Good Manger

Chapter 1 Summary Laura Chase is killed instantly in a car accident. Laura's sister must go to the morgue to identify the body, and readers are given an idea of the woman Laura's sister is. She is careful, deliberate, and knows that she must dress appropriately in case newspaper reporters are nearby. She must do anything fitting her position as the wife of Mr. Richard E. Griffen. Especially since the car in which Laura Chase died belonged to Mrs. Richard E. Griffen.Laura's sister decides to wear black, of course, and she must also wear gloves, a veil, and should bring a handkerchief. When Laura's sister opens a drawer in her dressing room, she comes across a stack of school examination notebooks that have been bound in kitchen string. When she lifts the notebooks out, the shock of Laura's death hits her. Chapter 2 Summary Sub-Novel There are two main characters in the sub-novel: the man and woman. Clandestine meetings occur between them and the relationship is in its infancy. The wom an is described as â€Å"nervous. She is married but he is single. Details are dropped into the narrative like toppings on an ice cream sundae – the color of the woman's dress, the kind of tree that sits outside her bedroom window – and these things will be clues to the identities of the man and woman later on. Additionally, news clips, interspersed between vignettes, keep readers on a linear time path with the main novel. Also in this chapter are stories within stories. The woman and man meet several times and in varied places: over lunch, in a park, at night under a bridge.Chapter 3 Summary Main Novel It is June, 1998 and Iris Chase Griffen is about to present the Laura Chase Creative Writing Award to a graduating senior at Port Ticonderoga High School. Readers get to know Iris a bit better throughout the narrative. The death of her sister Laura, which she describes as being as close to a suicide as the word damn is to swearing, is an old wound that still bleeds. He r representation of the Chase family in the presentation of this monetary award is very difficult for her.Iris reminisces about her sister's life, how the story in the sub-novel created a town furor worthy of book banning, and how Iris has withstood the worst of this upset for the past 50 years. Yet, Laura is also seen as a genius taken in the prime of her life – a genius that Iris wears like a hair shirt. Chapter 4 Summary Sub-Novel The man and woman continue to meet in secret. At a cafe, she is uncomfortable because of the part of town in which it is located, and he is uncomfortable with the â€Å"fancy† way she is dressed.Their togetherness, for him, is about sex; their togetherness, for her, is about what is missing in her marriage: love and respect. The two of them leave the cafe and go to a room he is borrowing from a friend. It is threadbare, worn, and shabby. The woman is again uncomfortable in this environment but is so needy for what the man can give her that she stays. They make-love and he continues telling her the science-fiction tale about the residents of Sakiel-Norn. In another instance, at another time, the man and woman meet in a friend's apartment where they again make love, and again, he continues telling the story. Chapter 5 SummaryMain Novel This chapter volleys between present-day and the mid-1920s through the late 1930s in the history of the Chase family. Readers are permitted the chance to know Iris as an old woman and also get to know how Iris came to be that old woman. It is 1925 and Liliana Chase has died after the premature birth of her third child. Iris is saddled with caring for Laura and knows that it is going to be a full-time job. Even though Reenie acts in a motherly fashion toward both girls, it is Iris who tends to Laura's everyday needs. They must be each other's best friend, because they are not permitted to go off the grounds of Avilion alone.It is during this time that Iris tries to figure out why her moth er died as well as how to explain to Laura what happened to the â€Å"unfinished† baby t Chapter 6 Summary Sub-Novel The man and woman continue to meet in a variety of borrowed places: a dingy room, an opulent apartment and a janitor's storeroom in the basement of a building. The woman is clearly out of her element and comments so to herself while she goes to meet the man. She feels out of place in body and spirit: her clothes are too fancy, her walk is too refined and her attitude is too uptown for the downtown surroundings.However, she clearly loves this man, or certainly loves the image of him. He tries to appear nonchalant, but even he grows restless when he thinks she is not coming to meet him. Theirs is a relationship that starts out purely physical but melds into one of need. In addition, as the book continues, readers are left to wonder who this woman is: Laura or Iris? Chapter 7 Summary Main Novel More of Iris's mystery begins to unravel with the opening of Chapter 7 . She possesses a steamer trunk – one from her 1935 honeymoon trip to Europe with Richard Griffen – full of handwritten text and a couple of first edition books.It is hinted that Laura wrote these, but the question does arise: did Iris actually write stories, including the sub-novel? Many have written to Iris in hopes of interviewing her about her dead sister but she has steadfastly refused. She keeps