Training & Development Essay Example for Free

Training Development Essay At McDonalds they have training that will benefit the managers for example they offer courses to the applicants. For the first 18 weeks, they will build foundations for their entire career. Amongst other things, they will discover how to prepare food, master the equipment, develop their serving ability and learn how to motivate a team. When you done well enough they will graduate to 2nd assistant manager and receive more training and experience from other managers, helping them gain more information on how to run a store of their own. As well as attending training courses, they will be asked to do some self-study and complete computer-based training programs, these will help them build knowledge about people development, cash control etc. once they have succeeded the program they will then move up to 1st assistant manager where they are able to run a store of their own. There is a session where all the managers have to attend to its called the Nuts and Balls Integrations Teams NABIT. This is where they get informed about new products, new rules and new promotions; it is their responsibility to pass that information on to their staff back at their stores. Shift Manager Roles Responsibilities The responsibility of the shift manager is to operate the Quality Service Cleanliness Value principles to the rest of the staff. The principles help the store to meet the requirements of the customers and therefore it is the shift managers job to explain them to the staff. He is also in charge of the shifts and giving the shifts to the employees, making sure that they have expertise in charge of each equipment. He also needs to rotate his crewmembers in order for them to experience each department; therefore they wouldnt have to rely on an individual. Hes responsible for training the employees as well, McDonalds use the buddy system, this system helps the employee understand how to use certain things by following orders from an experienced employee, hence the word buddy. Its his responsibility to put untrained workers on a buddy system. The shift manager is expected to handle the floor properly and spread the work within teams, giving the team leaders the orders on how/what to operate in the store. You could say that the shift manager is the right-hand man of the store manager because he is passing on a lot of delegation. Motivation The shift manager on our visit explained that he is mainly motivated by the fact that he is able to progress to become a 2nd assistant manager. You could say promotion is his essential motivating factor and McDonalds therefore have training programmes in order to meet those needs. However, he has stated that money also plays a huge part in his motivation factors. He claims that bonuses, payroll increase etc motivates him as an individual. The shift manager at the McDonalds has a lot of different motivating factors and one of them was money, which related back to the motivation theory of Taylor who suggested that money drives people working in a firm. However, he also claimed that he always looks forward to move up a position and enhance new skills and knowledge, which also could be related to theory of Maslow, who suggested the Hierarchy, meeting the needs of the employees by stages. Qualities As a shift manager, you would be expected to have certain amount of qualities including, flexibility, cooperative, experience, sympathetic, motivated, enthusiastic, optimistic, consistent and a sense of hospitality. These are very important qualities to have to gain the position at the store. The important one is to be able to give commands to teams and being able to meet daily objectives and communicating with each team. Spreading out the stronger characters with the weaker ones and balancing the strengths of the teams. According to crewmembers I have caught up with, stated that they usually spread their workers and each team would have an experienced worker and some new workers. Training and Development The shift manager has training and its both on and off the job training. He follows a course provided by McDonalds in order to enhance new skills and knowledge on how to run a business by their own. This will help them move up and open up a store of their own if success shows. They receive computer-based programs of training to take home and do some self-study; at the same time they receive training on the job where they get to experience some of the managerial work with other experienced managers.

Cameroon Volcanic Line (CVL) Origin and Features

Cameroon Volcanic Line (CVL) Origin and Features Leandri Venteru Mid- African Rift: Is there a geographical/spatial control on the nature of volcanism in Cameroon? Essay Volcanism in Cameroon occurs mainly on the Cameroon Volcanic Line (CVL), with the largest and most active volcano being Mount Cameroon (Fitton, 1980). The CVL, representing alkaline volcanoes, shows an easy recognisable Y-shape, with volcanic centres in both the oceanic and continental sectors of the African plate (Fitton Dunlop, 1985). Consensus regarding the driving forces of these volcanoes has yet to be reached. However, a wide variety of theories and hypotheses addressing the origin and nature of the CVL have been published over the last few decades. The CVL is a 1600km long magmatic sequence, stretching from Pagalu Island in the Gulf of Guinea (Atlantic Ocean) to Lank Chad on the main land of Cameroon on the western African continent (Dà ©ruelle, Ngounouno Demaiffe, 2007). Geographically the CVL is situated almost parallel to the Benue Trough, and follows the length of the Ngaoundà ©rà © Fault (Ballentine, Lee Halliday, 1997). The northern limb of the CVL overlaps with the Chad rift, which marks the northern rift of the Benue Trough (Fitton, 1980). Although volcanism is still active along the CVL is it not a neogene feature and has been active since the beginning of the Tertiary period. The rocks from the CVL are classified as mainly alkaline, intermediate and felsic. The felsic and basaltic lavas increase inlands towards the branches of the CVL in a volumetric ratio (Dà ©ruelle, Ngounouno Demaiffe, 2007). One of Africa’s largest volcanoes, Mount Cameroon, is a volcanic horst, with an approximate height of 4075m. T he volcano of Mount Cameroon is the most active volcano on the CVL. The latest eruption of Mount Cameroon was in the year 2000 (Herrero-Bervera et al. 2004). Scientists tried various methods over the years in an attempt to clarify the origin and dynamics of the CVL. During the 1980’s Fitton (1980) proposed a simple model to explain the geological features of the CVL. Fitton (1980) noted that although there is no evidence for rift faulting there are signs of regional uplift of the basin. The continental sector of the CVL is characterized by strato-volcanoes (Mount Cameroon), central volcanic massifs and even calderas in some areas. Collapsed plains filled by sediments, single magnetic volcanoes and flood basalts ( Ngaoundà ©rà © Plateau) are also prominent on the continental sector (Nkouathio et al. 2008). The volcanism is not influenced by fractures, which existed before the volcanism in the basement (Fitton, 1980). The origin of the CVL is explained by hand of the striking relationship between the CVL and the Benue Trough features. Fitton (1980) suggested that the CVL and the Benue Trough are superimposed by rotating one feature by 7 ° in relation to the other, about an axis. The axis is described to run with a north eastern strike into the country of Sudan. The reason for the relative rotation of the CVL and the Benue Trough is speculated to be as a result of the clockwise rotation of Africa (ca. 80Ma – 65Ma) (Fitton, 1980). This clockwise rotation might provide evidence for three features. Firstly, on the origin, the size and Y-shaped geometry of the CVL, secondly the rotation might support reason for the