GIS (Geographic Information Systems) in Everyday Life

GIS (Geographic Information Systems) in Everyday Life GIS According to Canalys there were approximately 41 million GPS units sold in 2008, and in 2009 the number of GPS enabled cell phones in use had exceeded 27 million. Without even thinking, tens of millions of people access directions and look-up local businesses from these hand-held devices every day. Lets tie this back to our big picture here, GIS. The 24 GPS satellites orbiting earth are constantly broadcasting data about their location and exact time. Your GPS device or phone receives and process the signals from three to four of these satellites to figure out where it is located. Points of interest, addresses (lines or points), and aerial or road data is all stored in a database that is accessed by your device. When you submit data, such as posting a geo-Tweet (a location-based Tweet on Twitter), checking in on Foursquare, or rating a restaurant you are adding data to one or more GIS data sources. Popular GIS Applications Traditionally desktop GIS has dominated the GIS mindset. People think of ArcMap, MicroStation, or other enterprise-level GIS applications when they think desktop GIS. But the most prevalent desktop GIS application is free, and quiet powerful. With over 400 million total downloads (according to GeoWeb 2008 keynote speech by Michael Jones) Google Earth is by far the most used GIS application in the world. While many people use Google Earth to look for fun things such as a friends house, crop circles, and other oddities, Google Earth also allows you to add georeferenced images, view parcel data, and find routes. Georeferencing Photos Even before the average computer user was using GIS on a near daily basis, everyone has benefited from it. The government uses GIS to decide voting districts, analyze demographics, and even time street lights. The real power of GIS is that it is more than a map, it is a map that can show us exactly what we want to see. How has GIS become such an integral part of society almost seamlessly? Google, Garmin, and others were not creating products with Hey, the mass public needs GIS in mind, no, they were meeting needs. Humans think geographically. Who, What, When, Where, Why, and How those are the five Ws right? Place is extremely important to people. When studying how human populations have acted over the past millennia it is easy to see how geography dictated culture. Today, place still dictates much of our lives: property values, crime rates, education standards, these can all be classified by place. It is interesting to see when a technology has become so ingrained in a society that people dont consider it when they use it, they just use it; like with cell phones, cars, microwaves, etc. (that list could be very long). Personally, as someone who loves maps and loves computers and works in the GIS field I think it is great that an eight-year-old has the ability to look-up their friends address and sho w their parents exactly where they are going, or for family members to be able to see pictures of those they love where they were taken, and so many more cool things that GIS allows us to do without thinking. Kyle Souza is a GIS professional from Texas. He operates TractBuilder and can be reached at kyle.souzatractbuilder.com.

Tinnitus and the potential adverse effects on the hearing of Fitness Instructors The WritePass Journal