the existence and contents of the steamer trunk a secret from the world. On a trip into Toronto to see her lawyer, Iris asks Walter to drive her past her old home – the one she shared with Richard as a newly married woman. It is still there, and now has tendrils of ivy fingering up the brickwork. Chapter 8 Summary Sub-Novel The man and woman continue meeting and telling each other stories.They debate over the ending of the story of the blind assassin and the tongueless girl. The woman wants a happy ending, where the two will live out their years together; the man w ould like to see everyone, including the lovers, annihilated. The storytelling between the man and woman is intellectual foreplay. At another rendezvous, the man tells a nicer story, at the urging of the woman. It is about the Lizard Men of Xenor and their coupling with women of Earth to create a super race. The woman tells the man that she is going away on the maiden voyage cruise of the Queen Mary.It is becoming clearer that the woman is Iris Griffen. Chapter 9 Summary Main Novel The elderly Iris is losing the battle all older people fight: to maintain independence at home. Iris's mind is still sharp but her body is letting her down. She cannot even do her own laundry in the basement without fearing she will fall and be hurt. Elderly Iris is also fighting off the ministrations of Myra who dotes on her as though she inherited her from her mother, Reenie. Myra means well but smothers Iris all the same. Her latest idea is to hire someone to clean Iris's house and do laundry for her.H owever, Iris does not want a stranger touching her underwear. It is the spring of 1936; the Civil War had begun in Spain, King Edward had abdicated the throne for the Duchess of Windsor, and Laura had headed off to school. T Chapter 10 Summary Sub-Novel The woman misses the man desperately and looks high and low for some sign of him; something to tell her that he is safe. She finds their story, The Lizard Men of Xenor, in a newsstand at a train station. She secretly sneaks it home and cherishes it as though he were reaching his hand out to her and her alone.Waiting for him to return from Spain seems interminable and, to pass the time, she imagines him imagining her. In her mind's eye, she sees him on trains, in stations and in diners. Her salvation is that he is on his way home to her, only her, and that he will soon emerge through the mist of a departing train to save her from her own life. Chapter 11 Summary Main Novel As the story progresses, readers are treated to little hints, tiny secrets here and there. Iris likes to visit the middle stall in the washroom of a local doughnut shop.That is where the best graffiti is written (including some about Laura) — and where she would like to add some of her own. She checks into that stall regularly to see what has been written there, as one would get a weekly update to a news item. Laura was sent to a different school — same temperament, different uniform — and plans were laid by Winifred for Laura's debut the following year when she turned eighteen. Laura grudgingly attended school but hated it. Once Laura started to be a bigger burden than Winifred wanted Richard to bear, it was decided that Laura should be married.Chapter 12 Summary Sub-Novel The man returns from the war in Spain and is greeted at the train station by the woman. Because he has not yet rented a room, they go to a seedy hotel to be alone together after such a long time apart. The room in the hotel is the worst place they have ever been together. It smells bad, the furniture is tacky and ripped and there is no fresh air. She tells him that she found The Lizard Men of Xenor and waited, impatiently, for the next episode so that she knew he was all right. She had worried about him dying in the war, and he tells her that nearly happened.Chapter 13 Summary Main Novel, the 1930s Just before World War II, Iris' marriage to Richard was getting worse. She had suffered two miscarriages and learned that Richard had enjoyed his share of mistresses. She assumed these dalliances were with his secretaries who were always very young and very pretty. They kept up marital appearances by going to parties and gatherings and Iris was grateful that Richard was no longer bothering her for marital obligations. Once World War II broke out, Richard and his business were in a bad place.He had been too friendly with the Germans prior to the war and stood to lose a lot of money. Following the end of the war, Iris receives a call from Laura. Back in Toronto, Iris sees Laura at Diana Sweets, one of Iris's favorite shops. Chapter 14 Summary Main Novel, the late 1940s Iris finds old school exercise books after Laura dies. In the mathematics book, there appears a long column of numbers with words opposite some of them. Iris recognizes the numbers as dates. The first date coincides with Iris's return from Europe and the last day was just a few months before Laura was sent to Bella Vista.Iris concludes that these are the dates Richard raped Laura. Iris was grateful that Laura had never seen Aimee because she would have known right away that Aimee was Alex Thomas's daughter and not Richard's. Iris keeps all of Laura's notebooks, bound together with string, plus other manuscript pages in the steamer trunk once used in her wedding trousseau. After Laura's funeral, Iris leaves Richard. She sends the steamer trunk out to Port Ticonderoga and then takes Aimee away while Richard is gone on business. Chapter 15 Summary Sub-No velIris is seen cherishing the photo of her and Alex Thomas at the Button Factory picnic that hot, humid Labor Day in the mid-1930s. The picture was of happiness, but the ensuing story was not. Just before her death, Iris has one last daydream. It is of reuniting with Sabrina, one in which Sabrina does not blame her for her fate. Sabrina calls Iris, comes to her house and sits with her. On May 29, 1999, Iris Chase Griffen dies at the age of 83. Shortly thereafter, Sabrina returns from traveling abroad to see to her grandmother's affairs