absence of recent volcanism in the Benue Trough. Thirdly, the rotational theory might provide evidence for the folding of the Benue Trough sediments. There were some speculations that the volcanism presently active in the CVL was once active in the Benue Trough. If the volcanic line had migrated from the Benue Though to its current position a systematic migration of a hot-spot is implied. Ngako et al. (2006) used remote sensing data as proposed by Moreau et al. (1987) to suggest that the relati onship between stress regimes and intraplate alkaline magmatism in the CVL is controlled by lithospheric structures. Ubangoh et al. (2005) argued that the presence of numerous recent volcanic cones and craters along the CVL is an indication of a strong geothermal gradient beneath the volcanic line, although there are no data that proves an increased supply of heat. By using a geochemical study on the basaltic rocks of the CVL and a K-Ar dating programme, Fitton and Dunlop (1985) searched for evidence to prove a systematic migration of the CVL volcanoes. Since the CVL is situated in such a unique geological setting, Fitton and Dunlop (1985) reasoned that they can determine the source of the CVL magmas by comparing the isotopic ratios of alkali basalts on the oceanic sector with the isotopic data of the alkali basalts on the continental sector of the volcanic line. Fitton and Dunlop have found that both the major element compositions as well as the isotopic ratios are indistinguishable when comparing the oceanic and continental sectors. What the K-Ar data did prove was that multiple volcanoes were ac tive along the line in more or less the same time period. When Ballentine, Lee and Halliday (1997) compared the ages of the oceanic sector volcanoes, they found that there is a consistency between the rotation of the Cretaceous African plate (Fitton, 1980) and the ages of the earlier exposed rocks on the islands. The ages of the early exposed lavas decrease from the continental side towards the ocean, placing Principe at 31Ma and Pagalu at 4.8Ma. The systematic age decrease of the islands support the mantle plume model for the oceanic sector of the CVL, but does not include the continental sector. Other causes of volcanism, such as rift faulting and pre-existing basement fractures were at first discarded due to failure to collect supportive evidence. The volcanoes on the ocean floor showed no changes due to the faults they passes through, thus one can assume that the source of these volcanoes are from mantle processes and is not affected by structures occurring in the crust (Fitton, 1980).Research based on the age and chemistry of the CVL basalts, indicated that the CVL is a young rift associated with the Benue Trough rather than a hot-spot trail. The depth at which a volcano is tapping its magma can be determined by the radioactive decay of helium isotopes in crustal rock (Aka, et al. 2003). Helium serves as a geochemical tracer that could be used to investigate the alteration of magma over a period of time. It is generally accepted that ocean island basalts (OIB) show a wide range of 3He/4He (Zindler Hart, 1986) and that 3He/4He ratios from mid ocean ridge basalts (MORB) are uniform (Graham et al. 1992a). The 3He/4He ratio of the CVL ranges from 3.05Ra to 8.31Ra. Hotspots in general have much higher 3He/4He ratios (Hilton et al. 1999). Aka et al. (2003) was the first to identify that the distribution of the 3He/4He ratios on the CVL could be due to spatial control, and suggested that the helium isotopic distribution an essential characteristic of the CVL is. These findings are argued as prove that the CVL volcanoes doesn’t tap their material directly from hotspots. Aka et al. (2003) is further backed up by work Fitto n and Dunlop (1985) did on K-Ar dating and the consistency to the Pb-isotope model proposed by Halliday et al. (1990).The above mentioned data and the long-lasting volcanism of the CVL volcanoes supports the conclusion reached by Fitton and Dunlop (1985) that the magma driving the volcanoes on the continental sector could not originate from a deep mantle source. Therefore the CVL shows no evidence of a mantle plume in the continental sector, but rather signatures convection of the upper mantle (Fitton Dunlop, 1985). 206Pb/204Pb and 208Pb/204Pb isotope ratios showed a slight decrease to either sides of the volcanic line from the centred volcano, Mt. Cameroon, which lies on the lithospheric continental-oceanic boundary (COB) (Ballentine, Lee Halliday, 1997). Basalts from the COB volcanoes, such as Mount Cameroon and Mount Etinde are more radiogenic with 206Pb/204Pb ratios of approximately 20.52 and 208Pb/204Pb ratios of 40.34 (Dà ©ruelle, Ngounouno Demaiffe, 2007). The Pb ratios of the COB volcanoes show a strong contrast to the lower radiogenic ratios of the island volcanoes. Basalts from the island located far south from the COB, Pagalu Island, have the lowest 206Pb/204Pb ratio of 19.01 and a 208Pb/204Pb ratio of 38.83. The Pb isotope data proves that there occurred no consistent major change in the magma over a period of time. The Nd and Sr isotopes of the basalts from both the continental and oceanic regions are similar in composition. The resemblance of the geochemical and isotopic data be tween oceanic and continental basalts provide evidence that the source and composition of the magma was not influenced by the continental crust, and therefore, the magma does not originate from the lithosphere (Dà ©ruelle, Ngounouno Demaiffe, 2007). The magma, as speculated by Ballentine, Lee and Halliday (1997), originate from a sub-lithospheric source, because of the similar compositions of the oceanic and continental magmas. Nkouathio et al. (2008) argued that since the lavas of the entire CVL have a shallow asthensopheric mantle source a depleted MORB mantle and a metasomatosed mantle, the alkaline lavas are consistent with the asthensopheric upwelling of a hot-spot. Halliday et al. (1990) argued that the isotopic decreases could infer re-melting of an enriched mantle plume located beneath the COB. Halliday further argues that the plume possibly shifted (from its position underneath the Benue Trough) to its current location during the continental breakup between the African an d South American plates as well as the rotation of the cooler lithosphere relative to the asthenosphere (Ballentine, Lee Halliday, 1997). Ballentine, Lee and Halliday (1997) made it clear that although the isotopic data supports the mantle plume theory, the mantle plume is only a part of the explanation of a more complex volcanic setting. Detailed isotopic data demonstrated that many theories proposed in the past were too inconsistent to explain the origin of the CVL. The data includes many classical theories, however only three will be mentioned. Firstly, the reactivation of the Ngaoundere fault which in turn caused the volcanism on the CVL (Moreau et al. 1987). A second classical theory involves membrane tectonics which produced the extensional CVL feature (Freeth, 1979). Thirdly, it is suggested that the various active volcanic centres are inconsistent with the ‘textbook’ model of hotspots (Fitton Dunlop, 1985), (Ballentine, Lee Halliday, 1997).Keeping the above mentioned theories in mind, Ballentine, Lee and Halliday (1997) used a ‘technique of inductively coupled plasma magnetic sector multiple collector mass spectrometry’ (Ballentine, Lee Halliday, 1997 pp 111)to acquire new data. From the data Ballentine, Lee and Halliday (1997) concluded that the CVL does not show a mentionable dif ference in Hf and Nd isotopic compositions in neither the continental margin nor in the oceanic sectors. However, a very significant difference in Pb and Sr isotopic compositions were detected (Ballentine, Lee Halliday, 1997). The consistent Hf and Nd isotopic compositions in the ocean island basalts (OIB) are indicative of a similar behaviour of the Sm/Nd and Lu/Hf