Tinnitus and the potential adverse effects on the hearing of Fitness Instructors Abstract Tinnitus and the potential adverse effects on the hearing of Fitness Instructors AbstractChapter One Introduction1.1   Background 1.2 Aim1.3   Objectives   Chapter Two Literature Review2.1   Noise Induced Hearing Loss (NIHL)2.2 Noise in fitness classes2.4   Legislation   Chapter Three Methodology   3.1  Method3.2 EthicsChapter Four Results4.1   Study Results4.2 Noise levelsChapter Five Discussion5.1  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Noise exposure5.3   Study limitations  Chapter Six ConclusionConclusion  Ã‚  Ã‚  Ã‚  Ã‚   6.16.2 Results summaryChapter Seven  RecommendationsRecommendation  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   7.1Reference listRelated Abstract Aim: The purpose of the study was to establish noise levels to which fitness instructors are exposed to during the teaching of their classes, in particular when amplified music was used to motivate participants. The study also surveyed instructors to find out possible factors that may explain why such noise levels are being used in their classes. Methods:   An empirical study was performed using personal noise dosimetry to measure the noise levels and exposure of the fitness instructors at work. The exercise classes targeted where those which used pre determined amplified music. Five male and two female instructors from six gyms participated in the study. The study administered an after-class questionnaire to the instructors to ascertain the extent of the instructors’ workloads, awareness of noise, regulations and other factors.   Results: The lowest measured Equivalent Continuous Sound Level (Leq) was 81 dB (A) and the highest leq reading was 95 dB (A). The mean Leq for all the instructors was 88 dB (A). The lowest measured peak noise level was 128 dB (A) and the highest peak level was 144 dB (A). The dosimeter equipment used was able to calculate the personal daily exposure level (Lep’d). Lep’d measurements ranged from 76 dB (A) and 85 dB (A) with a mean personal daily exposure of 80dB (A). The results showed that four (57%) of the instructors music levels were above the first action value in the Noise at Work Regs 2006 and two of those over the second action value. None of the instructors sampled had received training in regard to hearing protection or controlling the nose levels within their classes. However, one instructor was aware of the Control of Noise at Work Regs, despite recording the second highest Lep’d of 84dB (A). Conclusions: The study showed that there was no training and a poor awareness of the risks of exposure to high noise levels, with the majority of instructors exposing themselves to such risks frequently. There is a need for education and training for both the instructors and the gym management. Chapter One Introduction 1.1   Background Noise is a sound that produces undesirable physical or psychological effects (Cone and Hayes, 1985). The European Agency for Safety and Health at Work (EASHW) (2005) define noise as an unwanted sound, whose intensity is measured in decibels (dB), a logarithmic scale, which is A-weighted to take the human ear’s sensitivity into account. The EASHW (2005) estimate that during 2003/4, an estimated 80,000 people in Great Britain thought they were suffering from a hearing problem that was caused or made worse by their previous or current occupation. Similar research by the Medical Research Council survey in 1997-98, gave a prevalence estimate of 509 000 people in Great Britain suffering from hearing difficulties as a result of exposure to noise at work (Palmer et al, 2001). The Health and Safety Executive (HSE) defines that exposure to noise over 85 dB (A) through an 8 hour day is hazardous to hearing. This is further backed up by previous study performed by Jons (1996), which claims that 103,000 workers have deafness, tinnitus or other ear conditions which is associated to their employment and that a further 18,300 have a condition made worse by their work. Employees whose occupation lies within a noisy environment are more likely to suffer hearing loss and associated factors. Although many occupations involve noise, Diaz and Pedrero (2006) identified that people typically perform a range of activities throughout the day in varying locations, and subsequently exposed to a diverse range of sound environments.   The EASHW (2005) highlight the issue that, millions of European workforce are subjected to noise at work, and that while noise in the industrial sector are an obvious problem; it can also be an issue with a wide range of other working environments. While Noise Induced Hearing Loss is most prevalent among individuals over the age of 65, the incidence rate is expected to rise as the population ages; the number of young people with hearing loss is increasing (NIOSH, 1998). This argument was concurrent with a study performed by Palmer et al (2002) who found that the prevalence of hearing loss and tinnitus increased with the extent of work-related exposure to noise, despite age increases. The findings from previous studies present the possibility of clinical implications for those regularly attending fitness classes which includes pre set amplified music. This factor is increased as this noisy environment forms part of everyday life for instructors. Clinical implications of a noisy work environment include illnesses such as tinnitus and its associated consequences. The health effects of noise on hearing have long been established. Maassen et al (2001) propose that numerous years of exposure to music with frequencies particularly damaging to hearing at high noise levels can lead to substantial damage and employees in a noisy workplace have an increased risk of hearing loss. A common consequence of excessive noise exposure is tinnitus. Tinnitus refers to a perception of noise arising without corresponding auditory stimulation (Baguley, 2002). This poorly understood condition is experienced by 10% 15% of the population at some time during their lifetime (Andersson et al, 2000). Many people experience symptoms shortly after exposure to loud noise, whereas other it can last until medical intervention. Tinnitus is often described as a ‘‘buzzing in the ears,’’ however it sufferers also describe the nose as whistling, hissing, ringing or roaring of varying intensity, loudness, and pitch. (McKenna, 2008). Sufferers of this dise ase may also find it difficult to distinguish between different sounds within their proximity, which can cause further discomfort. The effect of tinnitus on an individual is not limited to a physical implication, but rather psychological, which include depression amongst other similar debilitating diseases (Andersson et al., 2005). It has also been suggested that links between an increase in workplace accidents which may have involved excessive noise and hearing impairment (Picard et al, 2008). 1.2 Aim The aim of this dissertation is to establish noise levels and the potential adverse effects to which fitness instructors are exposed to during the teaching of their classes, in particular when amplified music is used to motivate participants. The study will also survey instructors to find out possible factors that may explain why such noise levels are being used in their classes. 1.3   Objectives Empirically identify the levels of sound used by fitness instructors during their classes Survey fitness instructors’ instructors’ to find out their knowledge of noise issues, amount of exposure and awareness of noise levels. Identify the workload of instructors and any other factors that may affect results e.g. hobbies. Analyse data Determine if factors outlined in the questionnaire have any consequence on the outcome of the measurements taken from the dosemeter. Identify findings and discuss problems encountered Discuss further research needs    Chapter Two Literature Review 2.1   Noise Induced Hearing Loss (NIHL) The issue of NIHL has long been established, particularly within the manufacturing, mining, construction and foundry industries (William R, 2007). Hearing conservation programmes have been running throughout Europe, which in Sweden resulted in a drop of 3 dB (A) within the industrial machinery industry over a 20 year period (WHO, 1997) The problem of leisure time NIHL may have first been recognised with the introduction of personal stereos. Various studies identified that it was not only the workplace that posed a risk to hearing, but also leisure times activities. Potential sources of high leisure noise levels include machinery (e.g. lawn mowers, power tools), rock concerts and discotheques, personal stereo systems and toys (Davies and Fortnum et al, 1985). Despite the improvement in NIHL within the workplace and within some leisure environments’, it has mainly been limited to the workforces which fall within the industrial sector. NIHL is a recognised problem within the U.K and has been attempted to be addressed by the Control of Noise at Work Regulations 2005, however there are working environments which continue to be exceed recommended noise action values for example the noise which are experienced during an aerobics class (Nassar, 2001). While attending an aerobics class is unlikely to induce hearing loss, previous research suggests that regular exposure to noise over 85 dB (A) may be detrimental to hearing capabilities. 2.2 Noise in fitness classes The use of amplified music in fitness classes is commonplace, primarily to motivate the participants and enhance fitness performance (Howley Franks, 2007). It is also suggested that the use of music during fitness classes improves the performance of participants, and often noisy environment are necessary for the enjoyment of the activity. This is called the â€Å"social noise phenomenon† (Clark Calvert, 1991). Also in this workout environment, young adults who participate in fitness classes are at risk of exposure to high levels of music delivered through loudspeakers (Yaremchuk Kaczor, 1999). With the use of loud music in fitness classes, the risk of impairing instructors hearing increases, especially if they are exposed to the noise for prolonged periods of time. A fundamental detail of fitness instruction is the requirement for instructors to instruct participants as to exercises they’ll be performing and to offer encouragement. â€Å"Instructors often find thems elves shouting commands to participants, which may result in vocal fold abnormalities. To overcome the strain of shouting over music, some instructors will use microphones that are louder than the background music. Unfortunately, this allows music to be played at an even louder volume† (Yaremchuk Kaczor, 1999) Previous research into the noise produced at fitness classes have concentrated on the level of noise within the room, rather than the instructors’ individual exposure. The Yaremchuk Kaczor (1999) study measured sound pressure levels during aerobics classes at five different health clubs, readings were taken using a portable sound level meter. A study of noise in fitness classes undertaken by Fusco and Marcondes (1989) was performed on numerous fitness classes in Sao Paulo, Brazil, recording noise levels ranging from 82dB(A) to 160dB(A). This study focused on the noise that was observable in the room and not the personal exposure of the instructors. Palma et al (2009) performed a cross sectional study of 15 instructors in Brazil to identify the level of exposure that instructors were exposed to during the teaching of fitness classes and its relationship with other factors of health. Palma et al (2009) also used a questionnaire with to establish correlations between health factors and noise levels. To achieve sound pressure measurements, the study used a Sound Level Meter that was located near to the instructor to achieve a realistic personal dose measurement. The study found sound pressure levels ranged from 74.4 dB (A) and 101 dB (A) with a mean Leq of 89.81. Wilson and Herbstein (2003) examined how participants in these aerobics classes perceived the music levels. Approximately, 75% of participants reported that the music was at a comfortable level when it was presented at both 85 and 89 dBA; and even when the level presented was 97 dBA, 67% of participants still felt that it was a comfortable level. Furthermore, 76% of participants enjoyed the class more when the music was presented at a level of 89 dBA. And finally, 74% of participants reported that they were more motivated to work harder when the music was presented at 89 and 97 dBA. An unfortunate consequence of enjoying a class more and being more motivated when the music is presented at such high levels is the potential deleterious long-term effects on hearing sensitivity. A study performed by Yarenchuk and Kaczor (1999) measured noise levels at 5 different leisure centres and 125 aerobics classes. The study used a sound level meter to record sound pressure levels at 5 minute intervals, the study recorded a range of 78 dB(A) to 106 dB(A) and a mean Sound Pressure Level (SPL) of 94 dB(A) and 27 classes having an SPL of 90 dB(A). Echoing the results found by Yarenchuk and Kaczor 2001, a study by Mirbod et al (1994) within 3 health clubs, found similar peak, and mean values within fitness classes. A study into noise at aerobics classes in Manchester was performed by Nassar (2001), the study recorded noise levels in fitness class studios. The study by Nassar (2001) recorded a mean noise level of 89.6dB (A) and also performed a pure tone threshold hearing test based on the audible range of the class noise frequency (subjects). The subjects then attended aerobics classes. A noise level of 90 dB(A) was pre-set and the classes lasted 60 minutes, two minutes after the class had ceased, post class pure tone audiometry was performed. The study results showed that there was evidence of temporary threshold shift which has the potential to lead to permanent hearing loss (Moller, 2010). However, despite these findings, the use of pure tone audiometry to assess the potentially harmful effects of noise on peoples hearing has failed to show any marked effect in numerous studies (Carter, 1984). 2.4   Legislation The Health and Safety at Work Act 197 general duties state that; It shall be the duty of every employer to conduct his undertaking in such a way as to ensure, so far as is reasonably practicable, that persons not in his employment who may be affected thereby are not thereby exposed to risks to their health or safety. With particular relation to noise, there is further guidance on controlling noise levels within the workplace.   The Control of Noise at Work Regulations 2005 are based on a European Union Directive, the Council and Parliament Directive 2003/10/EC of 6th February 2003, which stipulated the minimum health and safety requirements regarding exposure of workers to the risks arising from physical agents (noise) (HSE, 2006). Regulation 5 of the regulations requires employers to perform a risk assessment for employees should their work activities expose them to noise at or above the lower action values mentioned in Regulation 4 (HSE, 2006). The intention of risk assessments is to identify hazards, decide who may be harmed, evaluate risks and decide on precautions, record finding and implement them and finally review and update them. In performing a risk assessment of noise exposure, it allows the employer to prevent and implement sufficient control of noise levels. Further to this; Regulation 9 of the Control of Noise at Work Regs 2006 require that, where a risk assessment has identified a noise source which poses risk to an employee’s health, that hearing protection must be provided (HSE, 2006) Regulation 10 of Control of Noise at Work Regs requires employers to supply employees with training and instruction should they be exposed to noise levels that breach the lower action values (HSE, 2006).