Why Some Parents Won’t Vaccinate Their Kids Professor Ramos Blog

Why Some Parents Won’t Vaccinate Their Kids While vaccines have been preventing death and injuries for hundreds of years against diseases like measles, deadly diseases still show up all around the world. The clear answer on why is that some parents either cannot afford to pay for vaccines or simply don’t believe in them. Financial status had affected children not getting vaccinated, not only in the united states but also â€Å"Measles vaccination remains sub-optimal, particularly in Bauchi. Efforts to counter negative perceptions about vaccination and to ensure vaccinations are actually provided free may help to increase vaccination rates. Parents need to be made aware that vaccination should be free, including for children without a birth certificate, and vaccination could be an opportunity for issuing birth certificates. The study provides pointers for state-level planning to increase vaccination rates.†(Cockcroft et al). Measles outbreaks have been recently popping up everywhere around the world, in Madagascar , and places in the United States like Washington, New York, Oakland County, and many more cities and counties. Though some anti-vaccinators approve of the vaccines against measles and other deadly diseases and use them, they still don’t approve on other vaccines and believe they make the patient worse or don’t have an effect at all. There are many variations and inputs on why parents don’t vaccinate, as listed above, but the main reasons why parents don’t vaccinate their kids can fall into these categories, safety concerns, religious beliefs, or personal views and/or ethics (Mckee and Bohannon). Many parents often think that vaccines frequently lead to autism, and some even know its a low percentage, but still, don’t want to jeopardize the risks. However many doctors’ have debunked this rumor, with research and statistics. Religious views, on the other hand, cannot be debunked because people’s faith sometimes doesnt give a clear reas on, and rather just an answer. Personal views and/or views are the category for everything else, meaning they neither come from a persuasive source nor a religious one, or sometimes they are a mix of both but, they surely come from what peoples’ own opinion. Parents claim that science has provided information that links vaccines to autism. However recent studies say otherwise. An online textbook called â€Å"Clinical Infectious Diseases† states that â€Å"Although child vaccination rates remain high, some parental concern persists that vaccines might cause autism. Three specific hypotheses have been proposed: (1) the combination measles-mumps-rubella vaccine causes autism by damaging the intestinal lining, which allows the entrance of encephalopathic proteins; (2) thimerosal, an ethylmercury-containing preservative in some vaccines, is toxic to the central nervous system; and (3) the simultaneous administration of multiple vaccines overwhelms or weakens the immune system. We will discuss the genesis of each of these theories and review the relevant epidemiological evidence.† (Plotkin, Gerber, and Offit) This states that autism doesnt necessarily relate to vaccines and the textbook goes into more detail claiming, and debunki ng the original article that persuaded theyre linked, it critiques the study by saying â€Å"Although no data supporting an association between MMR vaccine and autism existed and a plausible biological mechanism was lacking, several epidemiologic studies were performed to address parental fears created by the publication by Wakefield.† (Plotkin, Gerber, and Offit). The authors explain how it wouldnt make sense to believe that the two are linked in any way possible. Even though clear evidence proves correlation from vaccines to autism, that still remains one of the main reasons today, why parents refuse to vaccinate their children. Religion is a sensitive topic when it comes to whats allowed and whats not, some religious people even feel offended or disgusted when someone of their religion, sins or breaks a rule. Therefore in religion, it becomes tricky when it comes around science because you cannot decide for yourself unless you plan on going against your religion. But in the articles â€Å"Heres Where Major Religions Actually Stand On Vaccines: Almost all U.S. states allow religious exemptions to immunization. But the issue has almost nothing to do with religion.