parent-daughter ratios in the source of the OIB (Ballentine, Lee Halliday, 1997). Further, the continental sector shows a similar Hf-isotopic make-up than the oceanic sector. Ballentine, Lee and Halliday (1997), argued that the distinct variability in the Pb isotopic composition can be explained by the recycling of the oceanic crust, since Pb and Sr have increased mobility in the oceanic lithosphere. Kamgang et al. (2008) used a more localized approach, by investigating the geochemical isotopic data of the Bamenda Mountains in Cameroon. Since the previous isotopic studies performed by Ballentine, Lee and Halliday (1997), focussed on the entire CVL, Kamgang et al. (2008) proposed a ‘zoomed in’ investigation by focussing on one area of the CVL and try to explain the origin of the magma in that area. Kamgang et al. (2008) performed geochemical and geochronological studies of the mafic rocks from the Bamenda Mountains. His aim was to gain a better perspective of the composition of the CVL magma source. K-Ar dating performed on older, crust contaminated, samples of the CVL showed no systematic variation over time. However, insight on the chemical composition of the mantle source of magma is provided by the high Eu, Sr and Ba concentrations (Kamgang et al. 2008). The high concentrations are not a result of crustal contamination, because these concentrations do not correlat e to the Sr and Nd isotopic compostitions or the MgO contents or the La/Nb ratios of the rocks. Kamgang et al. (2008) suggested that these high concentrations rather have to do with the composition of the magma origin. The major element composition shows consistency with fractional crystallization processes. Sr and Nd isotopic values of the Bamenda Mountains coincide with the isotopic data published by Ballentine, Lee and Halliday in 1997. Kamgang et al. (2008) pointed out that the positive correlations observed between the Pb and Nd isotopic ratios and the negative Pb/ Sr isotopic correlation indicate either contamination by the continental crust (Ngounouno, Dà ©ruelle Demaiffe, 2000) or the effect of an enriched lithospheric mantle (Rankenburg, Lassiter Brey, 2005)( Kamgang et al,2008). Structural causes of volcanism have been discarded due to failure to prove structural influences with supportive evidence. There are three main structural units present in the Pan- African basement, namely shear zones, fold zones and thrust zones from which the shear zones indicating lithospheric faults stands out (Ngako et al. 2006).The volcanoes on the ocean floor show no changes due to the faults they passes through, thus one can assume that the source of these volcanoes are from mantle processes and is not affected by structures occurring in the crust (Fitton, 1980). It was also speculated that the CVL is rather a young rift associated with the Benue Trough. Nkouathio et al. (2008) suggested that the CVL is an alternating structure consisting of horsts and grabens. As a large shear zone, the CVL is structurally subdivided by a sequence of faults indicative of an alternating horst and graben system (Nkouathio et al. 2008). Considering other tectonic models, Ngako et al. (2006) suggested that the magmatism of the CVL is a complex interaction of multiple mantle plumes and fractures in the lithosphere. Ngako et al. (2006) further speculate that the complex interaction may cause the new magmatic complexes to be diagonally aligned. By expanding the study area form only the CVL to other large scale magmatic provinces on the African continental plate, Ngako et al. (2006) tries to illustrate a complex interaction between hotspots and Precambrian faults. The aim is to provide alternative explanations to classical hotspot models. Ngako et al. (2006) used three provinces, namely the Niger- Nigeria super province (Plaeozoic to Mesozoic era), the Benue Trough (Cretaceous period) and the Cameroon Volcanic Line (Cenozoic era to present) to prove a time-space migration of the West-Central African alkaline magmatism. The ages of rocks sampled, decrease from the northern Niger- Nigeria province southwards through the Be nue Trough to the CVL. The decreasing age of the plutonic provinces may suggest an interaction between tectonics and a hotspot system. Ngako et al. (2006) noted that the crustal and elastic thickness of the lithosphere on the continental sector of the CVL is unusually thin. This lithospheric thinning is argued as a position of a hotspot. Nkouathio et al. (2008) suggested that the evolution of the CVL magmas could be explained by the pattern of tectonic stresses and volcanic structures. In contradiction, Milelli, Fourel and Jaupart (2012) suggested that the Y-shape of the CVL was unaffected by plate motions and therefore implies that the magma source is attached to the continent. Geophysical surveys performed on the crust of the CVL concluded that differentiation between the Pan-African belts and neither the structural features nor the thickness of the crust is possible (Milelli, Fourel Jaupart, 2012). The crust underneath the CVL is very thin (ca. 35-39km) and the failure to distinguish between the Pan-African belts and the CVL indicates that the long period of magmatism (for approximately 70 Myr) on the CVL, has not have significant effects on the crust in the CVL region (Tokam et al. 2010). The absence of a seismic velocity anomaly at depths greater than ~300km, confirm the presence of the uniform mantle transition zone (Reusch et al. 2010)(Milelli, Fourel Jaupart, 2012). Milelli, Fourel and Jaupart (2012) explored the buoyancy of the lithospheric origin, because the lithosphere is made up of depleted mantle material, relative to the asthenosphere as a basis for their experiment on lithospheric instabilities. Since the lithosphere is buoyant on the asthe nosphere, the system is in equilibrium. However, if the lithosphere would experience cooling from the top, a convective instability might be triggered (Milelli, Fourel Jaupart, 2012). The latest trend is that researchers consider the CVL as a hot line tapping its resources from a sub-lithospheric mantle through openings in the lithosphere (Dà ©ruelle, Ngounouno Demaiffe, 2007). Crustal uplift in both continental and oceanic areas proposed by Meyers et al. (1998) contributes to the theory of lithospheric instability proved by Milelli, Fourel and Jaupart (2012) via laboratory experiments. Milelli, Fourel and Jaupart (2012) studied the lithospheric instability due to cooling from the crust downwards. The lithospheric instability is speculated to occur within the sub-continental lithospheric mantle. The laboratory experiments performed by Milelli, Fourel and Jaupart (2012) were based on the principle that materials with a viscosity that is independent of temperature will react the same when cooling from either the top or the bottom was induced. A ‘continents’ were created by using different viscosity fluids and fixing certain variables. These experiment s, that’s been fully described and discussed by Milelli, focussed on the instabilities created at the continental margin. Milelli, Fourel and Jaupart (2012) documented that the buoyancy factor causes downwellings that eventually return to the surface. This cycle of downwellings and upwellings creates a stress regime where compressional stresses were identified at the downwellings and corresponding extentional stresses, creating rifting fractures, at the upwellings. Fracture patterns on the surface of the experimental ‘continent’ formed in a combination of hexagons and distorted squares (Milelli, Fourel Jaupart, 2012). The conclusion of these experiments serve as proof that that continental lithospheric cooling can result in the geometrical Y-shape of the CVL, independent of the size and shape of the continental mass. Further proof is presented by Dà ©ruelle, Ngounouno and Demaiffe (2007) with supporting data on seismic and gravimetric surveys of the oceanic sec tion of the CVL.