` An uncomplicated way towards the reduction of hazardous noise levels and compliance with the noise regulations in fitness classes would be to reduce the level of noise to a safe limit which reduces the risk of NIHL. This would result in safer working conditions, less strain on the vocals of instructors and reduction in noise related illnesses e.g. Tinnitus. Within the Control of Noise at Work Regulations (2005), regulation 4 states the exposure limit values and action values as so: Regulation 4.- (1)  the lower exposure action values are (a) a daily or weekly personal noise exposure of 80 dB (A-weighted); and (b) a peak sound pressure of 135 dB (C-weighted). (2)  The upper exposure action values are- (a) a daily or weekly personal noise exposure of 85 dB (A-weighted); and (b) a peak sound pressure of 137 dB (C-weighted). (3)  The exposure limit values are- (a) a daily or weekly personal noise exposure of 87 dB (A-weighted); and (b) a peak sound pressure of 140 dB (C-weighted).    Chapter Three Methodology    3.1  Method As already mentioned, there have been many studies into the noise levels within the fitness class arena, however, very few have been performed within the U.K and considered the personal exposure of instructors using a dosimeter. This study will use a cross sectional method by recording personal exposure of instructors, using a dosemeter and questionnaire to identify the knowledge and awareness of instructors of noise issues, that may occur during their fitness classes. The empirical study was performed over 7 different fitness instructors, teaching various classes within 6 different arenas within Hambleton District and Leeds. Initially 8 leisure centres were identified to participate in the study; however one of them refused to take part. Once permission had been granted by the management of leisure centres, Instructors were approached and explained what the study entailed and its aims outlined. Seven fitness instructors were approached, all of whom agreed to participate. The profile of instructors was varied and included inexperienced and experienced, male and female instructors. The fitness classes chosen to participate in the study were based on the involvement of music to which the class was taught. The post class questionnaire was given to instructors to complete should they feel comfortable doing so. It was also explained to them that should they reverse their decision for the information on the questionnaire to be used, they could contact me and data would be destroyed.   Participants of the fitness classes took no part in the study, and at times explained what the equipment the instructor was doing. This explanation was at the instructors’ discretion. Due to instructors having to wear equipment and take time to participate in the study, it was decided that the instructor would only be asked to participate in the study once. Although this limited the length of the study, it was felt that this would be least problematic for instructors’ and management of gyms who may have felt uneasy at numerous reading being performed. They types of classes were noise measurement were performed were, aerobics, boxercise, spinning and body attack. (See appendices for individual descriptions) As with the nature of aerobics, movement is ongoing throughout the duration of the class, and using a sound level meter would not accurately record personal noise levels accurately. A dosemeter (Casella’s CEL-360 noise dosimeter) was used to measure the noise levels from the amplified music rather than a sound level meter as it provided a more accurate reading of the instructor’s personal exposure to the noise. The Dosemeter was be attached to the instructors clothing, as near to the ear as possible to get the most realistic measurement. Unlike a sound level meter, the use of a dosemeter will also taken into account how near the instructor is to the amplified music, consequently giving a more realistic measurement. Prior to the commencement of the study and before each class, the dosemeter was calibrated and configured as to provide readings of Equivalent Continuous Sound Level (Leq), daily personal exposure (Lep’d), The dosemeter was also set to a (A) weighting to reflect the frequency response of the human ear. The Dosemeter was calibrated and configured prior to each class begging and set to record minutes before the class began. This did not affect recording as the music in all classes was present prior to the class beginning its warm up. The dosemeter was locked for the duration of the class to limit accidental interference by the instructor. The dosemeter was then positioned on the hip of the instructor with a wire connected to the microphone which clipped on the neck of the instructors t-shirt, approximately 12cm from the ear. On completion of the class, the dosemeter was taken from the instructor and recordings stopped. On completion of the class, instructors were asked to complete a questionnaire accompanied by an ethical information sheet as required by Leeds Metropolitan Universities Ethics Policy. It was decided to keep the questionnaire to one side of A4 due to time constraints of instructors and the likelihood of it being completed accurately. All instructors completed the questionnaire. Recorded noise levels were taken from the dosemeter and given a reference number to allow correlations from questionnaire and recording to be analysed. The post class questionnaire sought to identify the profile of instructors and their experience teaching classes. This included Age, Gender and experience of teaching fitness classes to music. These factors were included as a study by Daniel (2007) defined that risk factors for NIHL include age, gender and race, with age having the most significant factor of developing NIHL due to hearing capability declining with age. The experience of instructors teaching classes was asked to try identify whether through experience, noise levels decreases or due to continuous exposure noise levels increases due to poorer hearing. The questionnaire also aimed to identify the knowledge of instructors regarding hearing damage, training of noise levels and the use of hearing protection and awareness of Control of Noise at Work Regulations 2006. These factors were chosen as they have not been included in previous studies and was felt that it would provide a indication of reasons why loud music if used.   A final question of instructors opinion of the loudness aimed to identify their knowledge of what level of continuous noise exposure may induce hearing loss may sound like. 3.2 Ethics All participant of the study were provided with written information sheets explaining the nature of the study in conjunction with a verbal explanation and questionnaire. Due to the free lance nature of instructors, written permission to perform the study was also sought prior to the study commencing (See appendix). All participants had the opportunity to withdraw the data collected. Participant data was kept confidential and secure, although it should be noted that names of participants were not kept attached to questionnaires. Chapter Four Results 4.1   Study Results For raw data that will be discussed in this section, see appendix 2. Seven instructors agreed to participate in the study, all of whom completed the questionnaire and did not request to withdraw the data collected. One leisure centre refused my request to undertake the research. This level of full participation was expected due to the use of convenience sampling. The socio demographics of the participants was as follows: 5 male (71.5%) and 2 female (28.5%). Two instructors were between the ages of 18-25 (28.5%), 3 Instructors were between the ages of 26-35 (43%) and 2 Instructors over the age of 36 (28.5%). All instructors taught between 1 and 4 different types of class each week which involved amplified music. These were a combination of aerobics, spinning, boxercise and body combat. Of the classes mentioned; two instructors taught only boxercise (28.5%). Two instructors taught aerobics and spinning classes only (28.5%) and the remaining 3 instructors taught all 4 different classes during one week (42.9%). The results showed that body combat was the least taught class amongst instructors. The number of hours a week teaching classes was split into two groups. Four instructors spent less than 10 hours a week instructing classes (57.14%) with remaining instructors teaching classes more than 10 hours per week (42.86%). The experience of teaching classes varied greatly which generally had an impact on the number of classes they taught each week. Three Instructors’ had instructed classes for less than 2 Years (42.9%). Two instructors had instructed classes between 2 and 10 years (28.5%) and the remaining two instructors had taught classes for over 10 years (28.5%). The study found that the longer the instructor had been teaching classes, the more hours were spent each week instructing classes to music. The perception of noise within classes varied from instructor thinking the music was quiet to loud. One instructor thought the music in their class was quiet (14.7%). Four instructors thought the noise level was ‘about right’ (57.14%) and the remaining two instructors thinking the music being played was loud (28.5%). Of all the instructors surveyed, none had received training on the noise regs, with one instructor having an awareness of regulations. Despite one instructor reporting previous medical problems with their hearing, they had not received training or were aware of the Control of Noise at Work Regulation 2006. However, this person did perceive the music they were using as quiet, 4.2 Noise levels The lowest measured Equivalent Continuous Sound Level (Leq) was 81 dB (A) and the highest leq reading was 95 dB (A). The mean Leq for all the instructors was 88 dB (A). The lowest measured peak noise level was 128 dB (A) and the highest peak level was 144 dB (A). The dosimeter equipment used was able to calculate the personal Daily Exposure Level (Lep’d). It was assumed that the rest of the day was quiet. This enabled the calculation of Lep’d measurements ranging from 76 dB (A) and 85 dB (A) with a mean personal daily exposure of 80dB (A). The results showed that four (57%) of the instructors music levels were above the first action value in the Noise at Work Regs 2006 and two of those over the second action value. Despite the remaining results recording values below the first action value, it must be noted that they still achieved a Lep’d no lower than 77 dB (A). In relation to gender it was not possible to distinguish a trend in the results due to the small sample size that only included two female instructors. The instructors that spent less than 10 hours a week instructing fitness classes to aerobics recorded a mean Lep’d of 77dB (A). Instructors teaching classes over hours a week recorded a mean Lep’d of 81.6 dB (A). A particular concern was of one instructor who was instructing classes to music for more than 35 hours per week, 6 days a week who recorded a Lep’d of 84 dB(A), this instructor also thought that the level of music being used in their class was not loud. Similarly, three other instructors whose Lep’d was above the first action value within the Control of Noise at Work Regs 2006, also did not think that level of music being used was loud. The intention to use peak action values to analyse results was not possible due to accidental interference from the instructor to the microphone. This is evidenced by the particularly values of over 141 dB (A). This level of peak action value is not corresponding with noise levels within the fitness class environment. None of the instructors had received training with regard to hearing protection or controlling the noise levels within their classes. However, one instructor was aware of the Control of Noise at Work Regs, but despite this recorded the second highest Lep’d of 84dB (A). The study found that the second highest daily exposure of the instructors was of an instructor over the age of 36, with a Lep’d of 84 dB (A). The mean Lep’d for over 36 years olds was 81 dB (A). This theme continued as the study found that 3 of the 4 highest Lep’d recordings was amongst the 26 – 35 year olds, with a mean Lep’d of 80 dB (A). The 18 – 25 year old instructors recorded the lowest Lep’d of 73.5 dB (A). The results show that the older the instructors, the higher the mean Lep’d. Table 1. Data obtained from questionnaires and recorded measurements from dosimeter. Name Gender Age Years instructing Hours spent instructing Trained in noise regulations Medical problem Noise regs awareness Perception of noise level LEQ Lepd 01 M 26-35 1 year 3 hours No No No About right 90 80 FC/02 M 18 25 3 Years 1 Day 4.5 hours No No No Loud 81 71 FC/03 M 36+ 10 years 3 Days 6 hours No Yes No Quiet 88 78 FC/04 M 26-35 16 years 6 Days 35+ hours No No Yes About right 95 85 FC/05 F 26-35 6 months 2 Days 4.5 hours No No No About right 89 80 FC/06 F 18-25 4 years 3 days 12 hours No No No Loud 85 76 FC/07 M 36+ 2 Years 4 days 10 Hours No No No About right 95 85 MEAN 89 79.5    Graph 1 Graph 2 Graph 3 Chapter Five Discussion 5.1  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Noise exposure The measurements that were measured included noise levels, peak noise levels, and daily exposure levels (Lep’d). This study found that the mean measured noise levels within different fitness classes to be 80 dB (A) based on a working day. This result was not unexpected as other studies have found similar noise levels within fitness classes. Although other studies have included more instructors, and their exposure to noise levels, they have concentrated on the levels of noise within the class alone and not the instructors themselves. This study used personal dosimetry to provide an accurate, life like measurement of noise levels within the classes. It also questionnaire considered the exposure of instructors based on their weekly teaching schedule. It also considered variable factors including age, lifestyle choices and awareness of regulations to determine if an association can be correlated (See appendix). The mean daily noise exposure value found by this study is in breach o f the first action value set out by the Control of Noise Regulations 2005, Regulation 4. The findings clearly highlight an issue of excessive noise levels being used by instructors, however, due to the small convenience population used, it is difficult to generalise findings. The mean daily exposure value found by the study may be an underestimation as it assumes that the rest of the day is quiet. The questionnaire highlighted that many of the instructors taught multiple classes each day, assuming similar noise levels were used in those classes. This is likely to affect the daily noise exposure of instructors resulting in an increased Lep’d. The mean Lep’d found in this study is particularly worrying for instructors who are instructing fitness classes over 10 hours per week. The study found that 3 instructors taught over 10 hours a week. This number of hours teaching at high levels of noise is likely to increase their daily noise exposure value and without intervention, increase the likelihood of Noise Induced Hearing Loss (NIHL). The study confirmed that high levels of noise are being used in fitness classes to motivate participants to the detriment of their hearing. The problem is particularly concerning for instructors who are teaching multiple calluses per week. Due to the likely underestimation, it is likely that in actual fact the daily exposure would be higher and furthermore detrimental and in further breach of regulations. An observation of the study was that instructors that used lots of loud verbal encouragement to participants resulted in higher daily noise exposure values. A study by (May J, 2000) found that Individuals describing loud noise on the job, which required the necessity of shouting to communicate with co-workers, or ringing/ buzzing following work exposures may well be experiencing excessively high levels of noise. Dobie, (1993) states that, the need to shout in order to converse suggests the possibility of a possible hazardous exposure, although hazard is negligible in the 80 -85 dB (A) range. This theory is backed up by (Porter 1993) who states, â€Å"A rule of thumb, however, is that if a person normally has to shout to communicate to workmates, he is at risk of developing noise induced hearing loss†. A point to be considered is the possibility of instructors not playing music as loud as they might normally do because of the awareness of the study and consciousness that loud music may affect their hearing (Hawthorne effect). A further limitation may have been the use of the Dosimeter itself. The design of the dosimeter meant that the microphone often came into contact with the instructor which resulted in high peak values. This was found to be the likely reasoning behind the extremely high peak values which may have also affected the daily exposure value.   