† By Antonia Blumberg, it goes through all the major religions and manages to capture their views on vaccines. It shows that the majority of people who decline vaccines come from Christian orientated homes, like how the Catholic church as a whole opposes vaccines, while Muslim and Jewish homes openly accept vaccines, and actually encourage it. It also states that many Christians still do vaccinate as a whole. (Blumberg). Blumberg also acknowle dges that â€Å"Hindu, Sikh and Buddhist texts and doctrine contain no teachings in opposition to immunization† (Blumberg). Religious-based declines for vaccines cannot be debunked however, because if a religion says its impermissible, then for that religion it is. It is not a science-based question, where we can answer it with research, experiments, and conduct of extreme information. With religion, you always have to respect ones wishes, but to what extent is the question. Personal views usually sprout from the media, of friends and family, but nonetheless, they still are your views, and opinions you’ve gained yourself. Some parents just dont think its right for their child on numerous reasons, while others dont trust the hospital, doctor or even vaccine. There can be many concepts that personal beliefs can fall into, and it can even be linked up with safety concerns or religious beliefs. Its actually stated that â€Å"There is more than one way to understand paren ts views about immunization. Some parents have virtually no information, and when provided with data about harms and benefits, they usually (anecdotally) give permission for their child to be vaccinated. Other parents may have limited information or incorrect information that can be corrected by the physician, and yet others have a great deal of information and a firm philosophical stance that immunization is not what is best for their child. There are also divisions between complementary and alternative medicine (CAM) practitioners and some physicians about the merits and risks of vaccination.† (Gilmour et al). The article claims the physician should provide the best and more truthful information they can into helping the parent decide, being honest about side effects, risks and debunking false claims. The parent can then decide based on their personal beliefs on whether or not to vaccinate their child. (Gilmour et al). Everyone has a right to chose to vaccinate or not, but what poses a possible threat and an uprising question, is at what extent? Bibliography Stanley Plotkin, Jeffrey S. Gerber, Paul A. Offit; Vaccines and Autism: A Tale of Shifting Hypotheses, Clinical Infectious Diseases, Volume 48, Issue 4, 15 February 2009, Pages 456–461, https://doi.org/10.1086/596476 This article describes the concerns for that parents have in the connection between autism and vaccines. It debunks the main source of credibility that parents who refuse vaccines look to. This article. This article was published by the Infectious disease society of america, who work with scientists and doctors, and therefore are credible. I’m using this article for my report because its useful information on my analysis of why some parents refuse vaccines. Anne Cockcroft ,Muhammad U Usman, O’brian F Nyamucherera,Henry Emori,Bong Duke, Nisser Ali Umar and Neil Andersson Archives of Public Health The official journal of the Belgian Public Health Association 201472:48 https://doi.org/10.1186/2049-3258-72-48 This article explains why some parents don’t vaccinate their children. Its credible because doctors wrote it, and its credited by the public health association of belgium. Im using this article because it describes exactly what the title of my paper is about. I’m also using it to furthermore explain my point, and plot it. McKee, Chephra and Kristin Bohannon. â€Å"Exploring the Reasons Behind Parental Refusal of Vaccines† journal of pediatric pharmacology and therapeutics : JPPT : the official journal of PPAG vol. 21,2 (2016): 104-9. This journal identifies the factors of refusing vaccines and why it had been going on. This article is very credible because its a journal written for people in the medical field. Its a team of professionals narrowing down the outcomes and explaining why parents refuse from a more up front point of view. Im using it to see further into my thesis, and understand what the problem is. Blumberg, Antonia. â€Å"Here’s where major religions stand on vaccines† Article of huffpost magazine, reporter of huffpost magazine, Lydia Polgreen (03/31/17) https://www.huffpost.com/entry/heres-where-major-religions-actually-stand-on-vaccines_n_58dc3ef0e4b08194e3b71fc4 This article says what religions have to say about vaccines and the problem at use. This article is credible because it has been published on a magazine with editors and hundreds of thousands of readers. Im using this article in my report to understand what role religion plays in deciding to take the vaccine or not. Joan Gilmour, Christine Harrison, Leyla Asadi, Michael H. Cohen, Sunita Vohra. Childhood Immunization: When Physicians and Parents Disagree Pediatrics Nov 2011, 128 (Supplement 4) S167-S174; DOI: 10.1542/peds.2010-2720E This article describes the four reasons why parents disagree to vaccines and debunking their theories or excuses. It also helps to see where the rumors came from and the misinformation interpreted. Its credible because its written by a physician, on a scholarly website. Im using this journal in my report because it has useful information to structure my paragraphs and explain the issue.