Strategies to Counteract Online Radicalization

Strategies to Counteract Online Radicalization CHAPTER 2LITERATURE REVIEW The purpose of this study is to evaluate existing Bangladeshi efforts to counter radicalization through the internet, identify its weaknesses, and explore opportunities. This research will analyze the significant aspects of successful counter radicalization models of different countries, and suggest ways to incorporate those in Bangladesh to develop a coherent anti-radicalization strategy. Initially, this literature review will discuss the concept of radicalization through the cyberspace. It will allow the readers to follow the subsequent analysis and the suggestions to develop a mechanism in Bangladesh to counter this menace. The literature review is divided into three sections: understanding online radicalization, online radicalization from a Bangladeshi perspective, and significant aspects of successful international anti-radicalization programs. Understanding online radicalization will examine the potential power of the internet to influence people and the process of radicalization. The section on online radicalization from a Bangladeshi perspective will at first, briefly assess the relevant threats in Bangladesh and will then, identify and evaluate the existing programs of countering online radicalization. The final section will study the strategies adopted by Federal Bureau of Investigation (FBI), The U.S. National Counterterrorism Center (NCTC), and the current programs undertaken by Malaysia and Indonesia. These two countries of Southeast Asia have been selected due to religious and cultural similarities, and geographic proximity. Their programs appear to be effective against online radicalization. Understanding Online Radicalization The internet appears to create more opportunities to become radicalized. Many scholarly articles ascribe a role to the internet in promoting radicalization[1]. Those studies suggest that the internet acts as an accelerant, and has broken the traditional barriers to radicalize individuals[2]. In this regard, Gabriel Weimanns Terror on the Internet: The New Arena, The New Challenges counts the number of websites of terrorist groups and reviews their contents[3]. In his article, Weimann points to the proliferation of extremists web sites. He founds, by the end of 1999, almost all terrorist groups established their online presence. Different empirical studies suggest, there is a correlation between extremists web sites and online propaganda, and rapid radicalization. The internet enables the terrorists to reach otherwise unreachable individuals. The reach of the internet has blurred the geographic barriers, and connected the distant individuals in the virtual world. Peter Neumann in his research points that the internet allows the terrorists to reach those individuals who would not have been accessible in any other way[4]. For example, Anwar al-Awlaki[5] successfully created online contents such as Inspire that advocates jihad from home. Ines von Behr asserts, these kind of online materials have broaden the scope to reach any people, and their appealing contents create more chance to implant radical ideas among the individuals[6]. The internet creates opportunities to radicalize a wider range of people from all societies. Rachel and Strugnell identify, beside removing the geographic barrier, the internet has erased the social and gender barriers as well to spread extremist ideologies. They highlight on the internet created scope to reach and radicalize the women[7]. In many societies, it may be difficult for women to meet personally with male extremists or work with them; it may also be difficult for the women to express certain thoughts in public. However, the internet allows them greater anonymity[8]. Some authors opine, the internet benefits the introvert individuals who are seeking the radical ideas by creating a scope to access any content privately[9]. Jerome Bjelopera says,ÂÂ   the characteristics of the internet allows a relative advantage to the terrorists in the present days than their previous generations by fading the lines between countries, societies, and genders[10]. The internet provides s upposed anonymity and a degree of protection and security from detection[11]. The internet accelerates the process of radicalization. Bjelopera terms the internet as an echo chamber[12]. It means, people who are searching any radical ideas to support their sketchy thoughts are likely to get some reinforcing contents on the internet due to its massive storage. The internet is a kind of one-stop shop for all the information that an individual may seek to underline his radical ideas that expedites his radicalization process. The virtual world reduces the timeframe of radicalization process as opposed to the actual world. Anthony Bergin in his study refers the internet as a conveyor belt that accelerates the radicalization process by providing instantaneous and continuous connection to any violent idea[13]. Raffaello Pantucci further highlights the internets role in incubating and accelerating radicalization[14]. Robert Schmidle points that, the chat rooms in particular are effective for the extremists since they can exchange ideas with like-minded individuals 24/ 7 regardless of borders[15]. Therefore, the internet expedites the radicalization process of any individual by offering varieties of contents and continuous interaction. The internet allows radicalization to occur without physical contact. Yeap and Park explain, the internet enables any individual to access radical contents from their personal space instead of attending a radical religious gathering[16]. Therefore, an individual need only the internet connection, physical travelling to other location is no more essential. Though the internet reduces hurdles to interaction, few scholars may argue that human interaction is necessary for radicalization. However, Behr says, in a digital era the online activities may be considered as an extension of the real lives, and physical connection is no more essential[17]. Beside the actual world, personal relationship may grow in the virtual world as well. Thus, Mitchell Silber and Arvin Bhatt asserts, radicalization on the internet is not necessarily any different to what would happen with other more private and less visible sources[18]. Besides, the internet increases opportunities for self-radicalization. It i s a process where an individual gradually become radicalized by himself [19]. Hence, the internet creates opportunities of radicalization without human interaction. An individual move through several phases as he becomes radicalized through the cyberspace. In a New York Police Department radicalization case study, Silber and Bhatt identify four phases of radicalization: pre-radicalization, self-identification, indoctrination and jihadization[20]. The case study recognizes the impact of the internet on the radicalization process as an individual looking for an identity and a cause[21]. The internet facilitates in each of the stages to instruct, socialize, indoctrinate and recruit[22]. The FBI has also created a radicalization model similar to that of the NYPD. The FBI model has four stages: pre-radicalization, identification, indoctrination and action[23]. These categories are almost similar to NYPD. The diagram below illustrates the Moghaddams staircase to radicalization where the online contents play a complementary role: Moghaddam Staircase to Radicalization Source: Moghaddam, Fathali M. The Staircase to Terrorism, A Psychological Exploration, Vol. 60, No. 2, American Psychologist, 2005. Online Radicalization in Bangladeshi Perspective Terrorists Approach and their Target Audience In Bangladesh, few religion based terrorist organizations have gained capabilities to develop and spread their radical messages online. They have attracted public and media attention through their activities and propagation. Besides, few leftist political groups are also trying to develop their online capabilities. At present 13 terrorist organizations are operating actively and 29 others are operating covertly using fake credentials[24]. The Special Branch of Bangladesh Police has provided the names of eight terrorist organizations to Home Ministry who are very active on the internet: Ansarullah Bangla Team, Allahr Dal, Islamic Solidarity Front, Tamiruddin Bangladesh, Tawhidee Trust, Hizbut-Tawhid, Shahdat-e-Nabuwat and Jamat-as-Sadat. Five of these terrorist organizations have already been banned by the government, and eight more are yet to be banned[25]. These groups may have significant investment, both human and financial, to build their online capacities. The terrorist groups of Bangladesh appear to be active on the internet, particularly in Facebook and YouTube, to spread radical preaching. This is safer, and lower possibility of being tracked by the law enforcing agencies. Farooq opines, the online propaganda of the terrorists in Bangladesh have become more organized, and appealing to their targets[26]. Arman claims that the terrorists try to exploit the ethno-religious sentiment of the people while developing their messages, and appeal to their believes to embed their radical ideas[27]. Over the last few years, hate speeches and violent ideologies that spread through the internet triggered a number of terrorist attacks and communal violence in Bangladesh. This was evident in Ramu and Pabna incidents where mass attacks were carried out on religious minority people. In both cases, unidentified persons using pseudonyms posted doctored photos and messages on the Facebook defaming Islam that agitated people[28]. Social media have become the easiest means to spread radical ideas in Bangladesh. Bangladeshi youths are particularly vulnerable to online radicalization due to lack of cyber awareness. Farooq in his study opines, the terrorists seem to target the educated youths by spreading appealing messages on the Internet[29]. It is easier to radicalize the youths than the elders since they are more connected to the online world. Farooq also opines, many Bangladeshi youths at first just curiously run across radical contents, and gradually fall into the traps unconsciously. The concept of cyber awareness and related programs seem insufficient in Bangladesh. As a result, neither the youths nor their parents or guardians are aware about the online traps. Immediately after the terrorist attack at the Holey Artisan Bakery restaurant, RAB released a list of 261 missing youths across the country[30]. These missing youths are suspected to have joined various terrorist groups. The terrorists in Bangladesh attempt to build their radical narratives based on