The high levels of noise found by the study are not surprising due to the lack of training and awareness of Noise at Work Regulations (Noise Regs). The study found that no instructors had received training and only one instructor was aware of the Noise Regs. The lack of training may be linked to the lack of understanding and under estimation of noise levels they were using in their classes. Nearly all instructors found that the music they were using was at an ‘about right’ level and not be harmful to hearing, despite a mean daily exposure of 80 dB (A). The use of language to estimate noise levels was used due to instructors not understanding decibels and its associated meaning. It was decided this would be a simpler means of estimating noise levels. 5.3   Study limitations The use of dosimetry gave the most life like measuring of noise exposure; however, the microphone was still over 10cm from the ear canal, the point in which noise is processed. The affect of the acoustics of the rooms and its reverberation will also not be taken into account by the dosimeter. The design of the dosimeter prevented recording being taken from any closer than 10cm. This may have resulted in affecting the results. The design of the dosimeter also meant the microphone had to be clipped on the neck area of an instructor’s upper most garments. This led to the microphone rubbing against the neck and jaw of the instructor, resulting in an increased and unreliable peak action value. The dimensions of arenas where measurement were taken varied from small studios to a large gymnasium. For this reason the reverberation attributes of room were not taken into consideration. The range of different rooms used may have an effect on noise levels reaching the dosimeter. However, the use of dosimetry provided the most realistic measurement possible. A more accurate measurement would have been possible if the background noise levels had been recorded and taken into consideration when analysing results, however, this was not always possible due to the quick turn-around of classes which left no time for background noise levels to be recorded. The cross sectional study was straightforward due to its convenience, which allowed correlations to be made from measurements and the questionnaire. Due to time constraints and funding, convenience sampling limited the study to the North Yorkshire and Leeds City area. This meant only a small population could be sampled, meaning it is difficult to regard as representative of the profession. The questionnaire relied upon the instructor answering questions honestly. With this in mind, it is feasible that instructors experienced self awareness, recall bias and time constraints which lead to an inaccurate completion of questionnaire.   Chapter Six Conclusion Conclusion  Ã‚  Ã‚  Ã‚  Ã‚   6.1 This study was based on a small, cross sectional empirical method to address the exposure of fitness instructors to their noisy work environment. The study considered the frequency of classes and their duration, contrasting to prior studies mentioned earlier in this dissertation. The study focused on the daily exposure of instructors, unlike the other studies, however, it only focused on the results gathered from one class. This limited results as further speculation would have meant assuming noise levels in other were classes were the same as the measured class, which would bring in the issue of bias. Similarly, it is possible that the weekly exposure could have been calculated based on noise levels recorded, but this again would have required an assumption that all other classes were the taught at the same noise level, which is unlikely due to the varying locations instructors are likely to teach. This assumption would have led to an unrealistic under or over estimation of noise levels. To accurately estimate weekly exposure levels would have meant attending more classes which was not possible in the timeframe of this study. It was also felt that this would have placed too much of a burden on instructors and lead to a lower number of fully participating participants The questionnaire proved reliable due to its short length, however, it was restricted to by its small sample population and the use of convenience sampling which meant it was not possible to generalisation of results. This study has provided an insight into the noise levels that instructors are using within the workplace and considered factors that may influence the levels that are used. Although this study is not representative of the industry sector as a whole, couple with other similar studies that have returned similar results, it provides further evidence that this is an industry that is not being address adequately by the Control of Noise at Work Regulations 2006. It has not only addressed the workplace environment noise but has considered the whole exposure of the instructors and this information would be useful when attempting to develop and implement a hearing conservation programme. Although this study was not able to determine the relative risks and odds ratio for the different risk factors and their statistical significance, it did provide a valuable insight in the role of a fitness instructor and much information for dissemination which would assist in understanding the nature of the risks that instructors face. Again, this would not be representative of that sector; however, with other studies reporting similar high noise levels, it is further evidence that this is an area, which needs to be addressed. The study has also identified that there is a lack of training and perception of noise levels. This study focused solely on the noise levels of amplified music and did not consider noise from equipment, people attending the class or acoustics of the room. The potential for instructors to have experienced bias or self awareness whilst completing the questionnaire has been noted. The margin of error in recording noise measurements has also been considered however has not been clarified to use in conjunction with results. 6.2 Results summary Soderquist (2002) states that NIHL can cause a temporary threshold shift and lead to the decrease in sensitivity, and increase in threshold, which occurs when you are exposed to a long duration of sound that has a level greater than 80 dB. The results from this study found noise levels in fitness classes to range between 81 dB (A) and 95 dB (A), with a mean of 89 dB (A) and personal daily exposure based on one class of between 71 dB (A) and 85 dB (A) with a mean of 80 dB (A). However this result is likely to have been underestimated as mentioned earlier in this chapter. The results showed that four (57%) of the instructors music levels were above the first action value in the Noise at Work Regs 2006 and two of those over the second action value of 82 dB(A). Despite the remaining results recording values below the first action value, it must be noted that they still achieved a Lep’d no lower than 77 dB (A). These instructors are running a risk of suffering from Noise Induced Hearing Loss, which is compounded by the frequency of classes they teach and lack of training and awareness of regulations. Leisure centres were fitness classes take place are allowing breaches of legislation (Control at Noise Regulation 2006) to occur, which is proving detrimental to employees. None of the instructors involved in this study had received training of noise levels. A consequence of this is shown in the majority of instructors believing the noise levels used in their classes was ‘about right’ or ‘quiet’ despite being above the lower action values of the noise regs. Potentially further detrimental is that 71.5% of instructors have hobbies that involve loud music, which is likely to be louder than fitness classes due to thinking that their fitness class didn’t involve loud music. Chapter Seven   Recommendations Recommendation  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   7.1 This study has demonstrated the issue of noise in fitness classes and the need for further research to enable further generalisation of the population. A more extensive population would provide evidence of causality. Performing measurements over a week basis for instructors would also provide more accurate and reliable daily exposure value. Future research may also want to make further correlations using tests to measure symptoms of hearing loss. A further point to take into consideration is to consider acoustics of arenas, the reverberation characteristics of the room and other factors that may increase background noise levels. The study limitation of instructors’ awareness of the study and possible lowering of volume is a difficult problem to address due to ethical reasons. The use of a sound level meter to perform measurements is less intrusive to the instructor, however, will provide less realistic results. A concern highlighted by this study was the lack of training on noise related issues received by instructors. The use of loud music is integral to the instructing of fitness classes; however, it is not being addressed by management in leisure centres.   This study has highlighted the need for training and developing of health surveillance in this sector.   Torre and Howell (1999) found that aerobics instructors often used high levels of music to motivate the class; these levels of music, in combination with the instructor’s encouraging voice at a higher level, may contribute, over time, to recreational noise-induced hearing loss.   Furthermore Clark and Calvert (1991) suggested that the use of music during fitness classes improves the performance of participants, and often noisy environment are necessary for the enjoyment of the activity. This is called the â€Å"social noise phenomenon†. For change in attitudes towards hearing protection and strategies to reduce volumes, first, the above attitude must be overcome. An alternative measure to tackle problems identified in this study is to place more emphasis on the management of leisure centres. Methods may include a contract between management and instructors to not exceed preset volume levels or placing noise level limiting equipment on audio equipment. However, this may be difficult to monitor due the varying background noise levels found in different classes and its number of participants. Management of leisure centres need to consider the risk of Noise Induced Hearing Loss of instructors within its workplace. Identification of typical noise levels will allow for policies and agreements to be put in place to protect its employees from a life changing medical condition. It should also be realised that the use of increasing sound levels to motivate participants during fitness classes may put regular gym-goers, as well as instructors, at an increased risk of NIHL. Reference list Andersson, G., Baguley, D. M., McKenna, L., McFerran, D. (2005). Tinnitus: A multidisciplinary approach. London:Whurr Publishers. Andersson, G., Eriksson, J., Lundh, L. G., Lytkkens, L. (2000). Tinnitus and cognitive interference: A Stroop paradigm study. 104 Biological Research for Nursing 13(1) Journal of Speech, Hearing and Language Research, 43, 1168-1173. Carter, N.L., Murray, N.M., Khan, A., Waugh, R.L. (1984). A longitudinal study of recreational noise and young peoples hearing. Australian Journal of Audiology, 6, 45-53. Cone, J and Hayes S (1985). Environmental Problems/Behavioral Solutions. London: Cambridge University Press. p89. Daniel E. (2007).  Ã‚  Ã‚  Ã‚  Ã‚   Noise and hearing loss: a review.   Journal of   School Health  Ã‚   77 (5): 225-31 Davies AC, Fortnum HM, Coles RRA et al. Damage to hearing from leisure noise: a review of the literature. Nottingham: Medical Research Council Institute for Hearing Research, University of Nottingham, 1985 Diaz C., Pedrero A. (2006). Sound exposure during daily activities. Applied Acoustics   67: 271-283 Dobie, R A (1993). Medical-legal evaluation of hearing loss. 2nd ed. New York: Van Nostrand Reinhold. p163. European Agency for Safety and Health at Work. (2005).  Ã‚  Ã‚   Hearing loss in the EU-15 General prevalence. European Agency for Safety and Health at Work Howley Franks (2007) Fitness professionals handbook  Ã‚  Ã‚  Ã‚   Human Kinetics; 5 edition p264 HSE (2005). Likely noise reduction. The Control of Noise at Work Regulations 2005: Guidance on Regulations. Likely noise reduction (278), p78 Jons CM. Occupational hearing loss and vibration induced disorders. Br Med J 1996; 313: 223-226 May, J. (200). Clinical features. Occupational Hearing Loss. 1 (3), p114. Mirbod, S. M., Lanphere, C., Fujita, S., Komura, Y., Inaba, R., Iwata, H. (1994). Noise in aerobic facilities. Industrial Health, 32, 49–55. Mà ¸ller, A.R.; Langguth, B.; DeRidder, D.; Kleinjung, T. (2010). Textbook of Tinnitus. New York: Springer. p302. Palmer, et al. (2001). Occupational exposure to noise and hearing difficulties in Great Britain. HSE Research Report. 1 (Table 5 ), p12. Peters R.J. (2003). The Role of Hearing Protectors in Leisure Noise. Noise and Health 5 (18): 47-55 Porter, MJ. (1993). Sensorineural Hearing Loss. Otorhinolaryngology, Head Neck Surgery. 15 (11), p2864. Soderquist, D (2002). Sensory processes. London: SAGE. p272. WHO. (1997). PREVENTION OF NOISE-INDUCED HEARING LOSS. Available: who.int/pbd/deafness/en/noise.pdf. Last accessed 11th March 2011. William, R (2007). Environmental and Occupational Medicine. 4th ed. Philadelphia: Lippincott Williams Wilkins. p1927. Yarenchuk KL, Kaczor JC. (1999).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Noise levels in the health club setting. Ear Nose and Throat Journal 78: 54,57