Factors influence an individuals self-concept The WritePass Journal

Factors influence an individuals self-conceptï » ¿ Abstract Factors influence an individuals self-conceptï » ¿ AbstractSelf-concept and factors of influence Outline of factors that can influence the development of an individual’s self concept Description of the factors that can influence the development of an individual’s self-concept ConclusionReferences Related Abstract Self-concept is usually defined, in a generic sense, as the set of images, thoughts and feelings that an individual has of himself/herself. Most authors interpret self-concept as a series of attitudes towards the self, globally integrated by three factors: cognitive, behavioral and affective. Self-concept includes assessments of all parameters that are relevant to an individual’s development: from physical appearance to social and intellectual capacities. This essay will look at some factors that influence the development of an individual’s self-concept: age, gender, education, media and culture. Self-concept and factors of influence Robert B. Burns (1979) interprets self-concept as a conceptualization that the individual made of her/his own self, being elaborated by powerful emotional and evaluative connotations. Moreover, the subjective beliefs and factual knowledge that the individual attributes to himself/herself are highly personal and intense, varying thereby in degrees to its unique identity. With regard to self-esteem, Burns describe it as the process by which the individual examines his actions, skills and attributes compared to criteria and values that are internalized from society and significant others. However, self-esteem and self-concept are usually considered as interchangeable notions (Byrne, 1996; Harter, 1999). In general terms, it can be distinguished three main characteristic of an individual’s self concept (Bracken, 1996): It is not innate: The individual’s self concept is constantly being formed by experience. Moreover, it also depends on the symbolic language. It is an organized whole: The individual tend to ignore perceived variables that are not adjusted to his/her conceptual whole, conforming thereby his/her own hierarchy of assessments. It is dynamic: It can be modified by a reinterpretation of the own personality or external judgments. Self-concept includes all the parameters that are considered relevant by an individual: from physical appearance to sexual capacities, social and intellectual abilities, age, media, culture, appliance, education, gender, income, environment, etc. Outline of factors that can influence the development of an individual’s self concept As a dynamic attribute, an individual’s self concept is characterized by being in a constant feedback (positive or negative) with the social environment, in which the opinions and assessments of the persons we establish intimate relations with (family, couple, friends), are determinant factors. From the various factors that influence an individual’s self-concept, the focus will be directed towards the following: Age: Self-concept changes during the individual’s life span, being its maximum peak of permeability from seven to twelve years old. It then begins to be formed during childhood and starts to decrease at adolescence. Gender: Although it exists considerable studies about gender differences in self-concept, it seems that there are no conclusive results regarding this issue. Overall, the study of gender differences in self-concept in adolescence has generated considerable interest in recent decades. Despite the fact that the results of these studies are varied, most of them conclude that there are clear gender differences in self-concept, so that girls, particularly after the age of twelve, tend to have worse self-concept than boys. Thus, according to research, age acts as a moderating variable of the differences between girls and boys (Orenstein, 1995). Education: Education is a vital feature for interpersonal development. Academic achievements in the school as well as parental guiding and social interaction, are factors conforming the individual’s self-concept. Media: In contemporary society, the media is a vital factor of influence in the development of individual’s self-concept. Perhaps the most relevant of its effects is on the conception of the body image. In this respect, advertising and marketing has been producing and reproducing a dissociation between ‘ideal body image’ and ‘real body image’. Such dissociation might have pathological effects on individuals (i.e; from eating disorders to anxiety and depression). Culture: Majority of the studies focus on the divergence between Western culture, characterized by a more dependent auto-conception of the self, and Asian culture, in which interdependence stands as the fundamental factor in the development of self-concept. Description of the factors that can influence the development of an individual’s self-concept AGE The definition of oneself from 5-6 to 7-8 years provides an ability to discriminate between different domains of experience. Between 7-8 years and 11-12, there are significant changes in regard to intellectual abilities and social environment, having remarkable implications for both self-concept and self-esteem. During this