religious and socio-political contentious issues. Nirmal Ghosh opines, though Bangladesh is politically a secular country, the terrorist appeal to the Muslim majority population to make it an Islamic state under Sariah law[31]. They seem to exploit the religious sentiment of the people. These groups intentionally create fake photos with radical messages such as prosecution of Muslim Rohingyas and spread those on social media to instill communal violence in the country[32]. Furthermore, the extremists adeptly construct radical narratives on socio-economic disparity and political issues to create sympathizers. Bangladeshi Counter Radicalization Programs The Bangladesh government has implemented several plans and strategies to counter radicalization in the country. However, Abul Kalam argues that, the government has mostly implemented coercive approaches to minimize the terrorist threats[33]. Aynul Islam in his article, categorizes the government initiatives into two types: operational drives by the law and security forces, and legal initiatives[34]. The law enforcement agencies have achieved some success in disrupting few of the extremist groups. Many extremist leaders and activists have been arrested, put under trial. However, the terrorists online activities apparently remain undisrupted due to lack of government action. The National Monitoring Cell (NMC) monitors the suspicious online activities, but it has limited capacity and expert workforce. The government effort to shut down or censor few websites seem not very effective, because extremists innovate new ways to reach people. Moreover, it is difficult to identify and stop sec ret groups in social networking sites that contains radical ideas. Bangladesh government has enacted a few legislations to ensure the cyber security. Bangladesh Telecommunication Regulatory Act 2001, The ICT Act 2006, Digital Security Act 2016 (Draft) are at present the main legislations of Bangladesh to enforce cyber security. On 11 June 2008, the Anti-Terrorism Ordinance 2008 was approved by the government, and was amended in 2013[35]. The new counter terrorism legislation has kept maximum punishment a death sentence for terrorist activities. However, in most cases the laws have not been enforced against persons who carry out propaganda in the cyberspace. Bangladesh has number of agencies with counterterrorism cells. Islam opines, capabilities and activities of these agencies are not orchestrated[36]. Their roles are not specified, and efforts are fragmented. The Bangladesh Police, the Rapid Action Battalion (RAB), Bangladesh Rifles (BDR), armed forces and intelligence agencies are mainly responsible for fighting terrorism. All of these forces have counter terrorism cells, but they work separately. He further argues that, the police are not well equipped and trained to deal with the new trends of online terrorism. The intelligence agencies are essential apparatus in support of operational activities. The National Security Intelligence (NSI), the Directorate General of Forces Intelligence (DGFI), Special Branch (SB) of Police and the RAB intelligence wing have been working in Bangladesh to identify the potential threat sources. There is no set mechanism through which the forces can share intelligence and coordinate their collection eff orts. In May 2004, NSI constituted a separate body called counter terrorism cell to identify specific risk population and areas, and threat groups. The counter terrorism bureau of DGFI, has been working to evaluate, analyze, and frame counter terrorism policy at strategic and operational level[37]. Nonetheless, there is no overarching organization to synchronize these wide varieties of organizations in the country[38]. Islam in his article, Mapping Terrorism Threats in Bangladesh, identifies few key deficiencies of Bangladeshi programs to prevent radicalization[39]. First, Bangladesh has no set mechanism to monitor the internet for preventing radical ideas. He opines that there is a lack of knowledge and understanding of the threats that can spread through online. Neither the country has sufficient technological and organizational expertise, nor it has workable international cooperation for capacity building. Second, the law enforcement agencies do not have close link with the other service sectors or private sectors to identify suspicious activities. Third, the Bangladesh government is not sufficiently addressing strategic issues like de-radicalization and counter ideology. Fourth, there is a very limited initiative to educate professional groups like academics, media community, service sector officials, and political leaders to create general awareness. There is almost no community based programs in the country for developing cyber awareness. Fifth, the government overemphasizes coercive approaches in dealing with terrorism issues. There is no dedicated research institution in the government to provide forum for understanding and research on critical issues of terrorism like online radicalization. Although the counter terrorism bureau of DGFI is responsible for policy related activities, it is barely possible to formulate a viable strategy by a body of armed forces alone. Finally, he mentions that, in Bangladesh, strategies and policies are highly bureaucratic, ambiguous, and unaccountable[40]. References [1] Precht, Tomas. Homegrown Terrorism and Islamist Radicalisation in Europe: From Conversion to Terrorism. An Assessment of the Factors Influencing Violent Islamist Extremism and Suggestions for Counter Radicalisation Measures, Copenhagen: Danish Ministry of Defence, 2008. [2] Pantucci, Raffaello. A Typology of Lone Wolves: Preliminary Analysis of Lone Islamist Terrorists. Developments in Radicalisation and Political Violence, International Centre for the Study of Radicalisation and Political Violence, 2011. [3] Weimann, Gabriel. Terror on the Internet: The New Arena, The New Challenges. Washington, DC: United States Institute of Peace Press, 2006. [4] Neumann, Peter R. Options and Strategies for Countering Online Radicalization in the United States. Studies in Conflict Terrorism, 2013. [5] Anwar al-Awlaki was a spokesperson and recruiter for Al Qaida. [6] Ines von Behr, AnaÃÆ'Â ¯s Reding, Charlie Edwards, Luke Gribbon. Radicalisation in The Digital Era. RAND Corporation, 2103. 17. [7] Briggs, Rachel and Alex Strugnell. Radicalisation: The Role of the Internet. Policy Planners Network Working Paper, London: Institute for Strategic Dialogue, 2011. [8] Schmidle, Robert E. Positioning Theory and Terrorist Networks. Journal for the Theory of Social Behaviour, Vol. 40, No. 1, 2009, 65. [9] Torok, Robyn. Make a Bomb in Your Mums Kitchen: Cyber Recruiting and Socialisation of White Moors and Home Grown Jihadists. Edith Cowan University Research Online, 2010. [10] Bjelopera, Jerome P. American Jihadist Terrorism: Combating a Complex Threat. Congressional Research Service Report for Congress, Washington, DC: Congress Research Service, 2011, 101-102. [11] Weimann. Terror on the Internet: The New Arena, The New Challenges. [12] Bjelopera. American Jihadist Terrorism: Combating a Complex Threat. 101-102. [13] Bergin, Anthony. Countering Online Radicalisation in Australia. Australian Strategic Policy Institute Forum, 2009. [14] Pantucci, Raffaello. A Typology of Lone Wolves: Preliminary Analysis of Lone IslamistÂÂ   Terrorists. Developments in Radicalisation and Political Violence, International Centre for the Study of Radicalisation and Political Violence, 2011. [15] Schmidle, Robert E. Positioning Theory and Terrorist Networks. Journal for the Theory of Social Behaviour, Vol. 40, No. 1, 2009, 65. [16] Yeap, Su Yin and Jenna Park, Countering Internet Radicalisation: A Holistic Approach. S. Rajaratnam School of International Studies, 2010. 2. [17] Ines von Behr, AnaÃÆ'Â ¯s Reding, Charlie Edwards, Luke Gribbon. Radicalisation in the Digital Era. RAND Corporation 2013. P.20. [18] Silber, Mitchell D. and Arvin Bhatt. Radicalization in the West: The Homegrown Threat. New York: New York City Police Department, 2007. [19] Change Institute. Studies into Violent Radicalisation: Lot 2 The Beliefs Ideologies and Narratives. 2008. [20] Silber and Bhatt, Radicalization in the West: The Homegrown Threat. 6-7. [21] Silber and Bhatt, Radicalization in the West: The Homegrown Threat. 8. [22] Silber and Bhatt, Radicalization in the West: The Homegrown Threat. 8-9. [23] Silber and Bhatt, Radicalization in the West: The Homegrown Threat. 30. [24] Farooq Sobhan. The Role of Civil Society in Countering Radicalization in Bangladesh. Bangladesh Enterprise Institute, Dhaka 2014. P. 8. [25] Farooq Sobhan. The Role of Civil Society in Countering Radicalization in Bangladesh. Bangladesh Enterprise Institute, Dhaka 2014. P. 8. [26] Sobhan, Farooq. The Role of Civil Society in Countering Radicalization in Bangladesh. Bangladesh Enterprise Institute, Dhaka 2014. 13. [27] Tanbir Uddin Arman. New Media, Digital Radicalization and Social Security. The Bangladesh Today, 2015. [28] Arman. New Media, Digital Radicalization and Social Security. The Bangladesh Today, 2015. [29] Farooq Sobhan. The Role of Civil Society in Countering Radicalization in Bangladesh. Bangladesh Enterprise Institute, Dhaka 2014. 10. [30] Bdnews24.com. Web: http://bdnews24.com/bangladesh/2016/07/20/rab-releases-list-of-261-persons-missing-from-across-bangladesh. http://www.straitstimes.com/opinion/battle-for-bangladeshs-soul-as-islamic-radicals-push-for-power [32] Tuhin Shubhra Adhikary and Wasim Bin Habib, Fake photos trolling, http://www.thedailystar.net/frontpage/fake-photos-trolling-1320613 [33] Kalam, Abul. The Challenges of Terrorism: Bangladesh Responses. Moni, SD. (ed) Responding to Terrorism in South Asia, Monohar, New Delhi, 2006. [34] Islam, Aynul M. Mapping Terrorism Threats in Bangladesh. Bangladesh Institute of International and Strategic Studies, Dhaka, April 2008. P. 165. [35] The Daily Star, 18 June 2008. [36] Islam, Aynul M. Mapping Terrorism Threats in Bangladesh. Bangladesh Institute of International and Strategic Studies, Dhaka, April 2008. P. 165. [37] Hussain, Sakhawat M. Capacity Building of Law Enforcement and Intelligence Agencies. Farooq Sobhan, ed, Counter Terrorism in Bangladesh. University Press Limited, Dhaka, 2008, p. 70. [38] Islam, Aynul M. Mapping Terrorism Threats in Bangladesh. Bangladesh Institute of International and Strategic Studies, Dhaka, April 2008. P. 165. [39] Islam, Aynul M. Mapping Terrorism Threats in Bangladesh. Bangladesh Institute of International and Strategic Studies, Dhaka, April 2008. P. 167-168. [40] Islam, Aynul M. Mapping Terrorism Threats in Bangladesh. Bangladesh Institute of International and Strategic Studies, Dhaka, April 2008. P. 167-168.