Leung Tsang Hung and Lee Wai Yu v. The Incorporated owners of Kwok Essay

Leung Tsang Hung and Lee Wai Yu v. The Incorporated owners of Kwok Wing House, HKSAR FACV42007 - Essay Example Madam Liu died and it was found that the 15 lbs. triangular piece of concrete came from Kwok Wing House and fell from Flat A on the 11th floor and it formed the corner of a concrete canopy which is projecting out from over the enclosed balcony of the flat, before it had been detached and fallen down into the street ("Case Alert: Case 2 (FACV4/2007)," 2008; and "Leung Tsang Hung and Lee Wai Yu v. Incorporated Owners of Kwok Wing House FACV4/2007," 2007). The tenant as well as the incorporated owners was sued in negligence and public nuisance. And they were held liable for the case. The First Instance Judge as well as the Court of Appeal had dismissed the claim against the Incorporated Owners ("Case Alert: Case 2 (FACV4/2007)," 2008). The Court of Final Appeal handed down the decision on the case on October 26, 2007 and the case has clearly laid down the responsibilities as well as liabilities of the incorporated owners in relation to common areas and illegal structures of the building. They were also held responsible for the Death of Madam Liu. In August 1999, Madam Liu was plying her trade as a hawker in Tung Choi Street, when she met was struck by a falling piece of concrete coming from adjacent building, known as Kwok Wing House and as a consequence, she died. ... e decision on the case on October 26, 2007 and the case has clearly laid down the responsibilities as well as liabilities of the incorporated owners in relation to common areas and illegal structures of the building. They were also held responsible for the Death of Madam Liu. 3. Facts A. Factual events leading up to the case In August 1999, Madam Liu was plying her trade as a hawker in Tung Choi Street, when she met was struck by a falling piece of concrete coming from adjacent building, known as Kwok Wing House and as a consequence, she died. That piece of concrete fell from Flat A on the 11th floor of the said building, which formed a corner of a concrete canopy projecting out from the enclosed balcony of the flat. Tenant of the flat and incorporated owners were sued in negligence and public nuisance. The tenant and owners of the flat were held liable, however, the first Instance Judge and Court of Appeal had dismissed the claim against the Incorporated Owners so, the plaintiffs appealed to the Court of Final Appeal ("Case Alert: Case 2 (FACV4/2007). Accident's Cause There was a canopy protruding from outer wall of the premises on top of the building to which someone added the extended canopy and converted the open balcony beneath as part of the covered space inside the premises. From that extended canopy the fatal concrete fragment fell. No evidence found when was the extended canopy erected and who was responsible for it and it could have been erected in 1964, soon after occupation permit was issued and before the sale of the said premise to its first owner. Investigation report of Building Authorities implies that the extended canopy was cast against the approved canopy with roughened joint however, connecting steel reinforcement and spanned between the

National Revival in Wales between 1880 and 1914 Essay

National Revival in Wales between 1880 and 1914 - Essay Example 205). Perhaps Keir Hardie's greatest contribution, however, was in the genesis of the Labour Party in Britain. Hardie had been an ardent member of the Liberal Party, but he felt that the policies put in place by William Gladstone fell far short of representing the interests of the working classes. While the Liberal Party would make big promises in exchange for the votes of workers, it would never carry out meaningful policy changes that would help the workers' condition, and so in April 1888, Hardie ran as an independent labour candidate in West Lanark. While he came in last, he was encouraged about the future. In August of that year, the Scottish Labour Party was formed. Hardie won a seat in Parliament in 1892. Interestingly, for his first session, he did not wear the same outfit that other working-class MP's wore; instead, he wore only a plain tweed suit, red tie, and deerstalker hat. He was in favor of such progressive policies as free education, pensions, the abolition of the House of Lords, suffrage for women, and a progressive income tax (Wrigley 2002, p. 203). In 1893, Hardie was one of the founding members of the Independent Labour Party. However, two years later, Hardie found himself out of Parliament. An explosion at a Pontypridd colliery had killed 251 miners, and Hardie asked that a message of condolence be added to a Parliamentary address giving congratulations for the birth of a royal heir (the future King Edward VIII). After this was refused, Hardie made a speech attacking the monarchy and lost his seat in 1895 (Wrigley 2002, p. 205). However, Hardie was not out of politics for long. He spent the next five years making speeches and, in 1900, put together a meeting of trade unions and socialist groups, which agreed to form the Labour Representation Committee, which was the precursor of the Labour Party. In that same year, Hardie was elected as the junior MP for Merthyr Tydfil and Aberdare in the South Wales Valleys, and he would represent this region until his death in 1915 (Wrigley 2002, p. 207). The election in which Hardie returned to Parliament became notorious in history for another reason as well. The British military was involved in the Second Boer War, and this war became the primary issue in the 1900 British general election. The Conservative government of Lord Salisbury was reelected, with an enlarged majority over the Liberal Party. There were a couple of reasons for this enlarged majority: not only did the British public want to rally behind its government and support the war effort, but the emergence of the Labour Party created the possibility of vote-splitting among the opposition, as some might vote Liberal and others Labour, which would assist the Conservative cause. Because of this, and because of some funding shortages encountered by the Liberal Party, over 100 races did not have a Liberal Party opposition candidate. The election became known as the "khaki election," because of the new khaki uniforms that the British Army was wearing at war. This became a po pular term in British politics for an election that is decisively influenced by wartime or postwar emotion. Other elections in British

The Role of the Youth in Establishing Unity in a Diversified Multicultural Society Essay Example for Free

The Role of the Youth in Establishing Unity in a Diversified Multicultural Society Essay The Role of the Youth in Establishing Unity in a Diversified Multicultural Society Years passed, adults have tried to control youth because they represent the future. Young people often fight back, trying to create their own world that is separate from their parents. At the end of World War II they were finally given a name: â€Å"teen-agers,† an ideal of young people as consumers. That model for youth spread around the world, and still exists today. Throughout history, young people have played an active role in shaping major social and political advancements. Today’s growing globalization and cross-border movements create an environment, which is increasingly diverse in terms of culture and religion. Young people’s contribution to understanding the impact of this diversity on everyday life as well as politics is now more crucial than ever. Moreover, as they constitute the largest segment of population in many regions, the role of youth in shaping their country’s response to cultural and religious diversity is vital. We clearly see youth as an essential asset – a crucial pool of talent, ideas and energy – that plays a critical role in addressing the challenges related to global and local instability. We must get control of this. We must motivate our youth. We must teach responsibility and goal setting. I fear if we do not we will soon be supporting an entire generation of homeless and needlessly on welfare families. Things have to change, with our schools, with the older generation being good role models, with the older generation being mentors, and with the youth who are right now doing nothing. We believe that it is important to recognize young people’s own contribution to promoting respect and understanding and fostering dialogue among people of different backgrounds. With teenage unemployment soaring, young people can no longer influence the world with their wallets. As student protests began exploding across the globe this fall, we felt compelled to connect our work to these burgeoning movements. Similar generational conflict and disparate youth movements were born out of the Great Depression. These movements share a common goal: to re-imagine the future. It’s an exciting premise that is perhaps the hallmark of adolescence, and a vision typical of history’s most influential youth cultures. Many adults discredit youthful rebellion simply as an emotional rite of passage. However, it is our belief that this style of unrest can bring about real change.