range of age, children have the ability to compare themselves to others, but the information extracted from such comparisons is just in service of self-evaluation (Byrne, 1996). At the end of childhood, there is an increase in the permeability to social values, so the prototypes of each culture become another valuable source of comparison, which, in most cases, contribute to the discrepancy between the ‘real self’ and ‘ideal self’ (Harter, 1999). GENDER According to current research, age acts as a moderating variable of the differences in girls and boys. In this respect, there are empirical evidence showing that girls have a positive perception of themselves during primary education and yet around twelve, it is produced a decrease in self-confidence and acceptance of body image (Orenstein, 1995). The role of women in society may be among the factors behind this decline in female self-esteem. Thus, the observation of what happens in their surroundings, take the girls to infer that their social role is secondary to that played by men. By contrast, Crain (1996) insists that it is indispensable to remember that the gap between boys and girls about the different facets of self-concept is not exceedingly large, and thus such theories have a limited clinical and educational significance. Girls and boys are more alike than different, and the divergence between male and female are fairly consistent with gender stereotypes. EDUCATION Fundamentally within the field of Educational Psychology, there has been a constant preoccupation regarding the links between self-concept and academic performance. However, there is a lack of evidence indicating the precise nature of the relationship between both variables (Marsh and Seeshing, 1997). What it is clear about the role of education in the development of an individual’s self-concept is that it not only intervenes the relationship teacher-pupil, but also the rest of professionals within the educational system. Importantly, since education does not end in the school, family is key for a positive development of self-concept. MEDIA The media has been played a fundamental role in how individuals perceive themselves. Importantly, marketing and advertising have been contributed to a general attitude of compulsive consumption as well as to the creation of an ideal body image as a way to personal and professional success. Such strong pressure from the media about unattainable aesthetic models has as its immediate result an increase of personal dissatisfaction along with a rise in metal pathologies, such as depression, anxiety or eating disorders (Cash, 2011). However, research shows that subjects with a positive self-concept are less vulnerable to the influence of the media than those with a lower self-esteem CULTURE Majority of research on cultural differences in self-concept is focused on the comparison between Asian and Western culture. The former, collectivistic and vertical societies (high power distance), report higher belief in cognitive-behavioral consistency, share more belief related to dependent affiliation, but also agree more with belief related to achievement, self-direction and distinctiveness motivation (Smith and Bond, 1998). By contrast, subjects from Western culture, vertical individualistic societies, report higher agreement with need for uniqueness and higher level of behavioral flexibility. Some authors state that such characteristics of individuals from Western culture are due to a higher importance of positive self-representation (Worchel et al, 1998) Conclusion An individual’s self-concept undergoes notable changes during development, evolving from a structure in which diverse dominions of experience are distinguished to another stage in which the fundamental aspects are integration and high-level abstractions. In summary, the development of the self-concept during the life span of an individual is subjected to multiple factors of influence. References Ashmore, R., y Jussim, L. (1997). Self and identity. Fundamental issues. New York: Oxford University. Bracken, B. (1996). Handbook of self-concept. New York: John Wiley y Sons. Burns, R. B. (1979). The self-concept: Theory, measurement, development and behavior. New York: Logman. Byrne, B. M. (1996). Measuring self-concept across the life span: Issues and instrumentation. Washington, DC: American Psychologist Association. Cash, T. F. (Ed.). (2011). Body image: A handbook of science, practice and prevention. New York: The Guilford Press. Crain, M. (1996). The influence of age, race and gender on child and adolescent self-concept. In B. A. Bracken (Ed.), Handbook of self-concept. (pp. 395-420). New York: Wiley. Harter, S. (1999). The construction of the self: A developmental perspective. New York: The Guilford Press. Marsh, H. W., Seeshing, A. (1997). Causal effects of academic self-concept on academic achievement: Structural equation of longitudinal data. Journal of Educational Psychology, 86, 439-456. Orenstein, P. (1995). School girls: Young women, self-esteem and the confidence gap. New York: Anchor. Smith, P. B. Bond, M. H. (1998). Social Psychology across cultures (2nd ed.). London: Prentice Hall Europe. Worchel, S. Morales, J.F., Pez, D. Deschamps, J-C. (1998). Social identity. International perspectives. London: Sage.

History of Golf and Golf Equipment

History of Golf and Golf Equipment Golf originated from a game played on the coast of Scotland during the 15th century. Golfers would hit a pebble instead of a ball around the sand dunes using a stick or club. After 1750, golf evolved into the sport as we recognize it today. In 1774, Edinburgh golfers wrote the first standardized rules for the game of golf. Invention of Golf Balls Golfers soon tired of hitting pebbles and tried other things. The earliest man-made golf balls included thin leather bags stuffed with feathers (they did not fly very far). The gutta-percha ball was invented in 1848 by Reverend Adam Paterson. Made from the sap of the Gutta tree, this ball could be hit a maximum distance of 225 yards and was very similar to its modern counterpart. In 1898, Coburn Haskell introduced the first one-piece rubber core; when professionally hit these balls reached distances approaching 430 yards. According to The Dimpled Golf Ball by Vincent Mallette, balls were smooth during the early days of golf. Players noticed that as balls became old and scarred, they traveled farther. After a while players would take new balls and intentionally pit them. In 1905, golf ball manufacturer William Taylor was the first to add the dimple pattern using the Coburn Haskell ball. Golf balls had now taken on their modern form. Evolution of Golf Clubs Golf clubs have evolved from wooden shaft clubs to todays sets of woods and irons with durability, weight distribution, and graduation utility. The evolution of clubs went hand-in-hand with the evolution of golf balls that were able to withstand harder whacks. History of Carrying and Caddies During the 1880s, golf bags first came into use. The beast of burden is an old nickname for the caddie who carried golfers equipment for them. The first powered golf car appeared around 1962 and was invented by Merlin L. Halvorson. Invention of Golf Tees The word tee as it relates to the game of golf originated as the name for the area where a golfer played. In 1889, the first documented portable golf tee was patented by Scottish golfers William Bloxsom and Arthur Douglas. This golf tee was made from rubber and had three vertical rubber prongs that held the ball in place. However, it lay on the ground and did not pierce the ground like modern golf tees. In 1892, a British patent was granted to Percy Ellis for his Perfectum tee that did pierce the ground. It was a rubber tee with a metal spike. The 1897 Victor tee was similar and included a cup-shaped top to better hold the golf ball. The Vicktor was patented by Scotsmen PM Matthews. American patents for golf tees include the first American patent issued to Scotsmen David Dalziel in 1895, the 1895 patent issued to American Prosper Senat, and the 1899 patent for an improved golf tee issued to George Grant. Rules of the Game In 1774, the first standardized rules of golf were written and used for the first golf championship, which was won by Doctor John Rattray on 2nd April 1744 in Edinburgh, Scotland. You must tee your ball within one clubs length of the hole.Your  tee  must be on the ground.You are not to change the ball which you strike off the tee.You are not to remove stones, bones or any break club for the sake of playing your ball, except on the fair green, and that only within a clubs length of your ball.If your ball comes among water, or any watery filth, you are at liberty to take out your ball and bringing it behind the hazard and teeing it, you may play it with any club and allow your adversary a stroke for so getting out your ball.If your balls  be  found anywhere touching one another you are to lift the first ball till you play the last.At  holeing  you are to play your ball honestly for the hole, and not to play upon your adversarys ball, not lying in your way to the hole.If you should lose your ball, by its being taken up, or any other way, you are to go back to the spot where you struck last and drop another ball and allow your adversary a stroke for th e misfortune.No man at  holeing  his ball is to be allowed to mark his way to the hold with his club or anything else. If a ball  be  stoppd by any person, horse or dog, or anything else, the ball so stoppd  must  be played where it lyes.If you draw your club in order to strike and proceed so far in the stroke as to be bringing down your club; if then your club shall break in any way, it is to be accounted a stroke.He whose ball  lyes  farthest from the hole is obliged to play first.Neither trench, ditch or  dyke  made for the preservation of the links, nor the Scholars Holes or the soldiers lines shall be accounted a hazard but the ball is to be taken out,  teed  and  playd  with any iron club.

Preliminary Search Assignment Example | Topics and Well Written Essays - 250 words

Preliminary Search - Assignment Example Such factors, coupled with high integration and maintenance costs, training, and redesign of business processes, disrupt organizational operations (Grabot, Mayere, and Bazet, 2008). Scalability is an integral concept for organizations that seek to protect their software investment. Functionality, platform, usability, and user account are the four integral dimensions of scalability. Utilization involves such factors as data storage limitations and reliable performance. Platform is the ability of an ERP system to function in multiple computing environments. User account is about the ability to add users in the system in a cost-effective and easy manner. Functionality is the ability of the system to adapt to organizational changes (Grabot, Mayere, and Bazet, 2008). For ERP installation, scalability of a product determines the success of an ERP system. All the dimensions are necessary considerations before installation of a system. In terms of functionality and security, a three-tier client server model provides ease in control because its middle tier (application servers) is centralized and is manageable as compared to two-tier client server models. There are less vulnerabilities in a three-tier model, and data recovery is easier in comparison to a two-tier model. A two-tier model runs two integrated ERP systems simultaneously at the corporate and subsidiary level, and is beneficial for organizations with several branches or multiple sites. It is also useful when organizations merge or if there is, a newly acquired operation that does not match the current ERP an organization uses. In contrast, a three-tier is for small businesses because of its ease in installation. Even so, they are not as easy to customize as the two-tier client server model (Grabot, Mayere, and Bazet,

Introduction to Communication-Emotional Responses-discussion Personal Statement

Introduction to Communication-Emotional Responses-discussion - Personal Statement Example I vividly remember a situation when a colleague of mine tried to load me with a job, which actually happened to be his responsibility. It being a hard day, I really got angry. I had an interaction with my colleague regarding this issue. Though I didn’t use rude language, I managed to convey my resentment and anger through my bodily gestures. My face was flushed red and I was leaning slightly forward, in a way violating the personal space of my colleague, during this talk. While talking, my eyebrows happened to be down and close to each other and I must admit, I had a rude glare in my eyes. My lips were narrowed and quivering all through that short talk and I was sweating a little. My colleague was able to notice my anger by seeing my body language, though I spoke a little, and he apologized for his mistake. Though I managed to get what I wanted, in retrospect I think that my bodily gestures were a way too aggressive during this interaction, and I could have acted more restrain ed and

NAT and PAT Essay Example | Topics and Well Written Essays - 500 words

NAT and PAT - Essay Example ccounting Theory (PAT) is an objective theory aiming at predicting accounting practices and policies that are chosen applied by firms as well as the effects of such, on the firms after the implementation. Under this theory, available data and statistics in the firm are analyzed to enable the firm to derive applicable conclusions based on the results. The main purpose of the results of the analysis is to create an understanding when predicting accounting policies across differing firms. On the other hand, Normative Accounting Theory (NAT) is a subjective kind of theory with an aim to describe the economic future of a given firm or investor. This is the theory that usually attempts to tell economists what they should do. This theory does not solely use predictive values to make evaluations, but it also considers the logical consistency of the rationality of individuals. Therefore, as positive accounting theories tend to make predictions of the events of the real world, normative accoun ting theories tend to inform people about what they should do (Coetsee, 2010). PAT has two different perspectives that include the efficiency perspective and the opportunistic perspective. Under the opportunistic perspective of PAT, there are three elements including the bonus plan hypothesis, debt covenant hypothesis as well as the political cost hypothesis. The bonus plan hypothesis of PAT has the assumption that the manager with the bonus plan has a high likelihood of using accounting methods intended to increase the current period reported income. As such, this makes a prediction that a manager will be rewarded on the basis of their performance. Debt covenant hypothesis, on the other hand, tries to put a limit on the managers ability to transfer assets to new creditors, themselves or new shareholders. Political cost hypothesis, on the other hand, refers to how a firm would react to the possibility of regulation of other regulators as well as other interest groups and how these