeds realistic work habits and attention to achievement of those goals. As leaders, managers must both permit and enable disclosure and/or feedback by group members in an environment of psycholo-gical safety (Hamilton & Parker, 2001), which is also a hallmark of democratic systems. Equally, managers must be alert to non-verbal as well as verbal cues that may supply information about a group's performance and attitude. Hamilton and Parker give the (nonverbal) example of the prestige attached to corner offices as having the potential to affect the quality of workplace morale. Time management, too, sends messages about the kind of equality associated with democracy: Being late for meetings may stigmatize employees (Hamilton & Parker, 2001, p. 160) but send the message that some people (for example, managers) who are late when others (for example, secretaries) are on time are en-titled to be so. To be effective, democratic styles of leader-ship lead by example, with leaders asking nothing of subordi-nates that they are not equipped to do themselves.

Cultural Quotient Essay Example | Topics and Well Written Essays - 1750 words

Cultural Quotient - Essay Example Moreover, the ultimate behavior that defines a fine line between the successful managers and the other managers is the Cultural Quotient also known as Cultural Intelligence Quotient. Like IQ and EQ, Cultural Quotient (CQ) is a set of expertise that has been proved to give the organizations a superior authority to survive in this competitive world. CQ could be defined as an individual’s capability to understand and function in an effective manner through the national and the organizational cultures (Livermore, 2010). Changes that occurred in the global business environment over last 20 years Everything in this world is changing, except for change itself. The rate at which the world has witnessed change over the past few decades is dramatic and amazing, both at the same time. The world has transformed into a global village in which everything is interrelated. Every walk of life has been influenced by these changes. The business world is mostly affected by change, in both positiv e and negative way. Factors that served as a catalyst for change are uncountable. They are numerous. However, two of the most important factors that initiated changes are globalization and technology. As Sultan and Chan (2000) have mentioned, over the last 20 years many of the changes in organization have been predominantly driven by two factors: globalization and technology. These two factors changed the entire course on how businesses operated. Globalization is somehow linked with demographic changes. These changes did affect the business world. Globalization and technology have made the customer more educated, more informed and more aware than ever before. Rapidly increasing urban societies are not only changing the whole coarse of societies, but the business within them as a whole. The increased interaction and interdependent relationship between the public sector and the private sector is also changing the whole nature of the businesses today. Technology means, innovation, new things, new designs, creativity - all these terms are synonyms for change. Businesses no longer rely on the trademark and classic products they started off with. They are continuously looking for new things that will help them to achieve competitive advantage. No longer experienced is preferred over youth. Now businesses seek fresh blood and fresh ideas. Hodgkinson (2007) holds the belief that all these changes have also altered the paradigm which businesses used to operate in. Advanced technology has brought information at the finger tips of everyone. May it be an employee or a consumer, everyone has access to information all the time. This information has served as a blessing as well as a curse for the businesses. More information means more variety and more choices. This has certainly brought a great threat to businesses who need to revise all their existing products, policies, practices according the non stopping trends of the world. The shifts of local workforce to the global w orkforce have also brought many challenges. The management practices have been altered. They are much more in consideration with the global culture than one particular culture. The world has now become a huge market where there are customers and stakeholders stretching from one corner of the world to the other. The cutthroat competition has pressured the business immensely. Business struggle is all the time to get a

The Patients with Stroke Assignment Example | Topics and Well Written Essays - 1250 words

The Patients with Stroke - Assignment Example It is a responsibility of a hard-headed nurse in assessing the religious and spiritual issues, family and social issues, and independence and activity issues in strict coherence with the physical symptoms and psychological distresses (Williams & Perry, 2010). Bearing it in mind, there comes a clear understanding of the link between the nursing interventions needful for stroke and Parkinson’s patients. ... To say more, it is a difficult process at a glance which needs a thorough look into blood tests, ECG, CT scans, and other medical interventions to be specifically assessed within a concrete time-limit. In this vein, a nurse should provide a set of practical treatments to make a patient go out of the depression caused by the neurological disorders discussed in the paper. One of the approaches is to pinpoint the exact source of anxiety among Parkinson’s multiple sclerosis patients (Lewis, Heitkemper, Dirksen, Goldsworthy, & Barry, 2006). It is a mandatory step for promoting efficacy through accuracy in nursing. On the other hand, what unites the three diseases in accordance with nursing intervention is the need for the â€Å"ask-tell-ask (also known as â€Å"Elicit-Provide-Elicit†) communication technique† (RNAO, 2010, p. 7). This is one of the general similarities in coping with the stroke, Parkinson’s, and multiple sclerosis patients. Needless to say, most clients with a chronic neurologic disorder will experience feelings of depression and hopelessness, and, therefore, a nurse’s care should be focused on this in the interpersonal dimension of care. Besides, to relieve the anxiety among Parkinson’s patients, a nurse is to have a set of procedures and implementations to be run during the whole process of intensive medical care.

Language diversity and global media Research Proposal

Language diversity and global media - Research Proposal Example However, a major concern facing advertisers now is the possibility that historical criticisms directed at limited or stereotypical advertising content involving minorities (Westerman, 1989; Wilson and Guitierrez, 1995) may have created a negative atmosphere for these consumers to receive current multicultural marketing communication efforts. Similarly, as in-language media continues to grow, some have come to question the usefulness of general market English language media channels to reach consumers from ethnic minority groups (NCM.com, 2005). Although extensive research since the 1960s has generally acknowledged improvements in the portrayals of minorities in advertising, scholars and practitioners alike still suggest a need for more frequent and more positive portrayals, along with a broader range of roles and a greater degree of accuracy in the portrayals (Taylor and Bang, 1997). Some have suggested that ethnic media--that is, culturally relevant and/or in-language media--may be a better means for successfully reaching and representing ethnic minority consumers than general market English language media (Kalita, 2005; NCM.com, 2005; Yin, 2002) With increasing improvements of minority portrayals in general media and the development of ethnic media, one area that has been largely overlooked in the literature has been how ethnic minorities actually feel about portrayals of themselves in advertising (Green, 1999; Grier and Brumbaugh, 1999; Holland and Gentry, 1999). Attitudes such as these help form the media environment that in turn determines advertising message effectiveness. A meaningful research agenda relevant to today's media landscape should therefore be to find out (1) if ethnic minorities desire more representation and/or more accurate representation in the media and (2) if the historical criticisms have created a generally negative attitude among ethnic minority consumers and thus a difficult media environment within which a rejection of "mainstream" English language media outlets may exist. To address these issues, African and Latin Americans were selected as the focus of a study as they represent the largest ethn ic minority populations in the United States, and these groups have been receiving a significant amount of attention from marketers (Minority Markets Alert IX, 1997). Size, Growth Rates, And Purchasing Power Today, there are just over 281 million Americans in the United States and nearly one in four claims to have non-European ethnicities (U.S. Census Bureau, 2002). In some of the nation's largest cities (e.g., New York City, Los Angeles, Washington, D.C., Atlanta) more than half of the residents are nonwhites, and in some cases up to 70 percent of a large city's population consists of minorities. This demographic shift is predicted to continue with non-European ethnicities expected to exceed 50 percent of the U.S. population by the middle of this century (U.S. Census Bureau, 2002). Therefore, to ensure effective marketing communication, it is necessary that marketers understand all aspects of the various ethnic minority groups, ranging from their size and spending power to media use patterns and beliefs regarding marketing efforts. According to the

History of Conde Naste Essay Example | Topics and Well Written Essays - 1750 words

History of Conde Naste - Essay Example Here, in this paper a well known company named Conde Nast’s marketing strategies and business model is to be discussed so as to analyze its market position. This paper helps in identifying the strengths and weaknesses as well as opportunities and threats of the company, particularly in dealing with changing market environment, competition and digital development as business models. The founder of Conde Nast Publication (CNP) was Conde Montrose Nast. This company was established in the year 1907 by him, which is now a part of the Advanced Publication. It is also a renowned name in the industry of journalism and magazine of America along with other developed countries as well. Now-a-days this magazine empire is owned by Si Newhouse Jr. and goes by the name of Conde Nast. With over 30 prestigious magazines under its umbrella, including the titles of Fairchild Publications, the organization is one of the best known magazine conglomerates in the world. The company is particularly well known for its fashion magazines. The organization has also established a mark for its impressive headquarters and well designed cafeteria (Conde Nast, â€Å"Conde Nast home†). Conde Nast is the parent company to some of the globally renowned glossy magazines. It incorporates every specialized magazine, straddling topics as diverse as sports, architecture, gourmet cuisine, travel, literature, fashion, social life and observations, home decoration and popular culture. By the 1990s, the organization accommodated more than thirteen high profile magazines including Architectural Digest, Vanity Fair, Vogue, Street and Smiths Sports Group, Interest in House & Garden, Glamour, Mademoiselle, Brides, Self, Gentlemens Quarterly, Gourmet, Bon Appà ©tit, Condà © Nasts Traveller, Details, and Allure. It even developed a plan of introducing online internet based publications and magazines. Earlier, in 1909 the famous magazine Vogue

Certified fitness trainer (Question6) Essay Example | Topics and Well Written Essays - 250 words

Certified fitness trainer (Question6) - Essay Example This idea is supported by the American College of Sports Medicine (ACSM), the American Academy of Pediatrics (AAP), and the National Strength and Conditioning Association (NSCA), which all agree that children may participate in resistance training as long as the program is appropriately designed and supervised (Howley and Franks). The usual concern associated with youth resistance training is that this type of stress may harm the developing musculoskeletal system (Stone, Stone and Sands). However, current findings indicate that there is actually no evidence of a height decrease in young people who participate in resistance training in controlled environments (Wilmore, Costill and Kenney). Thus, there is actually nothing to worry about subjecting young children to weight or resistance training. What is important is that strength and conditioning professionals understand the fundamental principles of normal growth and development in order for them to develop and evaluate safe and effective resistance training programs (Earle and

Does George Washington deserve the title Father of our nation Research Paper

Does George Washington deserve the title Father of our nation - Research Paper Example George Washington is known as the Father of the Nation for various reasons. Not only was he the first president of independent America but he was also the head of the Revolutionary Army. As the Commander in Chief of the Revolutionary Army it was mainly because of his steadfastness, leadership and his explicit refusal to give in did the Colonists win the war in their favor. He made a bold attack on the Hessian fort in Trenton which turned the tables in favor of the Colonists as compared to the British. When it was time to take charge of the Continental Congress, because it proved again and again that it was incapable of leading a young nation, Washington took charge and that too in the most explicit way. Washington was a powerful, charismatic personality; merely looking at him convinced many people to predict great heights for this man including the title of the Leader of the Nation. The organizers of the Constitutional Convention were of the opinion that only because of the charismat ic and strong personality of George Washington did they enjoy success in the Convention. Hence, it was fortunate for America when Washington, who was also known as the ‘indispensable man’ not only attended the Convention of Philadelphia in 1787 but was also chosen to become its president and he indeed, did serve this position. Washington holds an exemplary position in the leading political and mainly military circumstances of the American Revolution. He became involved early in 1767 when he stood up against the political standing of the parliament of Britain. When the Battle of Lexington and Concord broke out he assumed military position as the Commander in Chief of the Continental Army. He depicted his readiness to go to war when he appeared in military attire in front of the Second Continental Congress. The Continental Army was formed on the 14th of June and the very next day was Washington appointed as its General or Commander in Chief. The job he took on was vast, c orresponding local wants and needs, rivalry amongst his inferiors, spirits amid the grades and shots by Congress to administer the army's dealings too narrowly, wishes of state governors for support, and an infinite requirement of funds to clothe, feed, arm, equip and move the troops. As it became more and more tensed politically for the colonies to continue peacefully Washington chaired a meeting in June 1774 and Fairfax Resolves were adopted then. These resolves called for many actions the most important being the assembling of the Continental Congress. Washington attended the First Virginia Convention in August and as it became more politically tensed in 1774 he helped train the militias of the country in Virginia and convened enforcement to boycott all those goods by the British which were instituted by the Congress. Washington is known most for his long lasting effects as the President of the United States of America, his first two terms being the most prominent. The Constituti on gained popularity and one reason for that was the appointment of Washington as its Chief executive. Washington was a dedicated patriot and time and again he passed various opportunities to gain supreme authority. When he arrived in the Capitol, he waited for the convening of the Congress before assuming his duties the President of America. His popularity was as such that people wanted him to be treated as King however, he passed that

Concrete mixing Lab Report Example | Topics and Well Written Essays - 5000 words

Concrete mixing - Lab Report Example e is influenced by the chemical composition of the cement, hydration as well as development of microstructure, admixtures, and characteristics of the aggregate. In addition, the quality is strongly influenced by placement, consolidation, as well as curing. The performance of the concrete throughout its service life is also largely influenced by the method employed in mixing, placing, curing and transporting the concrete. It is also necessary for the civil engineers to perform various quality control tests which should include slump tests, air content tests, as well as strength-gain-with-time tests. It is a well known fact that concretes which are considered as good and those considered as bad may have the same ingredients. The difference between good and bad concretes may come about due to the expertise of the engineer as well as the technicians who handle the concrete during construction. Concrete has been employed in many more applications in the past few decades due to the advances that have been made in concrete technology. It is necessary for civil and construction engineers to be aware of the available alternatives to the conventional concrete, roller-compacted concrete and fiber-reinforced concrete. The weight of air entraining agent should 0.05% of cement. Air is entrained in the concrete by the air-entraining admixtures which contain surface-active agents which are concentrated at the air-water interface. Bubbles are formed readily when the surface tension is lowered, and the bubbles stability remains after being formed. The mixing water foams with the air-entraining admixtures and the formed consequently locked into the paste during the hardening of concrete. The entrapped air voids are not the same as entrained air voids. This is because the air voids are formed by chance when air enters the fresh concrete during mixing whereas the entrained air voids are formed on purpose as described above. The size of the entrapped air voids can be as large as 3 mm

The modern state comprises Essay Example for Free

The modern state comprises Essay The modern state comprises the demonstration of legitimacy and sovereignty of public power within a regulated territorial district. The modern state originally connected to the European institution upbringing about late fifteenth century. This led to the eventual introduction of capitalism and absolutism. The proponents attempted gathering a single state’s control in both economy and polity, thereby diffusing power from every other union like religious body into a centralized sovereignty that is state control. The resultant in the next three to four centuries later is the introduction of state economy policy and a central operating system of taxation, security and diplomacy with other neighboring countries – â€Å" a contemporary state system then evolved† (Niccolo M. n. d). Weber described modern state as a monopolized system where there is the use of legitimated impersonal principles to subdue societal power. Contrary to Weber’s view, some of the states outside Europe show certain deviation making it difficult to categorize how best a state is operated in a single theory. In a struggle to upgrade the operation of a global economy, modern states in the present age have fast evolved even a global community (e. g. European Union); gathering states together to formulate laws, principles on which their inter-relations are based. States’ Sovereignty The extent of sovereignty of a state is a measure of diplomatic respect accrued from other states; such recognition is limited within the state. The legal landmark to delineate the sovereignty and legitimacy of state is explained by three principal theorists in international relations (as a study) viz. the Marxism theory, the elitism theory and the pluralism theory. Contemporary Study of Modern States’ Theories Pluralism is popular in the United States. It views state as a â€Å"common leveling ground to resolve contending interests and also as a collection of an overall agencies ruling the state† ( Robert Dahl n. d. ). It resolves that the output of a state is the product of pressurized effects from diverse societal groups or agencies (polyarchy). Wright Mills, in 1956, asserted that elitism is consequential to pluralism in that certain member called elite of the society seat at the corridor of power to dictate and make policies. Marxism in contrast to pluralism, states that a State legitimacy and sovereignty is a function of its capitalist contributions to its economy. There is no leveling ground in the policy here; neither is there a group of agencies which probably will rise against the capitalist and still result in an unfair play ground. Each key player does so with a reserved interest with no neutrality. The Best Sovereignty: One would argue that if the so called capitalist of a country are neglected in the choice of policy making, their withdrawal from economy bring a big setback and digs a nation’s unemployment deeper, government receiving an end decreases in tax income, and international problem of funding develops, all of these pose big threats to the so called State itself. No wonder the recent legitimacy and sovereignty of modern state shift heavily towards the capitalist and enthrone Marxism as a best description of governance. They share common interest; the few elites in the polity are strengthened by the fundamental economic input from the capitalist. The withdrawal brings the so called â€Å"capitalist strike† in the state leaving the elite helpless. In conclusion, the few capitalists as described by the Marxism theory are the best major players in every economy in a civilized modern State since the elites or the diverse groups (pluralism) are indirectly or directly dependent on their input to stand in the system. Even if a State claims otherwise, professional probing could retrieve the hidden Marxism at the baseline. Reference A Contribution to the Critique of Political Economy (1859), Preface, Progress Publishers, Moscow, 1977, with some notes by R. Rojas, and Engels: Anti-Duhring (1877), Introduction General.

Caring For Children

Caring For Children Firstly, the part of the practitioner in caring for children contains the practitioner meeting the single necessities of children. Examples are, that providing food and drinks to the children which meets their dietary necessities. Furthermore, care plans are formed by the early years practitioner to help to see the childs necessities which are unsimilar from all other toddlers. Refer to appendix one which is a care plan of a child, within a child care setting formed by an early years practitioner. As when referring to the Early Years Foundation Stage, under Food and drink Before a child is admitted to the setting the provider must also obtain information about any special dietary requirements, preferences and food allergies that the child has, and any special health requirements. (Statutory Framework for the Early Years Foundation Stage) (pg.22). In addition, these care plans will help the practitioner to confirm that the childs individual necessities are seen through this care plan. Refer to Appendix 1 which is an example of a care plan which a setting in Wales uses which is produced for the ages of 0-2. These care plans aids the practitioners to give out a day-to-day arrangement for childrens and their respective families. Examples from my placement are that, child I is not allowed normal milk as they have an allergy to it. In turn, for the childs dietary and nutriential necessities, soya milk is replaced and used within the setting, when the rest of the children have normal milk according to their individual necessities or parents necessities which have been set out. Furthermore, the practitioners within my placement e.g. childcare practitioners have met the childs individual necessities of not being given the normal milk to child I, and giving the child soya milk which is permitted. Lastly, the Childrens Act 2004 legislation aids promote the necessities of children to be established at all times to help a childs well being. This is as, under the Childrens Act 2004, a childs well-being has to be seen and the food necessities which is a part of their care necessities has to be obeyed too. In turn, this includes a childs food necessities such as dietary necessities being seen within any child care setting. In conclusion, this legislation aids to develop childrens necessities and any special necessities, as childrens individual dietary necessities to be accurately met. Secondly, ensuring the rights of the children are being established which its a statutory responsibility for the practitioner to follow whilst working with early aged children. This right is the Childrens Act 2004 which is the highly regarded legislation which has been set out within the UK that supports the single rights of early aged children. This act provides the national Framework for all childrens services and is identified in the Every Child Matters five outcomes for early aged people and children which all Professionals regarding to any child care job would need to follow. Refer to Appendix 2, which is the copy of information about the Childrens Act 2004. Examples are, such as the childcare practitioners at my placement, school teacher, after school club teachers, early years practitioner. The Government aim for every child regardless of their upbringing or situation, in which they have been brought up to, is to have the support they require. Also, a significant policy change in relation to the Green paper is the introduction of the five outcomes that are considered key to childrens on-going progression and well-being. Furthermore, Refer to Appendix two which is a document of the Every Child Matters act which the practitioner practices during their development practice. Inturn, from the every Child Matters act under Being healthy Evidence will include ways in which providers promote the following: physical, mental, emotional and sexual health; participation in sport and exercise; healthy eating and the drinking of water;. (Every Child Matters (2012) In conclusion, practitioners would be compulsory to offer food which is strong for the children and at the same time meets their single special dietary necessities. Examples from my placement is that, children are provided with healthy meals daily which are different from each day. As one day the cook would prepare tuna pasta, and at another day the cook would prepare rice with curry. In conclusion, the staff e.g. childcare practitioners at my placement are ensuring that children are getting all the fuels from the nutrients from the healthy balanced diet sheet chart to benefit majorly with their improvement of development. Thirdly, working with their families and obeying their wishes. Examples are that a parent for any reason would not want their child to eat biscuits within the setting. Furthermore, the early years practitioner would be essential to ensure that parents necessities which have been set out to the child care provision type of setting are obeyed too and the child does not be given any biscuits. As when referring to the Early Years Foundation stage, under Food and drink Providers must record and act on information from parents and carers about a childs dietary needs. (Statutory Framework for the Early Years Foundation Stage) (pg.22). In conclusion, listening to parents requirements and responding on them is vital as the statutory piece of framework states that. Refer to appendix 3 which has nutrition information for early years practitioners to obey and know. Examples from my placement is that, child S is not allowed chocolates or biscuits according to their parents requirements for any of their snack or as a part of their dinner meal. In addition, my placement listens to child S parents and ensured child S does not be provided with that food. In addition, when the rest of the children have a chocolate treat or a biscuit, child S is given another food to swap the chocolate treat, such as crackers. This ensures that the parents necessities are being obeyed, and the snack replacement is a healthy type of food which child S likes which is highly important and is according to child Ss parents necessities which has been set out, which allows child S to have. Fourthly, working in a team and with other professionals is vital for the early year practitioner to do when caring for children. This is as, each child has unsimilar individual necessities and own unique weaknesses and strengths. Furthermore, it is the duty of the early year practitioner to ensure that they work with other professionals to help overcome the difficulties which could alter their learning or improvement of development and boost it in whenever possible. As when referring to the Early Years Foundation Stage under Progress check at age two If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the childs future learning and development involving other professionals (for example, the providers Special Educational Needs Co-ordination) as appropriate. (Statutory Framework for the Early Years Foundation Stage, (pg.10). In addition, refer to Appendix 4 which is a copy of the D isability Act 2001 Acts Information which early years practitioners could be compulsory to follow and accurately use when it is vital, whilst working with children. Examples from my placement is that, child K has special needs in which they have difficulty speaking. Furthermore, my placement referred him to a speech therapist that visits them daily and my placement and helps to enhance child Js speaking skills. This involves the whole family and the setting, in which the setting has to build up on it from the tips being given by the speech therapist. In conclusion, by working with other professionals early years practitioners can get effective help to help stop any obstacles on the childs learning and improvement of development. Fifthly, compliance with legal requirements which a must for early years practitioners to follow whilst caring for children. The EYFS is a statutory framework meaning its a legislation that provides the standards for the care, learning and development of children from the small birth of a child to the growing age of toddlers of five years old. Furthermore, as its a statutory framework all providers/practitioners must use the EYFS to make sure that which ever type of setting a Parent decides to choose for their child, they can be assured that their child will receive a satisfactory experience that will help and support them in their learning, development and care. In conclusion, practitioners and registered providers in childcare in the UK who are caring for children under the age of five years old are required to use the EYFS, which are then dealt in two processes. In turn, they are registered and then are inspected to see if they match the standards of requirements of the EYFS by th e Ofsted. EYFS framework provides the standards for the care, development and learning of children which are from small birth of a child to the last stage of foundation stage of a childs learning. The purpose of the EYFS is to help each child to achieve the five Every Child Matters outcomes which are the follows; Early Years Foundation Stage ( birth to five years old ) Early Years Foundation Stage ( birth to five years old ) Early Years Foundation Stage ( birth to five years old ) Early Years Foundation Stage ( birth to five years old ) Early Years Foundation Stage ( birth to five years old ) EYFS has 4 themes which are the follows; A unique child = Early Years Foundation Stage ( birth to five years old) Positive relationships = Early Years Foundation Stage ( birth to five years old) Enabling environments = Early Years Foundation Stage ( birth to five years old) Learning and development = Early Years Foundation Stage ( birth to five years old) The EYFS applies to: Every Child Matters is also another legislation which supports the rights of children to a healthy way of life. Its a programme which is a statutory framework which is essential to be obeyed. EYFS applies to Early Years Foundation Stage (birth to five years old) Early Years Foundation Stage ( birth to five years old) Refer to Appendix five, which is a job description of an Early Years practitioner which has all the abilities and approvals stated an early years practitioner would need within themselves such as their abilities, and approvals which they have took before to work with early aged children. Examples from my placement is that, the setting at the staff room has a poster of the Early Years foundation stage with each of the five outcomes on it. This shows how important this document is for any child care setting and my placement. Also every nursery nurse, whilst doing observations or planning any education progress activity for the children practices it. Examples are, child care practitioner H did an observation on child L, which they then sat down and looked through the EYFS. By looking through the EYFS, it helps them see what period a child is at. Examples are, a child care practitioner would look and establish their observation around it, such as a toddler and do an observation on their fine motor skills which is a development of their major stage of physical development, which could not be very good. In turn, it shows the nursery nurse how the period of a child is improving on development as they are growing up. Furthermore then produce more activities around it, which involves practising different strategies and doing one to one support with the childs respective families, for them to encourage their knowledge of how to help support their childs progress of development and the different ways they can aid it, this why working with families is vital. E2: There are many different ways in which how care for children may be provided within families and society. Firstly, a child could be cared for within families and society by a Day nursery type of setting. This is as a, child is cared throughout the day within a day nursery. Inturn, a child is cared in a day nursery as all of their care necessities are met. This includes the main basic care needs of children which are Play, Food, Care and access to pure water which is a childs right. Furthermore, examples of care necessities of children being met, such as play would be met by having set routines such as free play for babies such as mornings and set times for outdoor play and indoor play for pre-schoolers. This is important as, by ensuring that children have set times of play will allow to promote childrens social development and independence skills which is an obligation for an early years practitioner to do. In turn, when children play together, theyre communicating with each other which helps with their social development as theyre communicating with other children and other different ch ildren, by doing different types of activities such as playing cars with each other, or another example could be an activity which could help develop childrens physical development of an running game, such as tag rugby with pre-schoolers. Inturn, it would encourage their gross motor skills, which is the childs body increasing correctly as when children run, their body metabolism is working and putting their body into the correct type of practise which helps a child with their overall bodys development growing. In conclusion, a day nursery cares and helps promote childrens development such as social and physical development of children, as using the milestones of development for children as a guide and basing correct types of different activities around it. As when referring to the Early Years Foundation Stage Providers must provide access to an outdoor play area or, if that is not possible, ensure that outdoor activities are planned and taken on a daily basis (unless circumstances make this inappropriate, for example unsafe weather conditions). (Statutory Framework for the Early Years Foundation Stage, pg.24). In conclusion, by children participating in activities which helps promote their physical and social development, its a Head Managers and a duty of a statutory setting, such as a Day Nursery. Examples from my placement, is that my placement ensures that every childs care necessities are seen. As, my placement has a set routine of how to meet childrens care necessities such as foods. This is shown and understood by parents, as its placed within the main room. In turn, my placement provides snacktime in the morning, which is a selection of milk and biscuits. Secondly, my placement provides lunch to food which meets each childs dietary necessities and a tea time. Also, outdoor play for children, which aids childrens physical progress of motor and gross skills. In conclusion, my placement ensures that childrens care necessities are being seen through a certain structure of a days timetable of small snacks, big meals such as lunch, and play provided to children at all times or when it is required. Secondly, a child could be cared for within families and society by an After-School clubs. This is as After school clubs; offer care to early children. Examples are, when a child finishes any child care setting, e.g. Private day nurseries, schools periods, they could join straight to an after school club location. In turn, by having after school clubs ensures that children are being cared for the rest of the remaining day, by proper staff members of child care practitioners. This rest assures parents, who jobs are all day long, that their child are in safe hands and are being observed and meeting their necessitys properly after such as always being kept a watch that theyre safe and carefree. In conclusion, after school clubs offers good care to children throughout the extent of time period a child is at. Also, after school clubs help build childrens social and emotional development. This is as, a child would be taking parts in a wide range of varied events which is placed infront of them and which interests them. Furthermore, this would promote a childs self-esteem, as they are being given an selection of different choices as to what they like and would like to do, which they can choose from, without any one else telling them what activity they think should the child participate and give a try according to them, such as staff members which could be teachers. In turn, this is self-reliance abilities and qualities being established within early childrens. Also, a childs social and emotional development is occurring as when a child is contributing in activities they like, they would meet and began to communicate with other children which could be new to them. Furthermore, by doing an activity of their choice would help build their friends circle to get huge, as they would meet new different children with the same taste alike to them. In turn, friendships could occur, which would help promote a childs self-confidence and ability to begin communicating with different children, with different personalities. As when referring to childrens Development Milestones, Encourage children to choose to play with a variety of friends from all backgrounds, so that everybody in the group experiences being included. (Development Matters in the Early Years Foundation Stage (EYFS) Positive Relationships: what adults could do, (pg.9). In conclusion, childrens social development and confidence should be encouraged all times, within any types of child care settings meeting single childrens rights, of meeting single childrens care necessities. Examples from my placement, is that the setting has an Afterschool club which is delivered for children to join and share, which could be a child attending an statutory school type of setting and Tea time lunch is already provided for them with an range of activities to do such as free times, this includes drawing, paintings, writing, computer time. In conclusion, after school clubs are delivered within my placement, and appeals to majority of all age ranges. Thirdly, a child could be cared for within families and society by Preschools. Firstly, as child care practitioners provide intense care throughout the day meaning a Parent can leave their Child there and be assured their Child is going to be in safe hands as theyre in the hands of a qualified child care practitioners who know what and how to do their job rightly and properly. Secondly, same as a statutory school setting which offers care for children; it provides meals to children which are adjusted to a childs single dietary necessities or parents necessities being given out to the setting. Examples are, a parent might not like their child to eat certain foods, which could be provided within a Preschool, e.g. Chocolate/Cheese. Therefore, the Preschools makes sure that that certain child does not eat that type of food and swaps it with another piece of which is not a related food, an example would be mini cheddars instead of Chocolate in which the child does not feel left out and the Parents voice is listened too. It develops to care childrens improvement as some Pre-schoolers have a daily learning plan, however on the other hand the early years practitioners use learning plan and plan activities such as hand painting which means the child can go and try-out and progress their skills such as some Pre-schoolers have play normally throughout the day or at a specific time meaning that play would help the childs cognitive development to increase. Also, it keeps the parents updated with their childs progress throughout the day as some Pre-schoolers have a board in which they could write each childs name and tick against if they ate some, or full or none of their dinners and writing what they had against the dinner which lets the parents know what exactly their child ate throughout the day. Therefore if the parents not happy with it, they can talk about it to the child care practitioners. Each Child has a designed Key Worker in which has a job of keeping an eye and developing a certain child Development therefore each child needs are being met and are tried through observations meaning the childs progress is being monitored and discusses with parents through one to one tutorial sort of meeting. Lastly, it helps the childs physical development as for children/babies use play to work all their vital body parts such as hard inside muscles therefore when they play it helps develop their gross motor skills. As controlling their larg e muscles. (Tassoni, P, (2007), pg. ) and their fine motor skills, controlling their smaller muscles of their hands and feet. (Tassoni, P, (2007), pg ). In conclusion, it helps practice a childs physical development which includes their hands in fine motor skills, and their body, gross motor skills. Examples from my placement is that, they keep parents updated about their childs health and well-being throughout the day, through post it notes which includes their Lunch/Snacks/Nappies information on it. This includes how much or how little their child has eaten and what exactly they ate. As child T, was not feeling well and ate very little for their lunch which was Tuna pasta. In conclusion, the post it notes was given to Parents and explained to the parents when coming to collect, child T that their child has had not ate enough and theyre ill. In conclusion, by settings having an policy of post it notes will ensure and prove, how the child got cared throughout that one day and if there was any accidents, parents can fill an accident form, and be aware of how and where exactly their child has an accident within the setting. Lastly, such as a signing in policy meaning all Visitors will sign in and sign out. My placement also has a signing in policy in which I always have to make sure I do also. The signing in policy is a sheet of register paper with all the staffs name and the date written. It also has a space for students and volunteers in which I sign in. As Im not a member of staff I have to write my names unlike the permanent member of staff who already have their names printed. This helps a lot as if an serious emergency happens then the building has to be evacuated immediately therefore the visitor safety will be ensured, as a whole the students, volunteers, staffs and for example an electrician came to my placement the other day, he also had to sign in. This ensures if a crisis happens or fire, their safety will also be ensured in this way, no one will be missed in numbers and so will be mine as I am working as a student there. The attendance of any visitor, student, staff, of which time they came in and out of the building will be recorded therefore my setting will have the correct date and time for their own assurance. Therefore for example, if a crime crops up or if the college requires seeing if the student really went to their placement for example me. I could say that day I was at placement, when I might not truly have been therefore, the placement could show their record as a proof. E3: Statutory, private, voluntary and independent settings, all have different roles when caring for children. Firstly, statutory types of settings are those types of settings in which the Legal Law is involved with and confirming its provided to all early children and early aged people. A popular example of an statutory service would be a School. Schools is necessity for all parents to join and make sure, that a parent ensures that their child goes to school as its a statutory type of legislation which has to be listened too. In turn, all children are obliged to attend school. Refer to Appendix six, an plan of promoting the well-being of children within a within a statutory place of a school which delivers education to different abilities and aged groups of children, such as a plan which meets the individual necessities as when giving out or meeting parents wishes of providing medicines to their child. These guide plans are for settings to use properly and consider if a child requires any type of medical help which could be in a form of medicines, pumps, tablets according to a childs group o f age. In turn, these care plans are based on what a child requires according to their necessities and how they could aid them. Furthermore, these guide plans of health would be within the statutory type of setting with the Head Manager within the office, as its necessary for them to know any kind of medical problems which have occurred or are being occurred recently and, if there was an issue to arise, the office would know immediately know what action to take or who should be the first and utmost priority to contact when an emergency arises. In conclusion, these guide care action plans are vital for a setting to have, and know beforehand about a child, this could also include staff members being aware of also beforehand, as this helps them as an Head manager within an office, as to what action or what allergys a child has and the immediate action plan for that. As when referring to the Early Years Foundation Stage, under Health-Medicines, They must have a procedure, discussed with parents and or/carers, for responding to children who are ill or infectious, take necessary steps to prevent the spread of infection, and take appropriate action if children are ill. (Statutory Framework for the Early Years Foundation Stage), (pg.21/22). In conclusion, as its legal for schools and vital staff members, such as Teachers,Head Manager, Head Teacher to be aware of, and organised a way of dealing with giving medicines to children who are poorly. Examples from my placement, is that Child O has an allergy to many different types of foods. Furthermore, a guided plan of his medicines and care within a setting, e.g. class is placed on the board which is completed. This ensures, that Teacher W knows when how to prevent any issues from occurring. As once, a child was giving chocolate with nuts on, which Child O is not allowed. Immediately, Teacher W did not allow Child O to have it. In conclusion, its vital for the setting, and staff members to have a guided plan of health for the child as it benefits, the staff members and Head manager majorly. Secondly, private types of settings are those types of settings which earn money at all times. An example, of a private service would be Private Day Nurseries. Private Day Nurseries are places for Parents who normally work full time to leave their child in a safe environment in the hands of a skilled Nursery Nurses who help the development of the Children and provide them with regular requirements with the Parents agreements on food/sleep time or other kind of similar activitys. Refer to Appendix seven, which is a Policy of Behaviour within a Private Day Nurseries. A policy of behaviour is very important within all categories of child care settings who look after small age types of children. A policy of behaviour is different within each child care settings, however it is essential as it inboards instructions and guidelines within the child care settings of what is accepted through behaviour and what is not accepted. As when referring to the Early Years Foundation Stage, Managing beh aviour, Providers must have and implement a behaviour management policy, and procedures. A named practitioner should be responsible for behaviour management in every setting. (Statutory Framework for the Early Years Foundation Stage, pg.23). In conclusion, a policy which stresses the importance of accurate behaviour, and inappropriate behaviour amongst childrens is vital. Examples from my placement, is that my placement has a policy of what behaviour should be and how children should meet that criteria. Furthermore, this includes the classroom as well, as when a child is not behaving well or disturbing the class, Teacher R writes the child name on the board, amongst the sad face. This is a type of a warning for the child, for the child to calm down and relax, however if it continues another tick would go amongst the childs name. In turn, if its continues, it could go serious and the child misses their break and lunch time. In conclusion, a policy of a behaviour structure will enforce and promote good understanding amongst childrens of what a right, accurate behaviour is. Lastly, Human Rights Act 2000 is a development of the importance of meeting childrens care necessities, as it gave single obligatory rights to early children which includes that whenever any conclusions on early aged children and grown-ups are built around using the Human Rights Act 2000 guidelines. In turn, this Act provided children with having general basics rights, such as being treated alike with each and as single human being in a positive way which resulted that, children are required to be respected and being objectively treated when child care practitioners communicate with early children. Thirdly, voluntary types of settings are those types of settings which contain certain types of charities behind the voluntary types of settings, which include major kinds of organisations. Playgroups help childrens with their cognitive development as cognitive skills are based on learning and thinking and play is a form of way in children research the world, playing allows children to test and develop these skills. (Tassoni, P, 2007, pg.) as whilst they are learning as theyre discovering new things by playing with differ

The black death Essay -- essays research papers

What was the Black Death, and what was its impact on European society? The Black Death was a bacterium which was carried by flea infested rats. This disaster spread across Europe quite rapidly. Much accusation for the cause of the plague was pressed onto the Jewish community. The most common plague was the bubonic plague, although the pneumatic plague also existed. This disaster caused economic, social, political and cultural havoc. Approximately 50% of the infested population died, which, was estimated between 19 to 38 million. During this occurrence 25 to 50 percent of the population throughout Europe decreased. The plague began around 1347 and did not end until around 1369. What major problems did European states face in the fourteenth century? There was economic mayhem during 1347-1351 caused by drop in population, which was caused by the immense amount of deaths caused by the Black Death. Peasants salaries were increasing where as aristocrats’ loss around 20 percent of their income. This caused social instability and lead riots. Peasants revolted against the nobles which affected commercial and industrial activities. The political structure changed causing instability. This was due to internal conflicts on who should lead to bureaucracy. How and why did the authority and prestige of the papacy decline in the fourteenth century? The papacy began to lose control when King Philip IV chose to tax the French clergy, without the pope’s consent. The Struggle...

Michael Henchard in The Mayor of Casterbridge by Thomas Hardy Essay

Michael Henchard in The Mayor of Casterbridge by Thomas Hardy Michael Henchard is a character with traits that have both a positive and negative traits effect on his life. I believe the characteristics that allowed Henchard to rise to social respectability and fall into destitution where the same. "Character is fate"(Plato) For example Henchard stubbornness and pride allowed him to keep his 21-year vow not to drink. This shows his stubbornness brought an aspect forbearance. However the same character traits also made him rely on a prediction from a fortuneteller becoming his financial downfall. This is same aspect of Henchard that made him so forbearing and committed to his wedding vows with Susan. This characteristic allowed him to be reliable, something that greatly assisted him to being respected in the town. However, if he would have not been so honourable and turned Susan away, it may have all worked out better. I can speculate, he could have married Lucetta and her money would have been a great asset to hi...

Personal Narrative: The First Time I Got Stitches :: essays research papers

I was about ten years old and in the fifth grade. My mother had just picked me up from school that day and had bought me some delicious popcorn. I could not wait to get home to pop my popcorn, and we lived all the way in Rose Hill, Alabama. I was getting pretty restless by the time we got home. So we got home and I went directly to the big, black microwave. I put it in, and began pressing the buttons. It was popping and popping, and the buttery smell was getting to me. My mother said that she had to go to the bathroom for a second and that I was not to take out the popcorn until she got back. Time drug slowly by as I was waiting and waiting, growing more and more impatient. The anticipation was more than I could stand, I disobeyed and got the popcorn out anyway. I opened the popcorn very slowly. The steam came gushing out and burnt the tips of my fingers, face, and neck. I quickly dropped the popcorn. It hit the floor and went everywhere. I quickly began to eat the popcorn and decided I needed to put it all in a bowl. I searched for a bowl, and the best I could find was on the very top shelf of the cabinet. I opened the bottom cabinet door and slowly climbed my way up the cabinet and onto the counter top. I reached the bowls and carefully lifted the two bowls that were on top of my bowl. I took my bowl down and arranged everything back in perfect order. I began thinking about the best way to get down. The best way down was the way I came up. I carefully pulled the bottom cabinet door closed, and with my bowl in my hand, I jumped. I did not make it to the floor. My feet were oddly dangling and did not touch the floor. I had a sharp pain in the left side of my butt. The cabinet handle had gotten pushed through the bottom of my butt cheek. I called for my mother’s help and she told me to hold on for a second. She was still in the bathroom and thought a bee stung me. I put my hands on top of the counter and lifted and away from the cabinet. I ran as fast as I could towards the bathroom with a trail of bright red blood behind me.