The Affect of Changing the Concentration on the Rate of Reaction :: Collision Theory Reaction Rates Essays

The Affect of Changing the Concentration on the Rate of Reaction To find out the affect of changing the concentration on the rate of reaction Scientific background Collision theory: Collision theory explains how chemical reactions occur and why rates of reaction differ. For a reaction to occur, particles must collide. If the collision causes a chemical change it is referred to as a fruitful collision and it's a Theory that explains how chemical reactions take place and why rates of reaction change? For a reaction to occur the reactant particles must collide. Only a certain fraction of the total collisions cause chemical change these are called fruitful collisions. The fruitful collisions have enough energy (activation energy) at the moment of impact to break the existing bonds and form new bonds, resulting in the products of the reaction. Increasing the concentration of the reactants and raising the temperature bring about more collisions and therefore more fruitful collisions, increasing the rate of reaction. Rate of reaction: amount of a substance that takes part in a chemical reaction in a given time, and its also Finding out how quickly reactions take place and understanding why they happen at the rate they did. Molecules: Molecules are compounds made up of atoms. Movement: is how the reaction occurs Activation Energy: the minimum energy in the reaction. Prediction: What I predict to happen in my experiment is that when I add 10 cm3 of Hydrochloric acid into the flask with the sodium Thiosulphate of 50cm3 then I hypothesise that the cross will disappear a lot faster than when I add less amount of Hydrochloric acid. Hypothesis: I predict is that when I use high concentration of Na2S2o3 the rate of reaction would be very fast and the cross is going to disappear more rapidly and when the solution is more diluted by adding more (water) so the reaction will slow down much slower and it will take more time for the cross to disappear. I think this will happen because by adding more water in it will produce more particles in the concentrated solution so because of this there will be more collisions and it will slow down the reaction. Apparatus: In order to do any type of experiment, you need equipment. The equipment I will use is: Measuring Cylinder Small measuring cylinder Flask 2 beakers Paper marked with a big cross in the middle. Stops watch (Timer). Method: - Firstly we got the equipments listed above - Then we set it up the equipment as shown above. - We got a piece of paper and drew a big cross on it. - Then using a conical flask and 100ml beakers and a 250ml beaker we

Leadership Interview Essay

Leaders-like can be found everywhere but effective leaders are going extinction. Yes, in this world, where people are able to express their own ideas, anyone can be chosen as a leader because he or she possesses a certain characteristics that resembles a leader – outspoken, intelligent, or the ability to express ideas in a single sentence (Ricketts, 2009). However, the leader characteristics are not always an assurance of becoming an effective leader. As according to IAAP (2009), effective leadership is the key to success of organizations. Effective leader are somewhat hard to classify in terms of characteristics – but one thing is for sure, he /she is able to lead the group without imposing authority among members. In simple terms, effective leaders are those people who are seen working just like an ordinary member of the groups but the outcome or output of the group is highly commendable. This is because, he works hand in hand with his people and the atmosphere when e verybody’s working is as cool as ice. Works or jobs are growing freely with the flow, without noticing that they have already solved the problem together. Being able to lead people is leadership – by definition, Leadership is simply being able to influence other people in a positive way, and inspire subordinates to work hard for success of the organization (IAAP, 2009). Having this thought in mind about leaders and leadership, the first person that came into my mind as a potential to be interviewed for this assignment is one of our dear family friend, Mr. Karl Fuentes. Mr. Fuentes is of Filipino-descend but is living in the United States for quite some time. He is the manager of one of the McDonalds Store in Modesto California. McDonalds is headquartered in Oak Brook, Illinois, U.S. It is one of the largest fast food chains in the world and started its operation in 1940, and it is currently present in over 120 countries worldwide serving billions of consumer a day (Yahoo Finance, 2012). He started as a part time service crew for the store and after few years of working since he was already working full time, he got promoted as a manager of the branch. Mr. Fuentes, now 23 is still a student at California State University and he became a manager at the age of 19. According to him, he did not expect to be promoted as a manager because he is only an immigrant. However, since God was on his side and good luck was born with him, he accepted the promotion without having second thought. According to him, the responsibilities of a service crew and a manager are can be compared to David and Goliath – little and huge. As a service crew, your responsibilities was only to serve the food to the customer’s table, clean the store such as wiping the table and mop the floor; and sometimes, immediate person to handle customer complaints – simple and linear. However, according to Mr. Fuentes, when he became the manager, responsibilities did overwhelm him and shaken his confidence. You are the one responsible for the whole store, from inventory to management functions, to handling customer complaints and even monitoring and hitting sales quotas. You also need to assure the quality of the food, the cleanliness of the whole store as well as the marketing side of the store. All of that, you need to manage, monitor and maintain. Personally, I already have known the concepts or theories behind the responsibilities of a manager, but seeing the facial and bodily expression of Mr. Fuentes, I came to realize that it really isn’t easy. There are a lot of sacrifices you need to do to cope with the duties and responsibilities of being a manager or as the leader in the store. Well, before going deeper into personal experiences of Mr. Fuentes, I asked his opinion on the word â€Å"Leader†. In the back of my mind, I was thinking actually that he will go into deep explanation like theories from books, or any other materials. I didn’t expect that his answers will be â€Å"A leader should be a good follower and an active listener†. This sentence is extremely a clichà ©, but after he expounds his answer, like a leader should need to follow rules so his subordinate should follow him as well, I came to realize that a clichà © will never be a clichà © if it’s not true, or if it has not worked for many. Another question that pops out my mind after hearing his answer was also a clichà © question – A leader is born or made? As expected, the answer was also a clichà © – â€Å"it can be both† depending on the reference point. It can also be due to some luck, which made both of us laugh. Yes. It is true. I had also t his opportunity to ask him if how would he differentiated a leader from others and if he believes that certain characteristics are needed to become a leader. According to him, a leader is someone who is willing to listen to other’s opinion and but is actively participating on the tasks, discussion or problem solving. From the expert’s point of view, there is no specific characteristic that is required in order to be named as leader – it’s just being true to you and being able to discern what’s good or bad for your people and company. What I enjoyed in the whole part of interview was when he revealed the challenges he had undergone as a leader and the strategy he used to overcome such challenge. As according to him, in every level of the organization, there is always a challenge. It just so happened that the challenges passed on managers or leaders are really big as compared to low level employees. When he told me his toughest challenge so far – which is to maintain the legacy of the store he is managing, and his strategy – engaging everyone in idea generation, planning and implementation ha s inspired me and I have seen his sincere as well as passionate side as a leader. Though it was simple, his effective leadership has made the big difference. When asked regarding his approached on leadership and management of his branch, he just can’t utter an appropriate word to describe his style. According to him, it was actually combination of different styles, but he personally set the goal to become a charismatic-visionary leader while being a leader by objectives. By definition, a charismatic-visionary leader is someone that influences his people though a single vision (Goleman, Daniel, 2000, p-82-83) and the style is basically engaging the people to work with him. Leadership or management by objective is somehow similar to visionary only that the style is more directed to betterment of the people, fulfilling the pre-assigned objectives as well as coaching people in the workplace (Goleman, Daniel, 2000, p-82-83). Having said that, I suddenly remembered a scenario where in we had a dinner together few years back and someone asked him if who was his inspiration as a person, then he said, â€Å"Nelson Mandela†. Indeed, w hen I asked him if who was his inspiration as a leader, he named the same person. According to him, Nelson Mandela is one of the best examples of a charismatic-visionary leader as he was able to move people by one Vision, which is to help the country to move forward, lessening the poverty and eliminating racism. Such attitude and vision like giving your whole self to save the country have inspired a lot of people and has led him to be the first South African leader to be elected via a democratic election (The Nobel Foundation, 1993). By then, there are a lot of things running on my mind just by observing him, listening to his intelligent answers, jokes, and his non-verbal actions. Before the start of the interview, my connotation of a leader is always serious, task oriented with stern appearance and the like, however, while doing the interview, I came to realize that my connotation before was â€Å"very bookish† as they say. Leaders are still human and are able to laugh, joke around and sometimes, act childish. Indeed, I was partly wrong back then. Being inspired by the answers of Mr. Fuentes to my simple questions, I did not pass the chance to ask for some advice on how to be an effective leader. His advice was, just be you, lead by example, know how to listen to your members and of course, respect other’s opinion. As time goes by, the interview also went on, and I must say that I really learned a lot from him. I came to realize that a leader has this charisma that when he speaks, you are drive to listen to whatever it is. It was like being mesmerized to what he has achieved in life and at the same time, I was inspired to be somehow like him. The overview interview went smoothly as expected and also filled with humour, which did contribute to my learning subconsciously. I truly learned a lot from the leadership interview and I gained knowledge not only on textbook but from the expert himself which is a very overwhelming experience in my part. I must say that learning from the textbook and articles about leadership is re ally not enough. Books, and other printed sources will only help you understand the concept of leadership especially on the theory part, but it leaves you the thinking or imagine what a leader would really be like. Therefore, the formulation of a leader image depends on the use of words written and dependent on the person’s creative imagination. We should keep in mind that there is no perfect person, and since our backgrounds are diverse, we might interpret a single word differently, thus, our connotation of the word leader, leadership and management also varies. Though they mind be the basis for some, readings, textbooks and articles are only a guide in defining the concept of leader, leadership and management, also, since it is based on majority or most leaders really posses this attitude, it may then become a standard qualification for the concept. However, we must keep in mind that each leader or person is exposed to different stimuli and reacts differently under certain circumstances, therefore, in order to know the traits of a leader, it is better to consult a leader itself and witness with your own eyes the qualities that he/she possess as a leader. Thus, this experience of being able to interview a true leader in his field or designation, made me witness the real persona of a leader – the way he act, the coolness when he answers the questions and the substance of every word that came out in his mind. References: * Goleman, Daniel,. (March-April 2000). Leadership that Gets Results. Harvard Business Review, p. 82-83. * IAAP. (April 28, 2009). Leadership Theories and Styles. 2009 Administrative Professionals Week, 1-5. * McDonald’s. (2010-2013). McDonald’s: Our History. Retrieved from mcdonalds.com: http://www.mcdonalds.com/us/en/our_story/our_history.html * The Nobel Foundation. (1993). Nelson Mandela – Biography. Retrieved from Nobelprize.org: http://www.nobelprize.org/nobel_prizes/peace/laureates/1993/mandela-bio.html * Ricketts, K. G. (2009). Leadership vs. Management. UNIVERSITY OF KENTUCKY COLLEGE OF AGRICULTURE. Interview Questions and Answers: 1. Please introduce you, current job and position. I’m Karl Fuentes and I am a manager of one of the McDonalds branch in Modesto California. 2. What are your lines of responsibilities in the company? I started as a service crew at the restaurant, and got promoted as a manager few years ago. My lines of responsibilities from a service crew and as a manager are really different. Working as a service crew, I just need to get the order from the kitchen, and then deliver it to the customer, clean the table and the place. As simple as it sound, isn’t it? However, now being a manager, my responsibilities have become bigger which does not only concerns you but the whole branch as well from employees performance, to sales, to inventories, customer complaints, and a lot more. As a manager, you need to coordinate all the functions which really need a lot of effort. 3. In your own opinion, what is a leader? For me, as a leader, you also need to be a good follower. You need to follow rules and regulations set by the company and act in accordance to that rules. A leader also needs to be a good listener. A leader needs to listen to his subordinates not only to resolve the problems or glitches right away based on fair judgment and also to solicit opinion from them. Through listening to subordinates or people around you, you will learn a lot like from their own experiences and stuffs like that. Thus, in order to understand each and every one, you need to listen to them first. 4. What’s your stand on this issue, â€Å"A leader is Born or Made†? Wow. What a clichà © question. Well, I’ve came across this question often times even when I was in school. My personal opinion for that point is actually, it can be both. There are leaders in our society who were born as leaders – meaning, the leader lineage in their family is very evident. In simple sense, being leaderâ₠¬â„¢s runs in their blood. However, there are also leaders in our society or even in school that were just made as leader. The reason also varies from person to person. It may be influenced by their peers, level of education, innate passion or just luck. Let me give you an example, Mark Zuckerburg is the CEO of Apple right? What is his status before becoming a leader of a multi-billion company? Isn’t it that he was just an a weirdo student at Harvard who often locked in his room, go to classes, drinks beer with his friends and the like? He’s just a typical Harvard Student. Who would have thought that he will be a well-known CEO in the future? In my opinion he is one of the examples of people who have become leader by luck. Though he is really an intelligent guy, his intelligence isn’t enough to achieve the stop where he is now. In my opinion, it was actually out of luck that the website he developed became a hit. 5. How would you differentiate a leader from a bystander, a follower, an initiator or an outspoken person? Leader is someone who listens, take part or participate in a forum, discussion and the like. Bystanders are people who always on the side, though they are physically present, they themselves are mentally absent. Followers are those people who always follow someone without complain. Initiators are the ones who initiate the thought but are unable to finish it. Outspoken are those people who are just talking endlessly without considering others opinion. 6. From your own experience, what are the challenges of being a leader? Are there also opportunities of being a leader what are those? Being a leader is no joke. You need to think less of yourself and think more of others. In our store, it’s inevitable that there are always conflicts between subordinates, shortage in inventory, deficit in sales and a lot of customer complaints. As the manager of the store, you are expected to face these challenges and solve it in any means. What I did was, to hear each side of the coin and plan the action. Planning comes first as it directs the implementation to a clear and single line. A leader does not always face negative circumstances, sometimes; it allows you to discover other things that you yourself cannot imagine that you can do it. If you are a leader, you have subordinates, thus, tasks assigned will be done faster because there are a lot of brains working. You can also express yourself well as you do a lot of coordination, talking and mediating. Leaders really offer a lot of opportunities for a person. 7. In your own experience, what was the most difficult obstacle or challenges you have faced as a leader ad how you were able to resolve it? In all McDonalds store, there is actually that competition every year ends on being the â€Å"Most Outstanding Store† in the area. Before my team, our store was always the winner. During my leadership, there are actually lots of hardship that the store had undergone including fiscal crisis, lots of worker lay-offs, and others which have threaten the sale of the store. It was November then when I and my team realized that we might fall short on the qualification criteria since our sales is not peaking up. As a leader, what I did was, after shift, I gathered my team and discussed possible turn-around strategy that we could do for the store to spike up the sales. I solicited opinions from each of my members and they all contributed their own ideas. After hearing each opinion, we have grouped alike opinions into one category and categorized it according to objectives. Then, each of us chose the best idea and the idea that gathered most of the votes were the one implemented. Luckily, the promotion or strategy that we have implemented did really help us to qualify for the award and later on, won the award. So I guess the best strategy that I did as a leader was soli citing ideas from my members and make them feel that they are part of the company, so, we need to go hand in hand to solve the problem. 8. Are there any special traits, abilities or knowledge that a person should possess in order to become a leader? I don’t think there is. Everyone can be a leader in their own ways. 9. Personally, what are your Philosophies towards leadership and management? Basically, I don’t really have those Philosophies when it comes to leadership and management topic. I just do what I think and my members are right as long as it will be beneficial for the store. 10. I’m sure you are aware of the management or leadership styles, of all, what do you think are your leadership style? How? Yes. I am aware of it. Me? I actually don’t know my leadership styles but since then I am trying really hard to become charismatic-visionary leader and a management by objective at the same time. 11. Having experienced being a follower and a leader, which do you think is the most convenient to your lifestyle or attitude? For me, I guess, it is becoming a leader. It’s not because o f the power or authority I have acquired of becoming a leader, but a sense of responsibility that I have acquired. I have always been very independent since and according to people around me – I am very responsible. I am mindful of my actions and can become a perfectionist at the same time. 12. Is there a specific leader that you look up to? Who and Why? When a word â€Å"Leader† is mentioned, there’s this one person that immediately pops out of my mind – Nelson Mandela. He is very charismatic leader and down to earth. He has vision for his country and was able to revive the spirit of his countrymen. I guess, those qualities has made me more curious about him and in the end, I became his fan. 13. Lastly, what would you advise me so that I would become an effective leader as you are? Advise as a leader? Hmmm. I don’t really have any. But I guess, to become an effective leader, you should know how to listen to other people’s opinion, Motivate people to work hard because you yourself are working hard. Generally, live as an example. You should act, look and think like a leader for others to respect and follow your orders.