Nonprofit and For-Profit Hospitals Essay -- Health Care, Long Term Car

Describe the differences between nonprofit and for-profit hospitals. William & Torres provided a table to reflect hospitals ownership, and noted that some hospitals, while owned by one type of entity, may be operating under a contract by another entity, such as a hospital management company (Williams & Torrens, page 185). Some of the largest groups of hospitals in the nation are nonprofit community hospitals (Williams & Torrens, page 185). Nonprofit entities, including hospitals, function under special provisions of corporation law in each state, and under federal and state tax provisions that recognize their community service function (Williams & Torrens, page 185). The nation has approximately 1 million nonprofit entities of various sorts and hospitals have long been a traditional service provider in the nonprofit sector (Williams & Torrens, page 185). Nonprofit entities are generally exempt from most taxes at the federal, state, and local levels including income and property taxes (Williams & Torrens, page 185). These facilities are govern ed by a community based board that has ultimate authority for running these entities. Sponsorship for a nonprofit can come from various organizations, unlike other hospitals with traditional religious sponsorship (Williams & Torrens, page 185). A small percentage of the nation’s hospitals are operated by for-profit businesses (Williams & Torrens, page 186). For-profit hospitals have owners and issue stock to those owners to reflect their equity position (Williams & Torrens, page 185). For-profit hospitals are not just accountable to the community but must also provide a return on investment to the shareholders; they expect to generate a profit to pay a return to the equity inves... ... pays for 47 percent of all nursing facility care, and residents and their families pay for one-third. (Williams & Torrens, page 205). As for as the hospital, Medicare and private insurance are the primary payers from hospital services, with individuals paying relatively little from their pockets (Williams & Torrens, page 205). Critique the current state of long-term care policy in the U.S. After reviewing the current state of the long-term care policy from the United States, it appears to be slowly moving toward extinction. Public policy is not likely to provide any over- arching continuity for long-term care in the near future (Williams & Torrens, page 218). I agree with the idea of Americans engaging in personal planning. Personal planning will assure individual that if he or she needs long-term care it will be available.

A DNA Bank Is Necessary Essay -- essays research papers fc

Imagine that a convicted child molester is released from jail and that he is now traveling around the country looking for work. One day this criminal returns to his old ways and he attacks a young child whose dead body is found in a deserted field the following day. The only trace of evidence at the crime scene is a semen specimen on the boys clothes. Now this specimen could be useful if the police tracked down, and arrested the suspect, and then took a blood sample of his that matched the crime scene specimen. But, since no other clues are found this criminal was never arrested and for the next couple years he repeated this act many more times. It is a shame that innocent children had to die because of this sick man, and most people would agree criminals like this should be stopped at any cost. Now just think what would have happened had their been a DNA data bank that contained this man To understand why a DNA data bank is necessary it is important to know exactly what DNA is. Firstly, there are cells which makes up all organisms and inside these cells are chromosomes. Chromosomes, which are made up of DNA, contain all the hereditary information that an individual has. Now this DNA (Deoxyribonucleic acid) which makes up these chromosomes simply contains the blueprints of the organism. It is DNA which determines what, where, and when to make a certain protein, and it basically is the storage center for information in almost all creatures. This knowledge of DNA is important because now it is possible to show the correlation between DNA and forensic technology. There are many reasons why DNA is such a useful tool for law enforcement. One important feature of DNA, relates to the fact that all individuals have unique DNA, is that each cell in an organism has identical DNA. Whether it is found in in skin cells, hair cells, semen cells, or blood cells the DNA found in one cell is identical to the DNA found in all other cells in the body Another extremely crucial characteristic of DNA is that everyone has their own unique DNA. Since humans in general are basically alike in that we all have legs, arms, hearts brain it is obvious that most DNA is identical. The key though to identifying individuals through DNA is not through the strands of DNA that have a known function, rath... ...nal, it is much easier to identify repeat offenders in order to prevent future crimes, and the data base can also effectively eliminate suspects and end false arrests. All of society greatly benefits from a DNA database of convicted criminals. No one absolutely knows how effective a DNA data base will be against crime in the future, but presently it fights crime like nothing else. BIBLIOGRAPHY 1. Javurek, Peter, "Canada2. Frank, Laura, "Fingerprints from DNA not always on money" USA TODAY 7-15-94 3. Levy, Harlan, AND THE BLOOD CRIED OUT, Basic Books, 1996 4. Maharaj, Davan, "DNA Tests Becoming The Key out of Prison in Orange County" Los Angeles Times, 6-22-96 5. DOJ RELEASES STUDY ON VALUE OF DNA TESTING TO ESTABLISH INNOCENCE; AWARDS $8.75 MILL www.elibrary.com/getdoc.cgi?id=5322482776. 6. Billings, Paul, DNA ON TRIAL, 1995

Extracurricular activity

But today some universities are applying for the student participating in extracurricular activities after classes at school to improve the effectiveness of teaching and learning. So some study is done to show the benefits of extracurricular activities. At the beginning of the twenty-first century, many colleges and universities have a broad educational mission to develop the â€Å"whole student. † On college campuses, extracurricular involvement is a key tool in this personal development. For the ajority of college and university students, involvement in extracurricular activities plays an integral role in the collegiate experience.Students become involved in extracurricular activities not only for entertainment, social, and enjoyment purposes, but most important, to gain and improve skills. Youth problem behaviors, such as truancy, violence, and substance use, are alarming to parents, teachers and youth alike. These behaviors disrupt the learning environment and lead to seri ous social and economic problems. Some experts have argued that rather than trying to prevent individual problem behaviors, parents, chools and communities should work towards building a youth's ability to resist the lure of problem behaviors (Dryfoos, 1990; Werner ; Smith, 1992).As youth develop, they need positive settings that offer the opportunity to build these important internal resources (Hawkins ; Weiss, 1985). Researchers and teachers have long suggested that extracurricular activity participation can be an important source of positive influence in the lives of youth (Holland ; Andre, 1987). This Fact Sheet will explore how youth participation in extracurricular activities can encourage positive youth development. . 2. Objective The importance of extracurricular activities on college campuses is well established.The primary goals of extracurricular activities focus on the individual student level, the institutional level, and the broader community level. These activities ex ist to complement the university's academic curriculum and to augment the student's educational experience. According to a 1993 article by Alexander Astin, almost any type of student involvement in college positively affects student learning and development. Extracurricular activities provide a setting to become involved and o interact with other students, thus leading to increased learning and enhanced development.Specifically, a student's peer group is the most important source of influence on a student's academic and personal development. By identifying with a peer group, that group may influence a student's affective and cognitive development As the development of the well-rounded individual is a principal goal of extracurricular activities on college and university campuses, the numerous experiences these activities afford positively impact students' emotional, intellectual, ocial, and inter-personal development. By working together with other individuals, students learn to neg otiate, communicate, manage conflict, and lead others.Taking part in these out-of-the-classroom activities helps students to understand the importance of critical thinking skills, time management, and academic and intellectual competence. Involvement in activities helps students mature socially by providing a setting for student interaction, relationship formation, and discussion. Working outside of the classroom with diverse groups of individuals allows for tudents to gain more self-confidence, autonomy, and appreciation for others' differences and similarities. Students also develop skills specific to their career path and imperative for future job success.Students have opportunities to improve their leadership and interpersonal skills while also increasing their self-confidence. Extracurricular involvement allows students to link academic knowledge with practical experience, thereby leading to a better understanding of their own abilities, talents, and career goals. Future employ ers seek individuals with these increased skill levels, making hese involved students more viable in the Job market. Specifically, participation in extracurricular activities and leadership roles in these activities are positively linked to attainment of one's first Job and to managerial potential.Student involvement in extracurricular activities also positively impacts educational attainment. Ernest T. Pascarella and Patrick T. Terenzini's 1991 research indicates that extracurricular involvement has a positive impact on attaining a bachelor's degree and on educational aspirations. Students who are actively engaged re more likely to have higher educational ambitions than uninvolved students. Finally, extracurricular activities focus on institutional goals, such as building and sustaining community on campus as well as student retention.As campuses become more diverse, students desire an environment in which they feel connected to others and to the university. Extracurricular activit ies provide a place for students to come together, discuss pertinent ideas and issues, and accomplish common goals. Within this community, where students feel comfortable with one another, learning and evelopment are enhanced and student retention is positively impacted. According to Vincent Tinto's 1987 research, students will be more likely to persist in college if they feel they have had rewarding encounters with a college's social and academic systems.Through extracurricular participation, students frequently interact with peers who have similar interests, providing social integration into the college environment. As a result, involved students view their college years as a positive experience and feel they are a vital part of the university, resulting in higher retention rates. 1. 3. Organization Chapter 1 of this study introduced the problem statement and described the specific problem addressed in the study as well as design components. problem addressed in this study.Chapter 3 presents the methodology and procedures used for data collection and analysis. 2. LITERATURE REVIEW This chapter will provide discussion some of the positive effects in student development based on participating in extracurricular activities. In addition, this chapter will also describe how extracurricular activities can effect personal, social and academic development in a positive manner. 2. . Introduction 2. 1 . 1. Definition: â€Å"Extracurricular activities are those that fall outside the realm of the normal curriculum of school or university education, performed by students† (Wikipedia).Extracurricular activities are opportunities to engage in extensions of academic activities and/or non-academic activities under school auspices. In special circumstances, for example, when there are budget or scheduling constraints, extracurricular activities may provide experiences that would otherwise be offered within the school day. (wiseGEEK. org) Extracurricular can be valuable experience. If you have a career or study interest that you can pursue outside the classroom, take advantage. Think you might be interested in medicine? Try volunteering at a local hospital.Are you destined to be a writer? Join your school's newspaper or literary magazine. These activities can help give you a strong foundation should you decide to pursue them further, academically or professionally. (The Princeton Review) 2. 1. 2. Extracurricular types: These activities are generally voluntary as opposed to mandatory, non-paying, social, philanthropic as opposed to scholastic, and often involve others of the same age. Students often organize and direct these activities under faculty sponsorship, although student-led initiatives, such as independent newspapers, are common.There are many types of extracurricular activities: Athletics, Clubs, and Competitions†¦ 2. 2. Benefits of Extracurricular Activities: There are many schools today that provide a lot of extracurricular activit ies. Some occur before school, some after school, and a few may even take place on the weekends. While some people are a bit dubious about participating in extracurricular activities, these activities actually bring with students many benefits. Allowing tudents to get involved in extracurricular activities at school is a wise choice, and it can be very important in helping them to develop many working skills, people skills, and more.Here is a closer look at some of the benefits of extracurricular activities for students in university 1) Learning Time Management and Prioritizing Esteem One great benefit of students being involved in extracurricular activities is that need to learn how to control a variety of different tasks in school & life as well, and getting involved in these activities can give them some practice at it. 2) Getting Involved in Diverse Interests Getting involved in extracurricular activities also allows students to get involved in diverse interests. It is important for students to be very diverse in their interests.These activities allow them to explore various interests that they may have. 3) Learning About Long Term Commitments This is another excellent benefit. Students learn about long term commitments when the Join one of the activities or clubs. They commit themselves to that activity for a period of time. If they have some troubles which they must try to solve for keeping up to their end of the deal, they will learn how to overcome difficult in any ase. If not, no doubt they'll hear about it from their peers and perhaps even teachers when they give up. ) Making a Contribution Extracurricular activities allow students to make a contribution in some way. It shows that they are getting away from Just thinking about themselves and contributing to something else. They will be taught about receive ; giving. 5) Raises Self-Esteem There are many students that feel worthless or that there is nothing they are good at. Everyone wants to find some thing that they are really good at, and extracurricular activities provide them with a way that they can get involved in omething and really shine, giving their self-esteem a boost. ) Building Solid Relationship Skills Students need to get involved in social activities and learn how to appropriate act in social situations and these activities give them a chance outside of school to do this, while they are still being supervised by adults. 7) Looks Great on Jobs Applications Another benefit of Joining extracurricular activities is that it looks great on Job applications. Most employers not only look at grades, but they take a look at extracurricular activities that students are involved in while they are in university.They want to see that students are getting out there and doing more than Just book work. The activities that teens are involved in reveal a lot about them, and definitely will say something to your boss in future. THE PROPOSED METHODOLOGY Objective: Giving benefits that extracurricular activities bring to students and teachers. Helping students and teachers understand the positive impact of the extra- curricular activities in teaching. 2. 3. Research design This study is designed to research about Benefits of Extracurricular Activities in Teaching by: *Exploratory in questions with students and interview with teacher.Explanatory and analysis reaction of students ; teacher with extracurricular activities This study is following a mixed research design between a qualitative about rate 2. 4. Data sources: Many data sources will be used in this study but main data sources is narratives, transcript of interviews and survey data. 2. 5. Data collection techniques: Narratives: we will ask some students to talk about extracurricular activities which they had. Transcript of interviews: we'll invite some teacher for interview about effective of extracurricular activities and reaction of students in their department.Interviews will e tape-recorded. Survey dat a: we'll create a survey online with yes/no questions and send to student as much as we can via social network, email, instant messenger. Google Drive will be used as a tool to create a survey online and data will be saved and summarized. A personal data sheet requested demographic data in addition to the responses to the ten survey questions. The survey instruments were distributed to the students enrolled at Department of International Relationship. The students returned the completed surveys on the internet throughout two week. 2. 6. Issues of reliability and validityInterviews will be tape-recorded. Survey online will get information as name, email of students who do the survey. Data of survey online will be accuracy rate each questions, each answer on graph by Google. We will try to get pictures as evidence for the story about extracurricular activities which are narrated. Interviewing teacher, maybe some teachers didn't organize an extracurricular activities. Survey online may be some students don't like do any survey or theyre not finish the survey, we will delete unfinished survey to get accuracy rate from Google. 