Little Island Paradise of Catanduanes

Sustenance is very rich and abundant, in terms of natural resources and agricultural lands. It is a luxurious and beautiful paradise yet affordable to everyone. Here, a touch of modernization blends harmoniously with nature. Sustenance itself is a beauty. The fragrant smell of scented flowers freshen the air. Huge trees purify the atmosphere. It Is where the birds soar beyond the blue sky and the animals rule down below. Those towering green mountains, rivers, falls and streams reveals its beauty as It extends to the far corners of the vast ocean.At this majestic site, everyone can take notice of the jocundity that it offers. It is where our worries and insecurities are driven off. It is such a picturesque place where one can simply enjoy life and nature at its best. When you look at the map, Sustenance is hardly seen, but when it comes to beauty, for me, it reigns supreme. It is a little island-province consisting of eleven neighboring municipalities, namely; Viral, San Andrea, Bath , San Miguel, Visa, Pay, Backgammon, Barras, Corcoran, Gizmo, and Panda.It Is known as â€Å"slang Paraguayan peer Monogamous†. It is also considered as an â€Å"Island paradise† and the â€Å"Land of the Howling Winds†. It promotes several splendid sites that are suited for those who love nature at Its best. The residents of Sustenance are called â€Å"Strangulations†. Strangulations are the hidden beauty of Sustenance, for they entertain and accommodate their guests. They are friendly and pleasant to other people, and they love the company of others.Strangulations also love to eat â€Å"gate† dishes and native delicacies. The people are fun-loving and enjoy not only the captivating summer beaches but also the ministering views which surround the whole island. Town fiestas are also celebrated here every once in awhile and are put up by every municipality annually, but all the people gather around every year for en special occasion, the most presti gious of all, the Cataloguing Festival. To get here, one can travel via airplane which has a forty five minutes traveling time.Or by land, you can bring your own car or via bus, which has twelve hours traveling time, and you have to transfer to a â€Å"ROR† or a â€Å"ferry boat† which takes three and a half hours to get to its destination. When taking a tricycle ride, make sure to look for those that already have passengers, or else, pay a special rate for being a lone passenger. Places like Twin Rock Beach Resort can be found here in Sustenance, which offers a bizarre outdoor experience like zip lining, wall climbing, and kayaking.Purina Beach Resort is a great place to practice surfing. Semi Beach Resort provides travelers with an astonishing swimming pool. For those whom are truly into swimming, you can choose from variety of beaches such as the Anemia, Pass Tempo, Ablate Beach Resort and the Loran Ruins. Marina, Solons, Ballooning and Mulligan Falls are suited for those who love to swim in a freshwater environment. The SST. John the Baptist Catholic Church, Immaculate Conception Cathedral, BathChurch, the Holy Cross of Fatally Shrine and Our Lady of Sorrows Shrine (Batons Play) would please those who are Catholic believers who love miraculous sceneries, especially during Holy Week. Met. Commands, the highest mountain peak in the province, will most likely be suited for those people who are interested in several outdoor recreations like hiking. Laying Cave Park gives tourists a thrilling experience which involves witnessing such remarkable scenery with a splash of cool damp air and the splendor of colossal stalactites and stalagmites deposits and rock orientations.If you're interested in weather forecasting, better visit the PAGE-AS Weather Radar Station. Meanwhile, to get a glimpse of the province's historical development and to witness a showcase of its culture and heritage, Muses De Sustenance is the place you're looking for. To be close t o the province's well-known restaurants, bars, shops, and the main road, you may stay at the province's established hotels and inns, such as the Recalled Hotel, Homely, Midtown Inn, or in Twin Rock and Semi Beach Resort, which offers brilliant accommodations.If you're Ewing practical and is looking for an affordable yet comfortable place to stay, several lodges with a low-cost accommodation can be found all over the place. After a long and exhausting travel and sight-seeing, you could fill your hungry stomach with delicious foods from variety of sources like of course Jollied, the nationwide fast- food chain and our very own restaurants like Sea breeze, located along the seaside, Footpads, and Sandy Blossom. And if you're a food adventurer, worry no more because a lot of exotic and native goods can be found along the stores.Although Sustenance' land area is quite small, one cannot explore its beauty in Just a span of time, better brace yourselves because it's one long Journey into t he wild, believe it or not, it's like a trip to the sky. Beauty, for it possesses stunning sceneries. Blessed with such a diverse landscape, lush green forests, rich marine resources, there's no other place like Sustenance. And Just like a rose surrounded by prickling thorns, you can never get a glimpse of the magnificence behind it if you will not face the howling winds and the big waves surrounding the island.Of all the spots that Eve seen, this one's an exception. Standing still and tall among the others, it seems like it will never let anything spoil its beauty. I never imagined myself being awed by a simple thing. Sustenance is one of God's masterpieces that are indeed worth living. I guess a glimpse is enough to explain its beauty and everything that I have seen. They say that â€Å"The best things in life are free. † Indeed, I truly agree. Being able to witness the unfolding of Sustenance' exotic beauty day by day for free is such an honor. Living here is somewhat a pl easure, for this is the best place ever.Come to think of it, Eve been living in a paradise for quite a long time now, and unlike others, effortlessly, I can lay my eyes on such splendid scenery, and of course, I consider it a privilege. However, no matter how ravishing Sustenance' beauty is, it would be useless if gone unnoticed. It's ours so let's love it! We cannot afford to lose the captivating beauty of this nature of ours. Let us devote ourselves in preserving and maintaining the beauty that Sustenance possesses. As a steward of God's creation, we should refrain from making a huge mistake, which is ruining a God-given gift.

Exercise the Mind, Body, and Soul Essay

Being in this class has helped me realize that my health, as well as others’ health, is very important. The past five weeks I have been recording my habits to see what was necessary to change. After the first three weeks, I had concluded that I really needed to increase my physical activity to do more than my average everyday walking. We were to go about our everyday lives and record exactly what we did on a regular basis. Before this, I would never have considered myself a person who exercises regularly. However, after this project I feel that I have earned the title of a person who exercises on the regular. Once I had picked my area I wanted to increase, I picked out to goals. My first goal was to exercise a minimum of 120 minutes a week. Two objectives I had to fulfill that goal were to complete my homework by four o’ clock each afternoon so that I had time to walk for twenty minutes in the evenings. Another objective I had was to park further away so I could wake an extra ten minutes to and from my car each day of school. My final goal was to lose three pounds by October 23, 2011. The first objective I had to fulfill that goal was to ask my friend/s Karlee, Sarah, and/or Samantha to exercise with me to help me stay motivated. My last objective to reach my weight loss goal was to do Zumba at least three times a week for 30 minutes minimum. Participating in daily physical activities such as walking or doing aerobic exercises is not only important for you physically, but it can also benefit you mentally and emotionally. A report shows that at least 60% of the global population fails to achieve the minimum recommendation of 30 minutes of moderate intensity physical activity daily (Saxena, Van Ommeren, Tang, & Armstrong, 2005, p. 445). Walking is one of the most popular, easiest, and safest forms of physical activity (Sykes, 2009, p.40). Walking has many positive benefits to doing it. You have  less chance of getting/having heart problems, lower blood pressure, lose body weight, stress reducer are just few good things walking can do for you.  Studies have generally shown that exercise increases states of positive affect or energetic arousal, and reduces anxiety, tension, or negative affect. Research has also demonstrated that exercise may be similarly effective in the treatment of depression (Lutz, Lochbaum, Carson, Jackson, Greenwood, & Byas, 2008, p.166). Exercise gives you something to do. It is an easy way to get your mind off negative things and makes you feel better not only physically, but also mentally. According to Sykes, et al (2009, p. 42), exercise can improve a person’s physical self-worth and other important self-perceptions such as body image. Having exercise goals that relate to personal performance and improvement is also associated with high positive emotion and improved mood. My last two weeks of recording was difficult to say the least. Some days seemed easier than others did. Walking a couple times, a week was easy for me to get in the habit of doing. Not only did I notice that I was having a bit more energy, my dogs, that I took walking with me, we willing to walk more around the house, instead of sleeping all day. As the days went by, I noticed I was finishing my homework earlier, which allowed me more time to increase my time to do activities. My friends were extremely helpful and supportive during this whole process. They were excited to come over and do Zumba with me. They would come at least once a week and work out for at least 30 minutes. I believe I have made a change for the better that will continue to grow. I have realized that I had just been lazy. I now have so much more energy in the days, which really helps me go to sleep earlier and longer. It was difficult at first to change my ways, but with the support of my friends, it made things a lot easier for me. With my increase in physical activity, as I mentioned,  my sleeping habits have gotten better, and well as my leisure time. Now all I need to do is work on my eating habits, which are not too bad, and I will be living a much healthier life than I have been.

History of Sepak Takraw

HISTORY OF SEPAK TAKRAW In 1935, during the Golden Jubilee Celebrations for King George V, the game of sepak raga was played on a badminton court, in the Malaysian State of Negeri Sembilan. The development of the game was interupted by the war. In 1945 in Penang the net was again introduced and the popularity spread to surrounding areas and then countries. n 1965 Malaysia hosted the South East Asian Peninsular games (SEAP) and sepak raga was introduced. There were lengthy discussion between Malaysian and Singapore delegates, on the one hand, and Laos and Thai delegates, on the other, with regard to the official name of the sport. An agreement was subsequently arrived at and it was decided that the sport would be known as â€Å"Sepak Takraw†. Sepak means KICK in Malay and Takraw means BALL in Thai word. Almost every nation that played this game knew it by a different name. In Malaysia, Singapore and Brunei, it's called ‘sepak raga', whereas in Thailand it's commonly known as ‘takraw'. The same game goes by the name of ‘sipa' in the Philippines, ‘da cau' in Vietnam, ‘rago' in Indonesia, and ‘kator' in Laos. Since sepak takraw was played and enjoyed in several countries, there were a lot of inconsistencies in terms of how the game was played and judged. In 1960, representatives from Malaysia, Singapore, Indonesia, Lao and Thailand met in Kuala Lumpur to standardise rules and regulations for the game. And after a long and heated debate, consensus was reached that the sport would henceforth be officially called sepak takraw. They also formed the Asian Sepak Takraw Federation (ASTAF), and translated the rules into English, setting the stage for the first international competition, held in Malaysia in 1965, at the Southeast Asian Peninsular Games, or SEAP Games, the predecessor to today's Southeast Asian Games (SEA Games). This chain of events set the stage for the international development of sepak takraw. However, it was the replacement of the natural rattan ball, which tended to splinter and warp, with the more standardised synthetic plastic ball that really kicked the game's popularity into high gear. In 1990, sepak takraw was included at the Asian Games in Beijing. Women also got in on the action with the first women's championships in Thailand hosted in 1997. Today, more than 20 countries have national sepak takraw associations with representatives on the board of the global governing body, the International Sepak Takraw Federation (ISTAF). * FACILITIES AND EQUIPMENT Court The standard court of the Sport Sepak Takraw is an area of 13. 4m X 6. 1m free from all obstacles up to a height of 8m. It is advisable that the court is flat concrete surface. The width of the lines that determines the perimeter of the court should not be more than 0. 04m measured and drawn inside the measurements of the court. The lines of the court should also be at least 3. 0m away from any obstacles. Each side should have a 6. 7X6. 1m area. The centerline of the Sepak Takraw court, measuring about 0. 02m, divides the court into two equal halves. A quarter circle must also be drawn at the intersection of each of the sidelines with the centerline, measuring 0. 9m in radius. The quarter circle must be drawn outwards from the edge of the measured radius. The court should also have a service circle of about 0. 3m in radius. This circle is drawn on the left on the left and from the sidelines. The 0. 04m line will be measured on the right court and should be drawn outward from the ledge. The sideline facing the net should have a 2. 45m distance from the center of the circle and 3. 05m from the side. Posts The post height differs with males and females. The official height of the posts for males is 1. 55m from the floor and 1. 45m for the females. It should be made using very strong material and shall not be more than 0. 04 in diameter. The position of the posts should be 0. 3 m away from the sideline and should be positioned in line with the centerline. * Both male and female players are required to wear shorts and sleeved t-shirts. Players must tuck-in their shirts. The t-shirts for all players must also be numbered permanently in which numbers are only ranged from 1 to 15. The captain of each regu (team of 3 or 4 players) is required to wear an armband on their left arm. Any apparel that could endanger opponents is not allowed. * RULES AND REGULATION 1. THE COURT 1. 1. Area of 14. 4m (7. 2m X7. 2m each side of the court) x 6. 5m free from all obstacles up to the height of 8 m measured from the floor surface. The surface of the court must be beach sand. 1. 2. The width of the lines bounding the court should not be more than 0. 04m measured and drawn inwards from the edge of the court measurements. A tape or rope can be used to be the boundary lines. All the boundary lines should be drawn at least 3. 0m away from all obstacles. 1. 3. The Centerline of 0. 2m should be drawn equally dividing the right and left court. 2. THE POST 2. 1. The posts shall be 1. 55m (1. 45m for women) in height from the ground and shall be sufficiently firm to maintain high net tension. It should be made from very strong materials and shall not be more 0. 04m in radius. 2. 2. The posts shall be erected or placed firmly 0. 3m away from the sideline and in line with the Centerli ne. 3. THE NET 3. 1. The net shall be made of fine ordinary cord or nylon with 0. 06m to 0. 08m mesh. The net shall be 0. 7m in width and not shorter than 6. 50m in length and taped at 0. 5m from tape double at the top and sideline, called boundary tape. 3. 2. The net shall be edged with 0. 05m tape double at the top and the bottom of the net supported by a fine ordinary cord or nylon cord that runs through the tape and strain over and flush with the top of the posts. The top of the net shall be 1. 52m (1. 42m for women) in height from the center and 1. 55m (1. 45m for women) at the posts. 4. THE SEPAKTAKRAW BALL 4. 1. The Sepaktakraw ball shall be spherical having 12 holes, 20 intersections. It shall be made of synthetic fibre of one woven layer covering with synthetic rubber. The circumference shall not be less than 0. 0m and not more than 0. 44m. The weight before play shall not be less than 170 gm and not more than 200 gm for men and women. 4. 2. All world, international, region al competitions sanctioned by ISTAF, including but not limited to, the Olympic Games, World Games, Commonwealth Games, Asian Games and Sea Games, must be played with ISTAF approved sepaktakraw balls. 5. THE PLAYERS 5. 1. A team comprises four players and two reserves. The game is played by two â€Å"REGU's† consisting of four players (per team) on each side. 5. 2. The player serving will position himself behind the baseline of the court. Any one of the four players can execute the serve. 5. 3. The other three players shall be in their respective court. 6. PLAYER’S ATTIRE 6. 1. The players are allowed to wear anything besides jeans, long pants, and as long as the attire is decent. It is forbidden for players to wear anything that endanger themselves or their opponents during the game. 6. 2. Players wearing earrings, chains, watches and any other form of accessories are not allowed to play in the court. 6. 3. For women swimming costume is allowed but shorts or bermudas must be worn to overlap the costume. Jerseys T-Shirt, Singlet Round neck shirts Bermudas Shorts Tights Caps Sunglasses or Visors Goggles 6. 4. The players are permitted to use sun visors, goggles and caps to protect their eyes from the sun. 6. 5. The entire apparel of a player is regarded as part of his/her body 6. 6. The regu captain is identified with a marking or an armband on the left arm. ) 6. 7. Anything that helps to speed the ball or movement of a player is not allowed 7. SUBSTITUTION 7. 1. Substitution of a player is allowed at any time on request made by the Team Manager to the Official Referee when the ball is not in play. . 2. Each â€Å"Regu† is allowed to make one substitution per set only. 7. 3. A Player who has been sent off by Referee during a match may be substituted, provided no substitution has been made. 7. 4. Any player having played in the starting line-up or as a substitute in the current game is not allowed to play again. 7. 5. Any â€Å"Regu† having less than 4 players will not be allowed to conti nue the game and will be considered as having lost. 8. OFFICIALS For International Tournaments, the game shall be managed by the following officials: i) 2 Technical Delegates ii) 6 Jury ii) 1 Official referee (Seated behind the referee’s chair) 2 Referees (1 Referee seated in an elevated position and the other also seated in elevated position to help the referee. ) iv) 2 Linesmen Standing at the baseline facing the Referee 8. 1. Two technical delegates to the Sea Games, Asian Games and World Championships and any other international competitions that are sanctioned by ISTAF. The expenses of the Technical Delegates involving round trip air tickets, accommodations, meals and allowances of US$75. 00 per day shall be paid by the organizing committee. The host country must guarantee proper accreditation for technical delegates who have been appointed. The technical delegates must be allowed to inspect the competition venue, facilities and equipment to insure that they conform to ISTAF regulations 8. 2. ISTAF Members Jury of Appeals – 4 members to be appointed to a Jury of Appeal to any ISTAF sanctioned competitions including Asian Games, Sea Games and other International and Continental competitions sanctioned by ISTAF. The host country shall provide accommodations, meals and internal transportation during the competition period. Members of the Jury shall be paid US$20. 00 per day for their services. Two (2) members of the Jury of Appeal are to be appointed by the host country of whom one of them is the technical committee chairman and shall act as the chairman of the Jury of Appeal. As for the other member of the Jury of Appeal from the host country, he will act as secretary without vote. 9. THE TOSS AND WARM UP 9. 1. Before commencing the game, the Referee will toss a coin or disc and the side winning the toss will choose side or service. The side that loses the toss will abide with the decision. The side winning the tossshall â€Å"warm-up† first for 2 minutes followed by the other â€Å"Regu†. Only 5 persons are allowed to move freely in the court with the official ball. 10. POSITION OF PLAYERS DURING SERVICE 10. 1. At the start of play, the players of both â€Å"Regu's† must be in their respective courts in a ready position. 10. 2. The Player serving the ball must have both feet outside the base line. 10. 3. The other three players shall be within their side of the court and remain in one spot, while ‘serve’ is being made. 10. 4. The opponent or receiving Regu is free to be anywhere within its court. 11. START OF PLAY AND SERVICE 11. 1. The â€Å"Regu† that chooses â€Å"service† shall start the match. 11. 2. Once the Referee calls the score, the player doing the service will toss the ball in the air and kicks the ball over to the opponent. The ball can be kicked in any manner using the foot. If the Tekong throws the ball before the Referee calls the score, it shall be a re-throw and a warning will be given to the thrower. The serve can be executed anywhere along the baseline. 11. 3. During the service, as soon as the Tekong kicks the ball, all the players are allowed to move about freely in their respective courts. 1. 4. The service is valid if the ball passes over the net, whether it touches the net or not, and inside the boundary of the two net tapes and boundary lines of the opponent's court. 12. FAULT 12. 1. The Serving Side During Service 12. 1. 1. The â€Å"Tekong† plays about with the ball (bumping, giving to other player, etc. ) after the call of score h as been made by the Referee. 12. 1. 2. The â€Å"Inside† player lifts his feet or steps on the line or crosses over or touches the net while throwing the ball. 12. 1. 3. The â€Å"Tekong† does not kick the ball on the service throw. 12. 1. 4. The ball touches his own player before crossing over the opponent court. 12. 1. 5. The ball goes over the net but falls outside the court. 12. 1. 6. The ball does not cross to the opponent side. 12. 1. 7. The tekong foot touches the baseline or any other markings in the court before he kicks the ball to serve? 12. 1. 8. A player uses his hand or hands, or any other parts of his arm or arms to facilitate the execution of a kick even if the hand or arm does not directly touches the ball, but it touches other objects or surfaces instead when doing so. 12. 2. For Both Regus During The Game 12. 2. 1. Stepping on the centre line (except during a follow through) 12. 2. 2. Any player who touches the ball on the opponent side. 12. 2. 3. Any part of player's body crosses over into opponent's court whether above or under the net except during the follow through of the ball. 12. 2. For Both Regus During The Game 12. 2. 1. Stepping on the centre line (except during a follow through) 12. 2. 2. Any player who touches the ball on the opponent side. 12. 2. 3. Any part of player's body crosses over into opponent's court whether above or under the net except during the follow through of the ball 12. 2. For Both Regus During The Game 12. 2. 1. Stepping on the centre line (except during a follow through) 12. 2. 2. Any player who touches the ball on the opponent side. 12. 2. 3. Any part of player's body crosses over into opponent's court whether above or under the net except during the follow through of the ball. 15. SCORING OF POINTS 15. 1. A point is given to the Regu when its opponent have committed any fault 16. SCORING SYSTEM 16. 1. The winning point for the match is a maximum of 21 points 16. 2. The change of side shall occur whereby one Regu has reaches 11 Points 17. TEMPORARY SUSPENSION OF PLAY 17. . The Referee can suspend play temporarily in the event of obstructions, disturbances or any injury to a player who needs immediate treatment, for not more than 5 minutes. 17. 2. An injured player is allowed up to 5 minutes injury time-out. If after 5 minutes, the player is unable to continue, a substitution must be made. If the injured player's team has already made a substitution, the match will be declared a forfeit in favor of the opposing team. 17. 3. In the course of such suspension, all players are not allowed to leave the court 18. DISCIPLINE 18. 1. Every player must abide by the rules of the game. 8. 2. Only the Captain of the â€Å"Regu† is allowed to approach the Referee during the game. 18. 3. Players are not allowed to wear any jewelry or accessories e. g. earrings, chains, watches etc. in the court. 19. PENALTY 19. 1. Players disobeying rules will be penalised by the Referee 19. 1. 1. Showing dissent by words or action towards any officials, with regards to any decision and to any players or spectators 19. 1. 2. Using foul or abusive language to any officials, players or spectator 19. 1. 3. To take any improper step or action in order to influence any decision made by the officials 19. 1. 4. To leave the court without the permission of the Referee 19. 1. 5. To commit ungentlemanly conduct 19. 1. 6. To disobey orders and rules of play The Referee may use one of the following cards: Yellow Card – Caution Red Card – Expulsion Red card shall be given to the following offences committed â€Å"INTENTIONALLY† 19. 1. 7. Persist in misconduct after receiving a caution 19. 1. 8. Violent conduct (eg. Striking, kicking the opponent, spitting, etc) 19. 1. 9. Using foul or abusive language Note: Any player who is shown the Red Card shall be sent off the court and disciplinary action shall be taken against him. The Player concerned shall not be allowed to play in any game until sanction has been made. 19. 2. Fouls and misconduct are penalized as follows: Disciplinary Sanctions – 19. 2. 1. Cautionable Offence A player is cautioned and shown the yellow card if he commits any of the following six offences: 19. 2. 1. 1. Is guilty of unsporting behavior by the display of such action that can be reasonably regarded as either a mitigated or unmitigated violation of the norms of sporting ethics, which can be considered as having or will have a detrimental effect on the proper conduct of the match as a wh19. . 1. 4. Delays the restart of play. 19. 2. 1. 5. Enters or re-enters the court without the referee's permission. 19. 2. 1. 6. Deliberately leaves the court without the referee’s permissionole. 19. 2. 1. 2. Shows dissent by word or action. 19. 2. 1. 3. Persistently infringes the Laws of the Game 19. 3. Sending-off Offences A player is sent off and shown the red card if he commits an y of the following five offences: 19. 3. 1. Is guilty of serious foul play. 19. 3. 2. Is guilty of violent conduct, including an act executed with deliberate intent to cause injury to his opponent. 9. 3. 3. Spits at an opponent or any other person. 19. 3. 4. Using offensive or insulting or abusive language and/or gestures. 19. 4. A player who commits a cautionable offence either on or off the court, whether directed towards opponent, team-mate, the referee, an assistant referee or any other person, for which a yellow card is awarded for each the offence committed is disciplined as follows: 19. 4. 1. Offence: First Yellow Card: Penalty: Normal Caution 19. 4. 2. Offence: Second Yellow Card received by the same player in different matches, but in the same tournament. Penalty: a) One Match Suspension 19. 4. 3. Offence: Third Yellow Card received after suspension for the first two Yellow Cards in the tournament by the same player. Penalty: a) Two (2) Matches Suspension b) A Fine of US$100 (One Hundred Dollars is to be paid by the club or any other body the player represent in the match. 19. 4. 4. Offence: Fourth Yellow Card Yellow card received after two matches' suspension for the earlier Third Yellow Card in the same tournament by the same player. Penalty: Immediate suspension from playing in the next or subsequent matches in any tournament sanctioned by relevant Sepak takraw controlling authority until a Disciplinary Committee is convened and a have been reached on the matter. 19. 4. 5. Offence: Two Yellow Cards received by the same player within the Same match. Penalty: b) Two (2) Matches Suspension c) A Fine of US$100 (One Hundred Dollars is to be paid by the club or any other body the player represent in the match. d) A Red Card will be given for a third disciplinary offence committed in any other matches in the tournament. 19. 5. A player who commits a sending-off offence either on or off the court, whether directed towards opponent, team-mate, the referee, an assistant referee or any other person, for which a red card is awarded for each of the offence committed is disciplined according to the nature of the offence committed is disciplined as follows: Offence: 19. 5. 1. A Red Card Penalty: Send-Off from the game and immediate suspension from playing in any tournament sanctioned by the relevant controlling authority for Sepak takraw until a Disciplinary Committee is convened and a decision has been reached on the matter. 0. MISCONDUCT OF TEAM OFFICIALS 20. 1. Disciplinary action will be taken against Team Officials or his team for any misconduct or disturbances committed by the official or team during a tournament whether in or outside the court. 20. 2. Any team official who commits misconduct or disturbances will be immediately escorted out from the arena by the tournament officials and the official referee and will also be immediately suspended from being a team official, until a Disciplinary Committee is convened and a decision has been reached on the matter. 21. GENERAL 21. 1. In the event of any question or any matter arising out of any point, which is not expressly provided for in any of the rules of the game, the decision of the Official Referee shall be final. BASIC AND FUNDAMENTAL SKILLS: Inside Kick. Arguably it is the most important skill. This is the kick you will use the most. Watch any top class players in action and you'll see that this is the control kick of choice. This move sets up all the killer spikes. While doing an inside kick, you should stand in a good athletic stance. Feet shoulder width apart. Remember to bend your support leg at the knee. And, it is important, always keep an eye on the ball! The kicking motion is easy and don't swing at the ball too hard. The ball is bouncy and you need to just hit it in the right spot on your foot as well as with the proper motion. Try a few times of simply tossing the ball to yourself. Focus on the ball and pop it back up to your hands. Catch the ball and then try again. Do this until the ball is consistently coming back up with ease and pop it back up to your hands. Once you have gained consistency in this drill you can begin to try to link some kicks together. Try dropping to your strong foot, popping the ball up and then kicking with your weak foot before catching the ball. Try to link three kicks together, on alternating feet. You should be able to see your progression. All rights reserved. Spiker Dek is owned by Sport Action International in the promotion of sepak takraw in the Takraw Thailand League. All rights reserved. Knee/Thigh kick. The knee and thigh is used when the ball comes fast towards the area between your knees and your waist. This skill is used to â€Å"bump† or deflect the ball up enough to use an inside kick to control the ball. It is also used when kicking consecutive kicks or in a circle and the ball gets to close to your body. The motion is like a high step marching motion. Simply raise the leg with your hip allowing your knee to bend. Try to contact the ball on the thigh where possible instead of the knee as it provides better control. Make sure the ball hits the fleshy part of the thigh to â€Å"bump† the ball up and out a bit. Try a few back up to your hands. Once you feel comfortable, try to link with one inside kick, and then catch the ball. Do this over and over until it comes naturally. Once you get this combination and doing it naturally without thinking, you will be aware of your improvement in skill. Header. The header is probably the second most important skill to have, especially in the net game. The header is used to pop up a ball that comes higher than the waist. The best way to learn the header is like the inside kick. The contact point should be just above the forehead at the hairline, not too much on the forehead and not too much on the top of the head, right in between. Toss the ball to yourself, hit it with your head and then catch it. Do this several times until you feel comfortable with this skill. When doing the header, remember to bend your knees and get low beneath the ball. Like the other kicks, you don't need to focus on power but on accuracy and placement. The next step in this skill drill is to toss the ball higher and again control it with your head before catching the ball. It hurts a bit at first, but you'll get use to it. The graduating step is to a header from a high inside kick or from a header to a controlling inside kick. Try both combinations as you will be using both of them as you begin to play more Front kick/Toe kick. The toe kick is a defensive kick, great for saving a ball that has gotten out in front of you. It is not, however, a good control kick. Those who play soccer may disagree, but in sepak takraw the inside is the right way. Learn the toe kick for saves, the inside for control. The toe kick is achieved by placing the foot out for the ball and depending on the height of the, either lifting the foot with your hip or just letting the ball bounce off. You don't need much power because the ball tends to fly off uncontrollably. Do it slow and take it easy. Like the other kicks, do the same toss and catch drill. Then try with different combinations. Do the same progression. * TERMINOLOGY : Block: Blocking is a defensive skill used to counter a spike coming from close to the net. Block is usually made by jumping in the air and raising a leg and/or back to divert the ball back into the opponents court. A block counts as one contact. Center Line: Divides the length of the playing court into two equal halves. Dig: The act of fielding hard hit ball successfully, usually a spike or block, to regain control. i. e. The Dig by Thailand came at crucial point in the game.. Dink: A soft hit ball -usually either a â€Å"dink serve† or a â€Å"dink spike† Fault: A violation of one of the rules of the game. Feeder: Person who â€Å"sets† the ball to the â€Å"spiker†. First Ball: Term used to describe receiving the serve by the opposing team. Killer: Same as Spiker. Common in international terminology. Quarter Circle: Place on court where the serving team's forwards (left inside and right inside players) must remain until the ball has been kicked by the server or back player. Regu: Malaysian word for team. In takraw, a team of 4 players (3 starters plus 1 reserve) is known as a â€Å"Regu† and a squad of 3 â€Å"Regu's is known as a â€Å"Team†. Roll Spike: Spike in which the player jumps with his back to the net, rotates in the air and kicks the ball over the opposite shoulder from the kicking foot with a flip like motion. The most dramatic and famous move in the game! Service Over: When the serving team fails to return the ball over the net or commits a fault or foul. The opposing team becomes the serving team but a point is not awarded to either team. USA also uses the same term as volleyball – â€Å"Side Out†. Serving Circle: Circle of 1 foot radius located in both halves of the court. The server is required to have one foot touching the ground inside the serving circle during a serve. Set (1): A period of play which is concluded when one team reaches 15 points. Matches consists of the best of three sets. Set (2): A high pass by one player to a team-mate or to self to enable a spike. Service: The act of putting the ball into play by the back player. Service (Hand) Toss: A hand throw of the ball by one of the forward â€Å"inside† players to the â€Å"back† who must kick the ball into play in one try. Spike: A powerfully hit shot directed into the opponents half of the court by the foot or head. Sunback Spike: Spike in which the player jumps with his back to the net and kicks the ball over the same shoulder as the kicking foot. In soccer this is known as a â€Å"bicycle kick† or â€Å"bike† for short. * STRATEGIES: The strategies in Sepak Takraw are very similar to those in volleyball. The receiving team will attempt to play the takraw ball towards the front of the net, making the best use of their 3 hits, to set and spike the ball. THE GOAL The goal in any form of takraw is to keep the hand-woven ball off the ground for as long as possible using any part of the body except hands and arms. Takraw challenges an individual's assumptions of what they are, and are not, capable of doing. As you gain control of the takraw ball, you will find it very rewarding when you can easily whiz through a string of consecutive kicks or place an accurate pass to another player. While amazing yourself and your friends, you will also be having fun, greatly increasing your eye-foot coordination and overall ball control (super for enhancing and refining soccer skills), strengthening your legs and really increasing your flexibility. GETTING STARTED: Try the FIVE BASIC KICKS/HITS shown here. These kicks may seem awkward at first, but be patient and practice each kick individually. What was impossible yesterday, can be achieved today. Once the basics are learned, try the free style kicks (and make up some of your own), then you can play a whole series of games, including the ones below. . INSIDE KICK There are 5 basic kicks/hits that any good Takraw player will have mastered. The most important of these is the inside kick, for it provides maximum ball control. Use this kick to field a ball dropping in front of you. With your planted leg flexed at the knee, lift up your other leg and swing the foot and lower part of the leg in and up sideways like a pendulum in fro nt of you, turning the ankle so that you hit the ball with the flat surface of the inside of your foot. The inside kick is commonly used for passing and setting the ball up high for a spike. 2. THE OUTSIDE KICK The Outside Kick is used when the Takraw ball drops outside your shoulders and slightly behind you. It is similar to the Inside Kick in that your leg swings like a pendulum, but out and upward (rather than in and upward). Shift weight to ball of support foot as you lift kicking leg up away from body. Turn your ankle so that toes are pointing out (not down), which enables you to kick the ball up with the flat, outside surface of your foot. Avoid swinging or kicking your leg forward (only lift it upward). 3. FRONT FOOT KICK This kick is primarily used to save a low ropping ball in front of you. To propel the ball upwards most consistently, the front of your foot must be flicked up in a quick smooth motion as the ball is contacted (remaining loose at the ankle, not stiff). 4. THE KNEE BUMP The Knee Bump is usually used to deflect upwards a low angle pass or a fast serve to the mid-body. Lift your knee up very quickly, with the foot following underneath (not kicking out) . The ball is contacted at about waist level with the front of your thigh, just behind the knee, for maximum upward thrust and height. Contact with ball in mid-thigh area will serve he same purpose, but ball will not be thrust up as high. Note: both the Front Foot Kick and Knee Bump are used for added control when making a save or controlling a pass. They do not always provide consistent control. 5. THE HEADER The fifth basic hit is the Header, and it is used frequently in games to deflect upwards a high angle pass or fast serve to the upper body. With legs flexed at the knees, put the top of your forehead in front of the ball, lifting up your chin and spring up from the legs as the ball strikes the forehead so as to deflect it up high in your own court. General Helpful Hints: aIways be in a ready stance, with feet pointing ahead and shoulder width apart, knees slightly bent, weight low and slightly forward. – with the basic kicks/hits, usually you should face the direction t hat you want to direct the ball to as you contact it. – approach contact with the ball in a slow, easy and relaxed fashion, it is more important to first develop good timing (knowing when and how to contact the ball) than it is to kick the ball hard. – the support leg provides your balance so should maintain a low profile and be flexed at the knee as your other foot executes the kick. ambidexterity is key to being a more versatile player, when ball approaches your right side, kick it with your right foot – left side, left foot. FREE STYLE This is your chance to expand on your basic kicks and come up with some more challenging moves of your own. Here are a couple to get you started. FLYING CLIPPER Leap off the same foot that you'll use to kick the ball. Cross your kicking foot behind and under your other leg. Lift your kicking foot, turning your ankle and making contact with the ball with the flay surface on the inside of your foot. HAND LOOP This move can be don e with a number of kicks. Position our arms to form a loop. The idea is to have the ball first fall through the hand loop then kick it back upward through the loop. Different Games SOLO PLAY The object of play is to keep the takraw ball in the air as long as possible without using hands or arms, anything else goes! CIRCLE GAME The object of the traditional â€Å"Circle Game† is the same as â€Å"SoIo Play†, except with a group of players standing in a circle. This activity was played as far back as the 14th century in India, Laos, Malaysia, Myanmar (Burma), the Philippines and Thailand using a similar ball that was woven out of a rattan material, available in abundance there. SEPAK TAKRAW – THE NET GAME â€Å"Sepak† is Malay for â€Å"kick† and â€Å"Takraw† is Thai for the â€Å"hand-woven ball† that is used. In 1945 enthusiasts added a court and net with the same dimensions as in doubles badminton, and a set of rules similar to volleyball (without using hands or arms) to form a fantastic spectator sport with world championship tournaments held in both Malaysia and Thailand. In western countries it has been mostly Laotian immigrants who have first introduced Takraw to others. Now ASEC INTERNATIONAL is also happy to help introduce, promote and organize this fun and exciting recreational activity/sport! PLAYER'S POSITIONS: 1. The serving team's forwards must remain in their quarter circles' while the back player must have only one foot in the ‘serving circle' until the ball is contacted by the servers foot. 2. The receiving teams players may stand anywhere in their side of the court, but usually the back player stands just in front of the serving circle with the forwards on either side of him. 3. Players are allowed to move freely on each half of the court once the ball is has been served. TO BEGIN PLAY: The game begins by one of the forwards tossing the takraw ball to the back player. The back player must then kick the ball, with the foot that is outside the serving circle, into the opponent's court in one try (usually with an extended version of the inside kick). The serve is still good if the ball hits the net as it goes into the other half of the court. SCORING: 1. Only the serving team can make a point. 2. A fault by the team possessing the ball constitutes a loss of serve'. 3. A set is won by scoring 21 points, unless the points are tied 20 -20, then the set shall be decided on a difference of two points, up to a ceiling of 25 points. 4. A match is won by winning two out of three sets. . If each team wins one set, the tie breaker set only goes to 15 points,unless the points are tied 14 – 14, then the set shall be decided on a difference of two points, up to a ceiling of 17 points. FAULTS: 1. The back player does not kick the ball over the net on the service toss. 2. The ball falls to the ground inside or outside of the court. 3. The ball is hit more th an three times in succession by one side. 4. The ball hits the net but does not go over it. 5. The ball hits the hand or arm of a player. 6. Any part of the body touches, crosses the plane, or goes under the net. . The ball rolls on the body or is stalled. Note: One player may hit the ball twice, or even three times, consecutively. The ball may be hit up to 6 feet outside court's perimeter. CONTROL: When receiving a serve, stay low and deflect the oncoming ball upwards (head and thigh shots are highly effective for this purpose). SETTING: Setting is a skill which is executed by propelling the ball high above the net to enable the same, or another, player to smash the ball into the opponent's court. Usually the player with the best ball control is setter. SPIKING: After the ball has been set, it can be spiked down into the opponent's court by the spiker's head or foot. This is the most effective and dramatic move in the sport. Usually one of the forward players is designated as spiker during the game so that no confusion will arise as to who will spike the ball. BLOCKING: A block is a defensive skill used mainly for the purpose of preventing a spiked ball,that is coming from above and close to the net, from flying into the defending side. A block is usually made by jumping and raising the side of one's foot and leg above the net, or by turning and jumping up with the back to the net. OFFICIALS: a. Member of Referees' Committee b. Referee c. Assist. Referee d. Reserve Referee e. Standby Referee f. Team's Manager g. Team's Coach h. Players i. Spectators Referees shall avoid getting themselves involved in dispute members of the public, the press, Sepak Takraw officials or players on matters pertaining to refereeing. An unpleasant incident encount ered must promptly be reported to Chairman Referee. Referees must at all times uphold the Laws of the Game, The Rules and Regulations. Referees must at times observe the 3Fs – Firm, Fair and Fit. The level of physical fitness must always be maintained to ensure consistency with the requirements of good refereeing. Referees must behave as professionals and conduct themselves in a manner that will bring honour to themselves and the country. Referees detailed to officiate in a sepak takraw tournament must report at the venue at least 30 minutes earlier for local games and 1 hour earlier for International Games. Official Referees must ensure that all referees stay behind until all games have ended before giving a short briefing and officially release the referees to go home. Official Referee is responsible to record down the names of