Dr. Jose Rizal’s My Last Farewell: Last Notes Before His Execution

â€Å"Mi ultimo adios† (Spanish  for â€Å"My Last Farewell†) is a  poem  written by  Philippine  national hero Dr  Jose Rizal  on the eve of his  executionon 30 December 1896. This poem was one of the last notes he wrote before his death; another that he had written was found in his shoe but because the text was illegible, its contents remains a mystery. Title Rizal did not ascribe a title to his poem. Mariano Ponce, his friend and fellow reformist, titled it  Mi Ultimo Pensamiento  (My Last Thought) in the copies he distributed, but this did not catch on. â€Å"On the afternoon of Dec. 29, 1896, a day before his execution, Dr.Jose Rizal was visited by his mother, Teodora Alonzo, sisters Lucia, Josefa, Trinidad, Maria and Narcisa, and two nephews. When they took their leave, Rizal told Trinidad in English that there was something in the small alcohol stove (cocinilla), not alcohol lamp (lamparilla). The stove was given to Narcisa by the guard when the party was about to board their carriage in the courtyard. At home, the Rizal ladies recovered from the stove a folded paper. On it was written an unsigned, untitled and undated poem of 14 five-line stanzas. The Rizals reproduced copies of the poem and sent them to Rizal's friends in the country and abroad.In 1897, Mariano Ponce in Hong Kong had the poem printed with the title â€Å"Mi Ultimo Pensamiento. † Fr. Mariano Dacanay, who received a copy of the poem while a prisoner in Bilibid (jail), published it in the first issue of  La Independencia  on Sept. 25, 1898 with the title â€Å"Ultimo Adios†. †Ã‚  [1] The stove was not delivered until after the execution as Rizal needed it to light the room. This 14-stanza poem of Jose Rizal talks about his â€Å"Goodbyes† to his dear Fatherland where his love is dedicated to. He wrote it on the evening before his execution. Farewell, dear Fatherland, clime of the sun caress'd Pearl of the Orient seas, our E den lost! Gladly now I go to give thee this faded life's best, And were it brighter, fresher, or more blest Still would I give it thee, nor count the cost. On the field of battle, ‘mid the frenzy of fight, Others have given their lives, without doubt or heed; The place matters not-cypress or laurel or lily white, Scaffold or open plain, combat or martyrdom's plight, T is ever the same, to serve our home and country's need. Interpretation The first stanza speaks about Rizal’s beautiful description of his Fatherland. He used the biblical Eden to describe the Pre-Hispanic Philippines which is an imaginary time of purity and innocence.He adores the beautiful country that he and others are fighting for. He said that he is glad to give his life to Filipinas even though his life was brighter, fresher, or more blest than it is  now  Ã¢â‚¬â€œ pertaining to the time when he wrote the poem. The second stanza speaks about the men who gave their life to his beloved country. Riza l said that their dedication and patriotism to the country is without second thoughts. It doesn’t matter how one struggles, that all struggles, all deaths, are worth it if it is for the good of the country. The third stanza speaks about Rizal’s love of liberty.The image of dawn that Rizal used in the first line signifies the liberation that he adores. In the third and fourth line, he says that if the colour of liberation lacks his blood, he must die for the country to attain freedom. The fourth stanza presents the flashback of Rizal’s love for the patria that started when he was young. He was young when he saw the martyrdom of the GOMBURZA and promised that he would dedicate himself to avenge one day for those victims. His dreams were to see his country in eminent liberation, free from sorrow and grief. The fifth stanza repeats Rizal’s dream of complete liberation. All Hail! † signifies that he is positively welcoming the dawn of freedom after his d eath. He also repeats what he has said in the third stanza that it is his desire to dedicate his life to the Patria. The sixth stanza describes the image of Rizal’s grave being forgotten someday. The grassy sod may represent the country’s development, the growth of liberty, and that with the redemption of the country, he becomes forgotten. Rizal does not say here that he wants monuments, streets, or schools in his name, just a fond kiss and a warm breath so he could feel he is not forgotten.In the seventh stanza, Rizal says he wants to see or feel the moon, dawn, wind, and a bird over his grave. The moon’s beam may represent a night without its gloom like a country without its oppressors. The imagery of dawn has been repeated here and its radiant flashes represent the shining light of redemption that sheds over his honour. Only the wind will lament over his grave. The bird does not lament him but sings of peace, the peace that comes with liberation and the peace with which he rests below.In the eighth stanza, the metaphor of the sun drawing the vapors up to the sky signifies that the earth is being cleansed by the sun like taking away the sorrows and tears that has shed including his last cry. Line 3 reminds us to remember why he died – for the redemption of the country. And he wants to hear a prayer in the still evening – evening because he may also want to see a beam of light from the moon which he stated in the stanza 7, and that it is before the  dawn. Prayers he stated that will make him rest in peace in God’s hands.Rizal said in the ninth stanza that he also wants his fellowmen to also pray for others who also have died and suffered for the country. Also pray for the mothers, the orphans and widows, and the captives who also have cried and have tortured, and again, for his soul to rest in peace. The tenth stanza says that Rizal’s tomb is on the graveyard with the other dead people. Rizal says that in the night, he does not want to be disturbed in his rest along with the others and the mystery the graveyard contains. And whenever we hear a sad song emanating from the grave, it is he who sings for his fatherland.In the eleventh stanza, Rizal says a request that his ashes be spread by the plough before it will no longer take significance. His ashes represent his thoughts, words, and philosophy making it his intellectual remains. The symbolic ashes should be spread all over Filipinas to fertilize the new free country long after he is forgotten. The twelfth stanza again speaks about being forgotten but Rizal does not care about it anymore. Oblivion does not matter for he would travel far and wide over his beloved fatherland. He keeps his faith with him as he sings his hymn for the nation.Rizal says goodbye to his adored Fatherland in the thirteenth stanza. He gives goodbye to his parents, friends, and the small children. He gives everything to Filipinas. Now, he satisfies his death by s aying he will be going to a place where there is peace – no slaves, no oppressors, no killed faith. He is going to a place where God rules over – not the tyrants. Finally, in the last stanza, Rizal cries his farewell to all his fellowmen – his childhood friends, and his sweet friend that lightened his way. In the last line, he repeats that â€Å"In Death there is rest! † which means that he, being ready to be executed, is happy to die in peace.