2. 7. Sampling techniquesWe will use yes/no questions in questionnaire of survey online for students and open question is used to interviews teachers. 2. 8. Definitions of key terms, concepts and variables â€Å"Google Drive is a file storage and synchronization service provided by Google, which enables user cloud storage, file sharing and collaborative editing. Google Drive is the home of Google Docs, a suite of productivity applications that offer collaborative editing on documents, spreadsheets, presentations, and more†. (Wikipedia, Google Drive) â€Å"Google Forms is a tool that allows collecting information from users via a ersonalized survey or quiz.The information is then collected and automatically connected to a spreadsheet with the same name. The spreadsheet is populated with the survey and quiz responses. † (Wikipedia, Google Docs) LIST OF SOURCES – This document is using Template for a Master's proposal of vwwv. unisa. ac. za Questionnaires for take survey from students: Purpose: about reaction of student after activities, which benefits did they get? Please complete the following by ticking the appropriate box or writing a comment: 1. Does your course have any outdoor activities in studying? Yes No Don't know 3 2.Do you like those activities in course? Yes 3. How did you feel when you study in extracurricular activities? Best Normal Not Bad Bad 4 5 4. How much percent of lessons did you get from extracurricular activities? 5. Do you want to study more extracurricular activities in your course? Yes 6. Who will control in your extracurricular activities? You, the student or the teacher? Student Teacher Don't Know 7. Who will work more than other? The student or the teacher? 8. Can you compare between the way which you study indoor & outdoor? ln- class After-class 9.Do you see any preparati on of your teacher for the extracurricular activities? Is it too much things to do? Yes 10. Where are important factors to have extracurricular activities more interesting, attractive†¦? Student Collaboration Script to interviews teachers: Interviewer: Hello Teacher, I'm really thank you for spending a little time enjoy in our research. Our conversation will be tape-recorded, Are you agree with that? Teacher: † Interviewer: So can I know what your full names and where you teach? Teacher: Interviewer: Did you make any extracurricular activities for your students? *Yes 0 Interviewer:So what is it? How did you prepare for those activities? Do you think that activities help your students in study ; experience? Can you share with us about your students' reaction with your extracurricular activities? Can you compare between extracurricular activities and teaching in class? Which one more effective? 0 Interviewer: Did you think about make any extracurricular activities for your student? *Yes 0 So you thought about that but why don't you make any *No 0 So I think maybe you catch some weakness of extracurricular activities to decide not make any activities in your teaching, didn't you?

The Narcolepsy Sleeping Disorder

Narcolepsy is a chronic sleeping disorder with no sure cause. The main characteristic is excessive and over daytime sleepiness, even after a good nights rest. A person with narcolepsy will usually be very drowsy or fall asleep, particularly at unappropriate times and places. Daytime attacks may or may not occur withouth any warning (This is a personal account of someone with Narcolepsy that i found on the Science News website) My problems started in the fall of 1954 when football practice began just before school started. I would be so exhausted after practice that I could barely make it ome. Upon doing so I would lay down on the floor and go to sleep. I knew that something was seriously wrong with me and there wasn't anyway that I could play football. The previous year I was a starter on the varsity team. The next ten years were very difficult for me. Doctor after doctor made diagnoses that were wrong. People around you think that you are lazy, sleep all the time, you have no interest in anything and worst of all, you begin to think you are worthless and lazy. During this ten years, I have had sleep attacks while driving a car. When I would awaken, I would have traveled 20 r 30 miles and not remember a thing. I have gone to sleep on my feet while working and standing still. I would go to the bathroom just to be able to close my eyes for a short period of time. I would use cigarettes as a timer. You can light a cigarette and slide it between your fingers down toward your palm, different lengths to adjust the time. When the cigarette burns down toward your fingers How I found out what was wrong with me! There was an article in a magazine which came with the Sunday paper. When I read the article, I immediately knew that i had found the answer to my problem. The next morning I went to the local Doctor and asked him if he had read the article. He responded that he had, but the symptoms would fit just about everyone in town. I told him he might be right, but how many people did he know have their knees buckle or lose control of their neck when they laughed, got mad, or were surprised. I asked if he would write a prescription for Ritalin. When I took my first pill of Ritalin, it was the first time I had felt any source of energy for over 10 years. I am now 61 years old and I am from a time when the workplace was very different from today. Management id not take the time, nor were they required to try to understand disabilities. If a company found out that you were a narcoleptic, they would terminate you, because they were afraid you would hurt someone else in the work place. I worked as a professional mechanic for 20 years and then worked in the gas industry on the retail level for another 22 years. I have not had an accident of any kind as a result of my narcolepsy. It seems as though subconsciously, I knew when I was in danger and would always wake up. My advice to anyone that has had a proper diagnosis as to their narcolepsy is the following. Get to know thy self, be aware and study what effects your behavior when this or that happens. Symptoms typically appear during adolescence, although the disease itself may not be diagnosed for many years afterward. The primary symptom is an overwhelming feeling of fatigue, together with sleep attacks that may occur with or without warning. About 75% of patients also experience cataplexy, a sudden loss of muscle tone lasting a few seconds to 30 minutes, but without loss of consciousness. Episodes of narcolepsy can be triggered by emotions such as laughter, fear, or anger. Other symptoms include sleep aralysis and hypnogogic hallucinations as the person wakes up or falls asleep. Some patients may also have trouble staying asleep at Recent research suggests that the cause of narcolepsy maybe involves a dead patch of cells in your brain, in dogs and mice they have found this patch of dead cells that they ahave verified causes narcolepsy to these animals. The exact cell pattern has not been identified in humans, and scientists say we may find the source in as close to 2 years with good research. Twin studies suggest that narcolepsy is not definately a genetic disease, since only 25% of the ime will both twins have the condition. The risk for a person whose immediate relative has narcolepsy is only about 1-2%. This baffles doctors because narcolepsy can show up out of nowhere, but also may run in the family, but not always. The treatment for narcolepsy usually involves taking medications to reduce sleepiness during the day and in those who have cataplexy, other medications to prevent cataplexy. The medications to prevent sleep during the day are a group of medicines called stimulants that includes Ritalin, Adderall, Dexedrine, Provigil and others. Cataplexy is usually treated with antidepressant edications that repress REM (dreaming) sleep such as Tofranil, Norpramin, Prozac, Paxil and Zoloft. Narcolepsy can be diagnosed easily when all the symptoms are present. Two tests are usually done to verify the diagnosis. These tests are usually done by a sleep doctor. The polysomnogram records your brain waves when you sleep in the night, and once you go into REM (Rapid Eye Movement) if the brain waves look the same then this helps in diagnosis. With the multiple latency test people are to do an activity they regularly do any other day and every 2 hours the doctors tell them if they feel drowsy that they should try o sleep etc. I have also read though that doctors usually wont diagnose narcolepsy easily, in many stories like the one above, people say that doctors said that they had anything but narcolepsy. Narcolepsy usually can show up as many things, doctors usually at at first call it a lack of sleep, and other times they may say that you I learned a lot from this report. Before I did this report I thought that narcolepsy was just always being tired and sometimes taking a nap during the day, but I was wrong. I think narcolepsy would be a very aggrevating and embarrasing disease.