speech essays

Brain aneurysms- a personal experience/speech essays Id like to take you back to July 26, 2003. It was an average morning for me- I was lifting weights in a class at the gym, when I was suddenly confronted with a blinding, uncontrollable migraine that came on without any warning. The pain was unbearable and nauseating, so I got out of class to lay on a couch and let it pass. However, it grew more intense by the minute, and the gym staff reached a friend to drive me to the hospital. I remember getting into the truck while sobbing from the pain, then vomiting uncontrollably, and then losing the next 10 days of my life. I suffered an unexpected brain aneurysm, and spent a week and a half of my life mainly at OHSU, undergoing numerous tests and surgeries that saved my life in the end. Before all of this I barely had any idea what an aneurysm was, or how common they are. I hope that by sharing with you the symptoms, the diagnosis and the treatments available, then maybe you can learn to recognize one before its too late. A brain aneurysm is a weak bulging area in the wall or an artery that supplies blood to the brain. Sometimes they form by a blood clot breaking away and lodging in the tissue of the brain. Typically they go unnoticed because there are no detectable symptoms; however they may rupture in rare cases, causing what is known as a subarachnoid hemorrhage. This can lead to a fatal loss of blood into the skull and lead to a stroke, potential brain damage, or even death. They are typically discovered in a network of blood vessels located at the base of the brain known as the circle of Willis. Between 1 and 5% of all Americans may have unruptured brain aneurysms, while 15,000 Americans have a stroke every year from an aneurysm that ruptures. Often the aneurysms occur in blood vessels that have been weakened by a condition known as arteriosclerosis, which is a thickening of the arteries or sometimes by high blood pressure. However, it has also been found that genetics play a bi ...

Quotations to Inspire Teachers

Quotations to Inspire Teachers Inspired teachers are exceptional teachers, and they change lives. When you need a little inspiration, or if you know a teacher who does, an uplifting quotation can do the job. Make a poster for the teachers lounge, send a text or card, find one that speaks to you as a mantra, be creative. Quotes for Teachers These will get you started: The job of an educator is to teach students to see the vitality in themselves.- Joseph CampbellI am not a teacher, but an awakener. - Robert FrostWhere there is an open mind there will always be a frontier. - Charles F. KetteringTeachers open the door. You enter by yourself. - Chinese ProverbAwaken peoples curiosity. It is enough to open minds, do not overload them. Put there just a spark.- Anatole FranceLife is amazing: and the teacher had better prepare himself to be a medium for that amazement.- Edward BlishenIt is the supreme art of the teacher to awaken joy in creative expression and knowledge.- Albert EinsteinAn understanding heart is everything in a teacher, and cannot be esteemed highly enough. One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feeling. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.- Carl JungI cannot teach anybody anything, I can only make them think. - Socrates The art of teaching is the art of assisting discovery. - Mark Van DorenAnyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.- Henry FordThe mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.- William Arthur WardWhat the teacher is, is more important than what he teaches.- Soren KierkegaardGood teaching is more a giving of right questions than a giving of right answers.- Josef Albers​We think of the effective teachers we have had over the years with a sense of recognition, but those who have touched our humanity we remember with a deep sense of gratitude. - Anonymous StudentWhatever you teach, be brief; what is quickly said the mind readily receives and faithfully retains, while everything superfluous runs over as from a full container. Who knows much says least.- Author UnknownBe not angry that you cannot make others as you wish them to be, since you cannot make yours elf as you wish to be.- Thomas A. Kempis Who dares to teach must never cease to learn.- John C. DanaIf a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didnt want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teachers job.- Donald D. QuinnTeachers who inspire know that teaching is like cultivating a garden, and those who would have nothing to do with thorns must never attempt to gather flowers.- Author UnknownTeachers who inspire realize there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them.- Author UnknownOne must learn by doing the thing; for though you think you know it, you have no certainty, until you try.- SophoclesThe aim of education should be to teach us rather how to think, than what to think- rathe r to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.- Bill Beattie He who asks a question may be a fool for five minutes. But he who never asks a question remains a fool forever.- Tom J. Connelly

Rhetoric of Dissent Essay Example | Topics and Well Written Essays - 1250 words

Rhetoric of Dissent - Essay Example In this paper, I address a different kind of a protest organized by the FEMEN activists in Europe who use their bodies and street theater elements as tools to achieve goals and deliver messages. I address the FEMEN protests in the narrative of a body rhetoric theory of Del Gandio and the concept of a public sphere of Habermas in order to explain and interpret how these activists use their bodies and what messages they are trying to deliver. Ukrainian activists FEMEN represent a radical feminist group of young women, mostly students and young professionals, seeking for gender equality and political justice. They address various issues: women trafficking and prostitution in Ukraine, social inequality, and issues of political matter such as unfair elections in Russia (Rubchak, 2011). The geography of their protests is not limited by one country; it ranges from Russia to some countries in Western Europe. Del Gandio points out that â€Å"body plays a rhetorical role in promoting or contesting political agendas (Del Gandio, 2008),† and the FEMEN protesters precisely express their concerns via body language. FEMEN activists are normally topless and provocative. Their actions might seem flamboyant and even outrageous, but they definitely attract attention and make people think of the addressed political issue. They are accused of populism and fame-seeking behavior, however, they successfully advocate for changes of social stereotypes and views on females. Habermas’ (Habermas, 1999) ideas of public sphere revolutionized the views on civic engagement and participation. Various scholars pay their close attention to this concept and apply it to various social phenomena: from revolutions and demonstrations to online activism. Public sphere is a place where individuals can freely exchange ideas and experiences and it is not necessarily limited by the boundaries of the nation-state (Dahlgren & Sparks, 1991). Therefore FEMEN activism fulfils certain

In Alice Walkers Everyday Use,----------The Seagull Reader Essay

In Alice Walkers Everyday Use,----------The Seagull Reader - Essay Example This story demonstrates that traditional people have the right to preserve their beliefs and practices without interference from modern-thinking individuals, because modernity and traditions are both valuable and no one is superior to another. Traditional people deserve the same respect and tolerance as modern-thinking individuals. Mama decides that the quilt belongs to Maggie, because they represent the African tradition of using quilts for their functional purposes. The quilt represents rural tradition that only Maggie understands and supports. The quilt has never fundamentally changed and has only expanded, as generations passed it from one family to another. Since Mama knows that Maggie will proudly continue this tradition, she asserts to Dee that Maggie deserves these quilts more than her. Dee reasons with her mother that: â€Å"[Maggie is] probably be backward enough to put them to everyday use† (Walker). She looks down on Maggie for being a rural woman with no education and â€Å"breeding.† She believes that by treating this quilt as an artifact, she provides a better use for her heritage. Mama, however, is tired of people belittling rural folk. She knows that the quilt belongs to Maggie, because unli ke Dee, Maggie will use it for everyday use. And that is what their tradition is for- to be lived each day of their lives. Modernity and traditions are both valuable to human identity. Mama and Maggie have not changed their traditional attitudes and lifestyles, while Dee completely chooses to change her identity, because she is ashamed of her rural background. Mama and Maggie live simple, rural lives. Mama milks cows, kills boars, and wears flannel nightgowns to bed and overalls throughout the day. Maggie helps her mother in their everyday farm and house chores. By describing how Mama and Maggie love their work, Walker argues that rural people are also happy and content with their lives. Dee is also pleased as a liberal woman. She is the kind of person, who: