Lifetime Health and Fitness Essay Example

Lifetime Health and Fitness Essay Fitness has always been a part of my life. I am not going to lie, I did struggle with it during my younger years. I was what people call a â€Å"fat middle-schooler† because when I was 12 years old, I weighed 150 pounds. But the catch was, I was still very athletic. I played sports year round like soccer, flag football, and mostly basketball, all physical sports, but still could not loose the weight. My mom, just like every other mom who does not want to hurt their children’s feelings, always told me I was not fat, just big boned. This of course did not help one bit. I knew I was fat and there was nothing I could do about it. Eventually my weight became out of hand. I was 15 years old and weighed 165 pounds. Enough was enough. Fortunately, I had a very physically fit older brother whom I looked up too. I begged him to teach me how to get â€Å"fit† because I hated how much I was getting made fun of by the other kids in school. So he helped me by going to the gym and eating the right kind of food so that my gut would fall right off. And he was right. In about three months, I went from an overweight 15 year old, to a physically fit 15 year old. When I went back to school after the 3 months off for summer, no one recognized me. It was amazing. From that point on, I promised I would not let my body look as bad as it did back then. We will write a custom essay sample on Lifetime Health and Fitness specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lifetime Health and Fitness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lifetime Health and Fitness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Now, the reason I am telling you this is because these were the fundamental building blocks of my physical health and fitness, which of course is the reason we take this class. From this class, I really liked that we got down to the point, got exactly what we needed to know, and was not surprised with what was on the tests. What I did not like about the class was the 25 minute presentation because it just seemed way too long and most of it was about the information we had already learned from the class. One thing I would change from the class was the 25 minute presentation. I would change it to a 10 minute presentation and give the students a guideline on what the teacher wanted specifically. Overall, this was one of two classes I looked forward to going to.

Whisper

Whisper Free Online Research Papers Chapter 1 Tokumoto Okata had just lost his mother. His father died when he was 15. Now at the age of 17, still in school and no job, Tokumoto thought that he was not yet ready to live on his own. He decided it was time to live with his grandfather, Kitato, who lives in Gotemba, a city located on the southeastern flank of Mt. Fuji in Shizuoka, Japan. Tokumoto prepared to leave. As he was putting all his personal belongings in his car, he heard soft whispers in his ears. â€Å"Come to me,† the voice said. He got startled. He looked around but nobody was there except him. â€Å"Who are you?† he asked. Still there was no response. He does not want to be overpowered by fear so he pretended as if he did not hear anything and continued to pack up. Chapter 2 It was a very sunny and breezy day. When Tokumoto pulled up to the driveway, he saw his grandfather sitting idly in the porch drinking tea. Tokumoto’s face suddenly lightened up. He quickly got out of his car and ran towards his grandfather as he yelled â€Å"Grandpa!† â€Å"Tokumoto,† his grandfather uttered, â€Å"I am so happy to see you again!† He stood up and tightly embraced his grandson as they both entered the house. â€Å"Grandpa, if it wouldn’t be too much of a trouble for you, I would like to stay in your house while I am looking for a job,† pleaded Tokumoto. His grandfather happily replied, â€Å"Yes, of course. You know that I love you as much as I love your father. You are welcome to stay with me as long as you like.† â€Å"Thanks, Grandpa. I could not ask for more,† Tokumoto said. Then Tokumoto went back to his car, opened the trunk, grabbed his luggage and gazed at his grandfather’s house. How time flies. He vividly recalled that when he was very small, his father would take him to this same house almost every month to visit his ailing Grandma. However, when his Grandma died, it took a while for his father to recover emotionally. The mere sight of the house is enough to make his father burst into tears. Tokumoto took a deep breath and then walked as his grandfather anxiously waited for him at the door. Upon entering the house, his grandfather accompanied him to his room and then left to prepare dinner. As Tokumoto was lying down in his bed, the lights flickered and soon enough cold air started penetrating his skin. Then he heard the same voice again. This time however, he could not understand a word it was saying. After a few minutes, the voice disappeared. He became curious to know where the voice was coming from and why. Chapter 3 Two months have passed by very quickly and Tokumoto has just graduated from high school. He tried very hard to find a job but to no avail. Japan is experiencing an economic crisis and the unemployment rate was very high. Tokumoto predicted that no jobs will be available for a long time. In the state of despair, he heard the strange voice once again as it says, â€Å"Go to the top of Mt. Fuji and I will tell you what to do next. â€Å" Confused and petrified, Tokumoto told his grandfather the next day about the mysterious voice and what it was asking him to do. His grandfather was not surprised at all! He knew from the very start that Tokumoto was born to accomplish a very important mission. He persuaded Tokumoto to follow what the mysterious voice has said. After giving his blessing, Tokumoto’s grandfather reached for the ceramic jar in the cupboard, opened it and gave Tokumoto some money to buy whatever he would need for the expedition. Chapter 4 Tokumoto drew up a long list of items that he would need to reach the summit of Mt. Fuji: food, backpack, shell jacket and pants, thermal underwear, hiking boots, etc. He then drove and bought them from a store which was located just a few kilometers from his grandfather’s house. It did not take long for Tokumoto to reach the base of Mt Fuji. He vigorously followed the trail for the ascent. At some points, the terrain was rather steep and rocky. Climbing Mt. Fuji was not easy especially in the presence of the blinding rays of the sun, the sudden gust of wind and the falling rocks that he encountered along the way. He struggled with the ascent – it was never ending, very steep and full of horrid stones of all sizes and shapes that gave no grip. One time, Tokumoto slipped and almost fell off the trail. He felt sick as the altitude gets higher and higher. Equipped with sheer courage and determination, he kept going and going until the sun went down. Soon it was dark enough to warrant him wearing his head torch over his beanie. Cold seeped into his tired body. Every bone and muscle in his body ached. He stopped climbing. After dinner of onigiri, curry, and bite-sized fruit that he brought from home, he put up his tent, inflated his portable bed and slept in the midst of the mountain. However, at around 3:30 a.m., he was awakened by a mysterious voice. â€Å"Keep going!† the voice said. Armed with a flashlight, he went out of his tent and bellowed, â€Å"Who’s there?† Nobody answered†¦ Chapter 5 Tokumoto was not able to sleep again. He got himself ready for the final ascent. He started climbing wearing his head torch. The sky was clear and the stars looked so close as he ascended the path that got progressively steeper. Two hours later after a hike through ice crystals, gravel and rocks, he was on the summit. He watched the sunrise as it breaks through the clouds on the horizon and across the bay – not the lovely red, fiery ball of postcards, but something bright and shiny red, squeezed out of a toothpaste tube. Then he noticed something strange: Why was there an underground tunnel in the middle of the summit? Tokumoto was curious so he went inside the tunnel. The walls of the tunnels were like a prism. Everything inside was bright. The place was filled with rats, bugs, snakes, bats, and other frightening animals, and critters. He continued his trek down the tunnel and found a huge clock made of glass. The clock has a diameter of about 30 feet. Both the hour and minute hands were written in Roman numerals and were not moving. As Tokumoto got closer to the center of the clock, he heard faint whispers. Suddenly the clock started ticking and the whisper became louder and louder. Strong winds soon enveloped the cave. The clocked started ticking. After a while, the clock’s face shattered into a million pieces. When all of the debris has settled, Tokumoto found himself wandering in a forest! Chapter 6 Deep within the tranquil reaches of the forest lies a wilderness, vast acres of deep canyons, high cliffs, towering hemlocks, and numerous waterfalls. It is like a maze of canyons and ridge tops, especially during daytime when once cannot see very far. Tokumoto continued to walk. Suddenly, he heard a loud roar and when he turned around, he saw a huge beast ready to strike him. Frightened, he ran as fast as he could but his speed was no much to that of the beast. The beast hit Tokumoto’s chest and feeling hopeless and trapped, Tokumoto tried to trick the beast by pretending to be dead. The beast was about to give him its final blow when out of nowhere, a strange-looking creature with face consisting only of two ears and a mouth appeared and shot the beast with a multitude of arrows. The beast fell to the ground and died. The strange-looking creature approached Tokumoto and introduced himself as Shigori Atamata. â€Å"Thank you for saving my life. Forgive me but why do you only have a mouth and a pair of ears?† Tokumoto asked Shigori. â€Å"Demons have the power to suck away anything they want. Those demons and monsters absorbed my eyes and nose. But by devouring the Book of Many Eyes, I can see. Do not be surprised but I know who you are. I will help you get out of this forest,† Shigori declared. Dry leaves crunched and crackled under his feet as Tokumoto walked in the forest. There is a slight breeze moving through the trees but it is not enough to soothe Tokumoto’s aching feet. However, after all his struggles to reach the top of Mt. Fuji, he told himself that he was not going to let this long walk get the better of him. He has no idea how long they have been walking. What was important was finally they were out of the forest. Now he was smiling and enjoying the spectacular view of a bustling town from the 13th century! Tokumoto and Shigori went to the city gates. One of the guards approached them and upon recognizing Shigori, the guard led them into the city and onto the castle. A big, old man with a long, curly beard greeted them and said, â€Å"I am, Ryutarou, the village king. Why are you here? Are you the chosen one?† King Ryutarou said. â€Å"I am sorry but I do not know why I am here. Did you just ask me if I am the chosen one?† Tokumoto asked. â€Å"The chosen one is the one who is destined to save our world,† King Ryutarou responded. â€Å"Why does this world need to be saved?† asked Tokumoto. â€Å"Evil spirits, demons, and monsters from the Spiral Nether have ripped a hole in space and consistently attack this world!† King Ryutarou explained. â€Å"How do we stop them?† asked Tokumoto. King Ryutarou stared at him and said â€Å"The only way we can stop them is by infiltrating their headquarters in the Spiral Nether and by dethroning their king named Kazul Than. King Kazul has been killing people in other worlds. His evil ways must come to an end.† â€Å"Could it be that he was the one who killed my parents?† asked Tokumoto. â€Å"It is possible. Did you witness any purple smoke?† King Ryutarou replied. â€Å"Yes, I did see the purple smoke,† Tokumoto answered. King Ryutarou stroked his beard and said, â€Å"I am certain that he killed your parents. You may seek revenge and fight the demons with us. But be warned: the consequences of battle may be irreversible. You could very well lose your life. The enemies might attack us anytime.† Chapter 7 Just as Tokumoto was about to speak, the bells rang followed by a voice which says evil. â€Å"We are close.† â€Å"The alarms have sounded! We are under siege by the demons! Follow me to the armory! Trust your instincts and fight!† Shigori yelled. Tokumoto and Shigori sprinted to an enormous house next to the castle. They slammed the door open, and barged in. Tokumoto found hundreds, if not thousands, of swords, weapons, and books of spells. Tokumoto grabbed a sword, a shield, and a helmet and scurried over to the door. Shigori dashed to a special footlocker and took a long bow, a five-arrow quiver, and an armor set made of steel and ran to Tokumoto. They both jogged to the gates and fought against the demons. Chapter 8 Each of the demons was about 6 feet tall and was armed with an axe. Over at the horizon, there was a portal similar to the one Tokumoto came through. He saw the demons and monsters exit the portal. Tokumoto ran into the fray and sliced and lunged at the demons while parrying, dodging, and blocking the incoming blows. Tokumoto was shocked to know that he was a skilled warrior after all! But this was not enough because the demon forces overpowered him. Along came a sorcerer carrying a staff who was accompanied by about 100 elite soldiers. After uttering a series of incantations, the sorcerer released a ball of fire from the staff and hit the demon who was about to kill Tokumoto. The elite soldiers on the other hand fought with all their might and killed as many demons as they can. The demons quickly retreated. King Ryutarou arrived and shouted, â€Å"Go after them!† The army of elites, the sorcerer, Tokumoto, and Shigori chased the demons and they all ended up in front of the portal. The portal was slowly shrinking. Shigori, Tokumoto. the sorcerer, and some of the elites got through it. He heard a voice saying, â€Å"Come to me!† and then lost his consciousness. Chapter 9 Tokumoto emerged in an area where the sky was a swirl of purple and black and the air smelled like fresh blood. He was dying to go home to see his grandfather yet he does not know where he is. Later on he realized he was in an apocalyptic world. â€Å"Hey, are you all right?† Shigori asked, â€Å"A demon hypnotized you.† Tokumoto opened his eyes and saw Shigori. â€Å"We are in a plane where demons rule. Now, look at the sky. Do you see that giant tower? That is where King Kazul lives. King Ryutarou wanted us to kill him.† Shigori explained. Shigori pointed at the sorceress. â€Å"This is Zuli. She is a master of the arcane arts.† Tokumoto and Shigori walked towards the huge tower. They found burnt trees, ashes in the air, and corpses on their way to the tower. When they reached the tower, they opened the door and went in. The tower has a long spiral staircase. They walked up the stairs. Then Tokumoto heard a voice saying, â€Å"Die.† He ignored the voice and continued climbing the stairs until he and Shigori reached the top of the tower. They found an armored King Kazul standing by his throne. â€Å"We’ll call you if you’re needed. Stay at the steps.† Zuli told the elites. â€Å"Tokumoto, I have waited such a long time for this moment. Do you remember those faint whispers? That was me talking to you. I killed your parents with the purple gas,† King Kazul said proudly. Tokumoto was astonished, â€Å"Why did you kill my parents? Why not someone kill someone else?† King Kazul replied, â€Å"I feast on the souls of the people I kill to grow ever stronger. Alas, regular souls would not satisfy me, but your parents were special. Your ancestors could travel between dimensions. They found me here, and I was almost killed. Tokumoto looked back, and saw an army of ghouls fighting the elites. Zuli was infuriated and casted a spell that froze Kazul, but he broke out of it. She then shot a fireball at Kazul. Shigori shot an arrow at the fireball, resulting in a flaming arrow that missed Kazul by inches. Kazul flew into the air with is demonic powers, materialized a sword, dove, and stabbed Zuli in the arm. She staggered to a safe area. Tokumoto charged at Kazul, and attempted to slice him. They were almost equal in strength, but Kazul was a bit stronger. Shigori carefully aimed his bow. He released his arrow, and it hit its mark. With the arrow through Kazul’s neck, he died, and the ghouls fighting the elites vaporized. Shigori’s eyes and nose appeared on his face. They had won. But the king exploded into a portal, sucking in Tokumoto. Tokumoto flew into the portal, along with wispy clouds, appearing in his grandfather’s home. â€Å"Welcome home, Tokumoto. I didn’t hear the door open. How was your trek?† his grandfather asked. â€Å"It was fun. But I wouldn’t want to do it again for a while. He never heard another unexplained whisper ever again. Research Papers on WhisperNever Been Kicked Out of a Place This NiceThe Spring and AutumnPersonal Experience with Teen PregnancyHarry Potter and the Deathly Hallows EssayComparison: Letter from Birmingham and CritoThe Fifth Horseman19 Century Society: A Deeply Divided EraHip-Hop is ArtTrailblazing by Eric AndersonBook Review on The Autobiography of Malcolm X

Application Questions Essay Example for Free

Application Questions Essay 1. The first stage is Bodily Self. In this stage, infants become aware of their own existence and distinguish their own bodies from objects in the environment (Schultz & Schultz 2009). Monica has a sense of humor. She often feels frustrated as she takes care of her children and loses her temper. She is able to joke about her fatigue later. The next stage is Self-identity. Children realize that their identity remains intact despite the many changes that are taking place. Monica is 38 years old stay at home mother of four children. The third stage is Self-esteem. Children learn to take pride in their accomplishments (Schultz & Schultz 2009). Monica is insecure about not having attended college. She doesn’t think of herself as unintelligent, but sees herself as uneducated and defers to others with a better education. The fourth stage is Extension of self. In this stage, children come to recognize the object and people that are part of their own world. Monica is a good mother and a mother of fourth. She takes care of her children’s physical and emotional needs. The fifth stage is Self-image. Children develop actual and idealized images of themselves and their behavior and become aware of satisfying parental expectations (Schultz & Schultz 2009). Monica is aware of the fact that she looks intimidating and angry. She is self-conscious of her frown lines. The sixth stage is Self as rational coper. Children begin to apply reason and logic to the solution of everyday problems (Schultz & Schultz 2009). Clutter and messiness bothers her. She cleans the two bathrooms every day, vacuums, dusts, picks up toys, and so forth. The final stage is Propriate striving. In this stage young people begin to formulate long-range goals and plans (Schultz & Schultz 2009). Monica is considering going back to school to earn an associate’s degree in Legal Business Studies and becoming a legal assistant. 2. Cardinal traits are the most perverse and powerful human trait (Schultz & Schultz 2009). These traits dominate a person’s behavior and ruling passion. Central traits are the handful of outstanding traits that describe a person’s behavior (Schultz & Schultz 2009). These traits describe our behavior. The secondary traits are the least important traits which a person may display inconspicuously and inconsistently (Schultz & Schultz 2009). Only a close friend may recognize these traits. Monica’s has a large amount  of central traits. Her friends describe her as being fiercely loyal, supportive, and talkative. She is also a perfectionist and neurotic about cleaning. 3. The functional autonomy propose that the motive of a mature, emotionally health adults are not functionally connected to the prior experiences in which they initially appeared (Schultz & Schultz 2009). An addictive behavior that Monica has is that she tries to keep her house spotless. She cleans the two bathrooms every day, vacuums, dusts, picks up toys, and so forth. She is neurotic about cleaning. 4. Prorim is a term for the ego or self (Schultz & Schultz 2009). It seems as if Monica understands who she is as a unique individual. Monica’s cleaning, need for order, and ability to laugh at herself helps aid in her individuality. 5. Propriate striving is when young people begin to formulate long-range goals and plans (Schultz & Schultz 2009).Her goals is to go back to school to get an associate’s degree in Legal Business Studies and become a legal assistant after all her children are in middle school. She is also able to accept her feelings of frustration as she takes care of her kids and her forgetfulness. 1. Allport criteria for mental health, is that he believed that mature adults have a unifying philosophy or a set of values. These values help give a purpose to their life. They apply propriate self-extension to their friends, family, hobbies, and work. A healthy personality is made up of compassionate and loving relationships. The compassionate and loving relationship has to be free of possessiveness and jealousy. Emotional security and self acceptance is another criteria. Mature individuals can sustain all the frustrations of life that can’t be avoided without losing their position and giving into to self-pity. Mature individuals have a realistic orientation towards themselves and others. They can economic survive without becoming defensive. The final thing is that they have  developed an accurate self insight their desirable and disagreeable qualities. 2. Allport’s propriate striving is believed to be the core problem for adolescents. The adolescent selects goals that they want to obtain for an occupation or any other life goal. They realize that their future must entail them following a plan and they lose their childhood. Jung believed that self-realization is the balance between various opposing forces of personality. It is list of opposites such as introverted and extraverted, rational and irrational, conscious and unconscious , and past events and future expectations. Maslow self-actualization is the fullest development of the self (Schultz & Schultz 2009). A person is able to able to grow towards achieving their highest needs in life. Self-actualization depends on the maximum realization and fulfillment of our potentials, talents, and abilities. If the person is not self-actualizing, he or she will be restless frustrated, and discontent (Schultz & Schultz 2009). Rogers believe that individuals can accomplish their goals, wishes and desires. If this is done this is self realization. Rogers wanted to integrate the real self and the ideal self. When these two combine, the fully functioning person emerges. 3. The proprium is a term developed for the self or ego. This includes the aspects of the personality that are distinctive and thus appropriate to our emotional state. Before he proprium begins to emerge, the infant experiences no self consciousness, and no awareness of self. The proprium will develop gradually and steadily, and the child will achieve positive psychological growth. Rogers believe that the self develops through interaction with others. Rogers believes that the concept of self is present when the child is born. Reference Ashcraft, D. M. (2012). Personality theories workbook (5th ed.). Belmont, CA: Wadsworth. Schultz, D. P., & Schultz, S. E. (2009). Theories of personality (9th ed.). Belmont, CA: Wadsworth. Application Questions. (2016, Aug 16).

Eng Research Paper Example | Topics and Well Written Essays - 2500 words

Eng - Research Paper Example It is difficult to say exactly where soccer originated as there have been several games from different countries that have the same foundations as the soccer game that we know today. There is a record in China, wherein soccer was called Cuju which literally means â€Å"kick ball†. There was a claim that Cuju was invented by the Yellow Emperor as fitness training for military men and cavaliers. These Cuju matches were held at the Imperial Palace and was said to be played by scholars and intellectuals of Ancient China. There is also once record of Mesoamericans playing a game similar to soccer but instead of using the traditional soccer ball, they used rubber balls which made it a little more difficult to play with. The said game is said to be a combination of soccer, volleyball and basketball. It is said that the object of the game is to kick the rubber ball up the basket in order to score a point. Among the Ancient Greeks and Romans, the game that is similar to soccer is calle d Pheninda. It is said that Pheninda is a combination of soccer and rugby. In this game, there are no rules thus making it quite a dangerous game and a lot of players were injured. The Middle Ages saw the birth of a soccer game called Mob Soccer in Europe. In this game, the ball that they have to kick is made of pig’s bladders and sometimes, stuffed leather skin. ... The object of this game is to strike the ball into the other team’s goal by whatever ways they have. This meant that one can use a club, a stick or any other means in order to score. One can only imagine the injuries the players have sustained in an effort to hit the ball but hit another instead. This same game was played in England, but due to the nature of the sport, this was banned by Nicholas de Farndone in 1314 of London. But this ban did not stop soccer from growing in Medieval England. Soccer has become a fitness sport for English boys in boarding schools. It was a sport enjoyed by Aristocrats and Upper-class Englishmen but even though it started that way, it later evolved into a sport for the commoners as well since it is very inexpensive and easy to learn. Soccer then started really growing among public schools, so then the concept of a tournament was born in the 19th century. Since different schools have then, different rules, Cobb Morley formed a semi-professional s occer club in Barnes and called it Barnes Club. He suggested a central body for rules and regulations be put into place. This idea then was put to practice on October 26, 1863 when a few soccer clubs set the base for the future organization, eventually called Football Association, met at the Freemasons’ Tavern in the English Capital. Cobb Morley came up with the rules of the game which set the official rules which would be put in place in every soccer game. He is now considered the father of soccer for his monumental contributions and his idea of the official rules which were put into place. In three decade after Cobb Morley set the official rules, soccer became a widespread sport around Europe, America and even Australia. In the early 20th century, the national teams were being

The Role of Neurotechnology In Mitigating Developmental Progression of Research Paper

The Role of Neurotechnology In Mitigating Developmental Progression of Brain Disease - Research Paper Example One such condition which has been studied thoroughly is congenital diaphramatic hernia2. Of recent interest is fetal investigation and therapy of neurological disorders like spina bifida which are potential candidates for fetal therapy and there is some evidence that fetal interventions, when compared to postnatal interventions can improve postnatal neurological outcomes. This study aims to ascertain the role of neurotechnological advances in mitigation of the progression of neurological disorders, through review of suitable literature. Methods In order to retrieved articles for review, the electronic databases PUBMED and Google Scholar were used. The words used for search were â€Å"fetal therapy† or â€Å"fetal intervention† or â€Å"neurotechnology† with â€Å"brain disorders of fetus†. Several articles were displayed. Based on the contents of the abstracts, some of the articles were selected and studied. Both reviews and controlled studies were picked up for this research project to gain overall information about the topic and the research aim in study. Discussion Advances in technology in the form of powerful imaging strategies and improved sampling techniques have revealed the mystery of the fetus that was once secretive3. Most of the malformations that are diagnosed prenatally are managed best by appropriate medical and surgical therapy after birth. This may required planned delivery at a tertiary care after safe maternal transport. However, a few anatomic abnormalities with predictable consequences after birth may require surgical intervention before birth itself4 . In early 1980s, developmental pathophysiology of several anomalies which were potentially correctable was ascertained in animal models.5 The natural history of these diseases was determined through serial observation among animal models. Thereafter, selection criteria for prenatal intervention were developed. In the process, various anesthetic and tocolytic regime ns were refined and protocolised and also surgical aspects of hysterotomy and fetal repair were refined and developed. In the later stages, minimally invasive techniques for fetal intervention were developed and refined. All these advances in technology have benefited several fetal patients and it is hoped that more advances are made in this novel strategy allowing advanced forms of treatment on the fetus like tissue engineering, stem cell transplantation and gene therapy in both anatomic and non-anatomic defects (Harrison, 2003).6 During the previous decade, 3 important trends pertaining to fetal therapy have emerged for congenital diaphragmatic hernia7. In the first trend, the surgeons moved away from total surgical repair of the anatomical defect, especially in those liver herniation where repair was technically difficult, and developed induction of lung growth by

Defense Attorneys Essay Example for Free

Defense Attorneys Essay Discuss the role of defense attorney’s in the courtroom workgroup. A defense attorney is a lawyer who provides legal representation for a person who has been arrested and charged for breaking the law or when an individual been served with a lawsuit. For example, when another individual filing the lawsuit goes after money for damages or justifiable relief of some sort. A very small portion of lawyers actually discuss that they work as criminal defense attorneys. This is because of the negative labeling assigned to the profession by American Social Forces. However defense attorneys are very important in the criminal justice system. They work to protect the innocent from being falsely convicted, and they work to protect the constitutional rights of all defendants. When a criminal defendant cannot afford to pay for the services of a private legal attorney, the United States Supreme Court requires that a defense attorney be appointed to represent the defendant. This expense is covered by taxpayers. There are three major categories of defense attorneys to help assist criminal defendants: * Private attorneys usually referred to as retained counsel.

John Wilkes Booth :: essays research papers fc

Without any question, most people have a very clear and distinct picture of John Wilkes Booth a in their minds. It is April 1865, the night president Lincoln decides to take a much-needed night off, to attend a stage play. Before anyone knows it a lunatic third-rate actor creeps into Lincoln's box at Ford's theater and kills the president. Leaping to the stage, he runs past a confused audience and flees into the night, only to suffer a coward’s death Selma asset some two weeks later. From the very moment that Booth pulled the trigger, the victors of the Civil War had a new enemy on their hands, and a good concept of whom they were dealing with. A close examination of the facts, however, paint a different view of Booth, a picture that is far less black and white, but a picture with many shades of gray. Perhaps, one of the most interesting things to note about Lincoln's killer was the president would have recognized him instantly, if he had just turned around. John Wilkes Booth was born in a log cabin just outside of Bel Air, Maryland May 10, 1838. His family consisted of his father Tunis Booth, mother Mary Ann Holmes; they would bear 10 children. The Booth name was known for acting from John's family. He is considered to be America's first great actor. John's most known brother Edwin was quick to follow in his father's footsteps. He often practiced in the yard and was ridiculed by John and this was the beginning of a bitter rivalry. Also the house was full of alcoholism and bouts of depression. The family was often without the father as his drinking and acting kept him away. He was often under the influence when he was on stage and displayed many attributes of his son but, John never seen his father on stage. His mother also had a dream of her son's future. It showed John meet ing a gypsy and he was told, " you'll die young... You've got in your hand a thundering crowd of enemies-not one friend-you'll make a bad end... You'll have a fast life-short, but a grand one." John knew this and it sometimes troubled him. Then in 1852, his dad died and John went to attend St. Timothy's Hall military school in Catonsville, Maryland. It was here that John showed his sympathy for the South when he led a revolt against the mostly northern faculty.

Become Legendary Essay

The Kobe and Lebron comparison is now probably the biggest and most controversial talk in today’s sports news. Lebron can go to the hoop with authority, while Kobe is a sleek and flashy all around shooter. Although being two of the best players in the world they are very different in the ways they play the game of basketball. Though both Kobe and Lebron went to the NBA straight out of high school, and being two of the league’s best all around players who are lethal threats which must take an extraordinary game plan to defend. With the association and contrast of the two legends, whether it is by trophies or championship titles, or all around stat freaks, these will be main contributing factors in crowning the best. Kobe Bryant is arguably one of the league’s best all around players of all time. He can drive, shoot, and his finish is one of a kind. His defense is shut down and plays with fouls as a defensive mechanism. Not only is he top class on the floor, but on the free throw line as well. Also being one of the league’s most consistent free throw shooters since entering the NBA. Kobe plays the game as if he invented it; he is one of the world’s most respected and popular players. Kobe has five NBA championships and is a twelve time NBA all star. Kobe Bryant age thirty-two is one of the most decorated players in the history of the NBA, and is a future hall -of -famer. Kobe also has had an unheard of eighty-one points in a single game. Kobe’s down side is that he is not consistently aggressive or hard going to the boards (getting rebounds or dunking). With all that said I feel like Kobe Bryant will ever be remembered as one of the elite players to ever play in the NB A. Lebron James aka â€Å"King James† is a one of a kind, straight out of high school player who took on the league with a head full of steam. One of the most athletic and young freaks the NBA has probably ever seen. He has matured from a young kid to a man in a matter of seasons, while adding a different edge to his game every year. Lebron who is seven years younger than Kobe is a seven time NBA all star, but has yet to win a single NBA championship. Coming out of high school Lebron was the first pick out of the first round  out of the NBA draft. Though Lebron the young hot shot he is seems to receive a lot of criticism because of the recent change in location to south beach. Even though Lebron is such an amazing player, the thing that hurts him the most is his shooting at times. Lebron isn’t just a basketball player; he’s a business man as well with endorsements from companies such as Nike and Sprite. Forbes magazine ranked James as the second most influential athletes in the past decade. This new kid on the block has produced points and shows what he can do every night; he puts points on the board and fans in the stands. Both of these iconic athletes are incredibly amazing in all their unique ways, whether on or off the court. Together they have won two gold medals in the Olympics for the United States. They are both the league’s present day top players who decided that college wasn’t for them. Lebron and Kobe were both first round picks in the NBA draft and the number one ranked player coming out of high school. They both are astonishingly efficient in every aspect of the offensive or defensive side of the ball. Blocking shots and playing hard noised defense is what they do best. With a shot and release like no other they are quick scorers and know how to score from anywhere and in any situation on the floor. They both bring more to the game than just skill but as leaders vocally and emotionally on their teams. Not only are they the leaders on their teams, but are the faces for basketball and the NBA everywhere in the world. In my opinion this is not even that close. James has better numbers across almost every statistical category. In clutch situations such as fourth quarter or overtime, less than five minutes left, neither team ahead by more than five points. Bryant actually has a higher field goal percentage and three-point percentage as well as more rebounds and assists per 48 minutes. James is a superior slasher, finisher, and defender as well as being stronger and more athletic. Bryant may have a killer instinct, but James has a mean streak of his own. With his unbelievable three point plays and up tempo offense. When all is said and done, Lebron James may go down as a better NBA basketball player than Kobe Bryant, but who knows, these guys are neck and neck.

Library management system Essay

In one of the first papers on library management systems (LMS) in the UK to be published during the review period of 1991-2000, Arfield 1 describes how the changing economics of computing resulted in staff at Reading University Library wishing to move away from a system shared between various libraries to an integrated library management system under local control. Reading had been a member of the SWALCAP (originally standing for the South Western Academic Libraries Co-operative Automation Project) which had provided shared cataloguing and circulation services to a number of academic libraries in the UK since 1979. However, ageing equipment was becoming increasingly unreliable and staff at Reading felt that the SWALCAP service was unable to cope with the increasing number of terminals that were required for the users. This situation was replicated in other academic and public libraries at the start of the 1990s and many moved over, or migrated, to integrated library management systems (in Reading’s case the LIBS 100 system from CLSI was chosen). Jones 2, of the House of Lords Library, describes how the decline in the number of customers of the shared services resulted in the decision by SLS (SWALCAP Library Services) to withdraw this service. Following a study undertaken by an external consultant (when it was recommended that a multi-user integrated LMS be chosen) a decision was made to implement the ADVANCE system from the company Geac in the House of Lords. Another reason for libraries choosing to replace their LMS during this period was the fact that some LMSs were not designed to cop e with dates in the 2000s –i.e. they were not Year 2000 (or Y2K) compliant. Many of the integrated LMSs, such as CLSI’s LIBS 100 and Geac’s ADVANCE, were developed during the 1980s so that by the 1990s these comprised a number of modules to cover the general library housekeeping functions of: Cataloguing – creating records for material held in the collection Circulation – keeping track of who has what item from the collection on loan Providing access to the catalogue – via an Online Public Access Catalogue (OPAC) Acquisitions – selecting and ordering items for the collection and maintaining the accounts Serials control –managing the acquisition of serial publications and so dealing with challenges such as claiming for missing issues. Interlibrary lending – to enable books and serials to be borrowed from different libraries. Most LMSs are now integrated, i.e.data is only held once by the system and is then used by all the modules and functions. This has an obvious benefit as a search of an OPAC can inform the user as to the number of copies of the title are held, where they are housed, as well as whether or not they are out on loan, and if so when they are likely to be returned. The libraries of the early 1990s, be they public, university, college, medical, government, legal, industrial, or school, dealt primarily with printed materials such as books, reports, scholarly journals and so on, as well as what were referred to as non-book materials, such as films, videos, tape-slide productions, CD-ROMs and so on. However, by the end of the 1990s the huge impact of the Internet and the World Wide Web meant that staff in libraries increasingly were involved in not just managing the collections housed physically within the four walls of their library building but were also involved in providing access to a vast range of digital information sources of potential relevance to their users which were housed outwith the library building. This mixture of providing access to print and digital collections caused some writers, e.g. Oppenheim and Smithson 3 , to refer to the development of the hybrid library. For staff working in libraries in the early 1990s the LMSs were, for many, their first experiences in using computers. By the end of the 1990s though, following much training in Information and Communications Technology (ICT) as part of the Electronic Libraries Programme (eLib) in the UK’s academic libraries (Rusbridge4) and the People’s Network in public libraries ( Library and Information Commission 5) staff became much more familiar with using computer systems. The functionality required by LMSs inevitably evolved during the 1990s and some suppliers kept pace with technological developments whereas others failed. Another development of the 1990s was that many smaller libraries were able to afford to buy LMSs as systems began to cost thousands (or in some cases hundreds) of pounds rather than hundreds of thousands of pounds. A number of books appeared during the decade providing, inter alia, advice to librarians involved in selecting and managing LMSs. Examples include Clayton with Batt6 , Harbour7, Rowley 8 9 and Tedd 10. Managing the Electronic Library 11 covers a wider area than LMS with 40 contributors, mainly from the UK academic community. The main theme of this book is change and how staff in university libraries were responding in the 1990s to the rapidly changing higher education system in the UK with its increasing student numbers and greater diversity and requirement for flexibility of access to information. For many libraries the challenge relating to LMS was not necessarily choosing a new system ‘from scratch’ but migrating from one system to another as described earlier. Muirhead’s book12 includes a number of case studies written by library staff from a range of different types of library describing their experiences in migration. Muirhead also edited the British version of a book13 on planning for library automation which was written in the US. Brief descriptions of some of the LMS available In this section brief descriptions will be given of some of the LMSs used in UK libraries between 1991 and 2000. Further details are provided in the excellent directory of 30 LMS compiled by Leeves with Russell 14 through funding from the British Library Research and Development Department (BLR&DD) under the auspices of the Library Information Technology Centre (LITC) at South Bank University in London. The LITC was a centre which, in 1991, moved from its former base at the Polytechnic of Central London to the then South Bank Polytechnic. LITC was funded by the BLR&DD to offer impartial advice on LMSs and general automation projects to librarians and information professionals. Staff at LITC were involved in a number of activities related to LMSs including the production of briefing documents, guides (e.g. 15 16) , introductory packs (e.g. for special sectors, such as school libraries17), providing consultancy advice to individual libraries choosing a new LMS, being involved in funded research work and publishing the journal Vine. The Leeves with Russell directory was based, in part, on an earlier directory (Leeves et al. 18) of some 29 LMS in Europe; of these over 50% referred to LMS used in UK libraries at that time. Other references to case studies describing particular implementations have, in the main, been taken from the journals Program: electronic library and information systems and Vine. ADLIB This LMS was initially developed in the 1980s by Lipman Management Resources of Maidenhead and in the 1990s was supplied by Adlib Information Systems. Leeves with Russell record 11 users of ADLIB in the mid-1990s most of which, ten, were special libraries. An example of a library and information service implementing ADLIB is provided by Wilsher19 who describes the decision made by the Advisory, Conciliation and Arbitration Service (ACAS) to choose the catalogue, OPAC and acquisitions modules of this system to replace the previous BookshelF system used when ACAS was part of the UK government’s Department of Employment. ALEPH 500 Ex Libris developed its first LMS, the forerunner of the ALEPH 500 system, for the Hebrew University in Jerusalem in the 1980s and it became a popular system in Europe. The first customer for ALEPH 500 in the UK was King’s College London (KCL) which, in 1996, was looking for a new LMS to replace the soon to be defunct LIBERTAS system. Sudell and Robinson 20 describe that procurement process and explain how its use of industry standards (Unix, Oracle, Windows, SQL etc.) was one of the major reasons for its being chosen for King’s. Many other academic libraries followed KCL in choosing ALEPH 500 including Bristol, as described by King21. ALICE This LMS originated in Australia and was introduced into the UK market in 1992. It is primarily aimed at school libraries and has proved to be popular with Leeves with Russell recording some 320 users in special, college and prison libraries as well as in schools. Darroch 22 provides a brief description of the place of ALICE in the LMS marketplace in the late 1990s. ALS Automated Library Systems (ALS) is a British company that has been involved with computer-based library systems since the late 1960s when it developed a special device based on punched paper-tape for automatically recording details of books and borrowers at a library’s issue desk. During the 1990s the suppliers developed a version of the ALS System 900 which would run on open systems platforms (as opposed to the previous proprietary hardware and software solution) as well as dealing with Electronic Data Interchange (EDI) developments in the acquisitions module. Ashton23 describes how EDI with ALS was used at Hertfordshire Libraries Arts and Information Service. BookshelF/Genesis BookshelF originated as a microcomputer-based software package developed in the 1980s for the Cairns Library at the John Radcliffe Hospital in Oxford. However, by the 1990s the multi-user system of BookshelF became known as Genesis and was marketed by the Specialist Computer Group (SCG). Rowley 24 describes how this LMS was one of the first to run as a Windows product with a graphical user interface (GUI). Further details of BookshelF are provided by Fisher and Rowley 25. Leeves with Russell report that takeup of this new LMS had been quite rapid during the early 1990s with there being 37 customers (mainly college or small academic) including both previous BookshelF customers which had upgraded to the new improved system as well as new customers. CAIRS-LMS The Computer Assisted Information Retrieval System (CAIRS) was initially developed as an inhouse information retrieval system for the Leatherhead Food Research Association in the mid-1970s. CAIRS-LMS was developed to complement this and was used by those libraries in the 1990s which typically had sophisticated information retrieval requirements and comparatively low numbers of loans. Perrow26 describes the upgrade from the microcomputer version of CAIRS (MicroCAIRS) to CAIRS-LMS at Templeton College. Leeves with Russell record 218 users of CAIRS-LMS, the vast majority of which were special libraries. Bennett and Tomlinson27 describe the use of the interlibrary loans module of CAIRS-LMS at the library of the Institutions of Electrical Engineers. DataTrek This LMS originated from software developed in the US but by the 1990s some UK special libraries were using it. Hoey28, for instance, describes its implementation at the Royal Society of Chemistry (RSC). As similar learned societies, the RSC had been using online information retrieval system since the 1980s and by the 1990s realised the need for a complementary LMS. In 1996 DataTrek, by then part of the Dawson Holdings group, acquired Information Management and Engineering (IME) the producers of the Tinlib software. Dynix/ Horizon The history of Dynix up to the early 1990s is provided by Gilmartin with Beavan29 who were responsible for implementing this LMS at Glasgow Caledonian University. The original Dynix LMS was developed in the US in the 1980s and Leeves with Russell state that there were 68 users of this LMS in the UK in public, university, small academic/college and special libraries. During the 1990s a client-server LMS, Horizon, was marketed by the firm Ameritech Library Services, which had merged with Dynix during the 1990s. Hackett and Geddes30 describe the Horizon LMS noting that it was truly scaleable with installations in small special libraries as well as large multi-site academic libraries, although they also note that it might have been argued that Horizon was marketed too early in the UK in 1995, when the product lacked depth of functionality required to deal with the needs of large multi-site universities. However by 1998, when universities including Huddersfield, Middlesex, Staffordshire, Strathclyde and Birkbeck College, University of London had implemented Horizon the feeling was that customers were â€Å" beginning to reap the benefits of its fully graphical, client/server construction†. In 2000 Ameritech Library Services became known as epixtech Inc.and continued to supply existing products as well as web-based solutions and services. Galaxy The Galaxy 2000 LMS, from the British firm, DS proved to be a popular system, particularly in public libraries, during the 1990s. Neary31 describes how Birmingham Library service, the biggest metropolitan library authority in the UK with 40 community libraries and the busiest lending library in Europe installed the Galaxy 2000 LMS in 1994 and the upgraded it  to a newer version in 1999. Galaxy 2000 offers the usual LMS modules but also has a separate issuing function for use of the Birmingham’s housebound service. The OPAC module of Galaxy is known as ViewPoint and there have been some 230 ViewPoint terminals located throughout Birmingham since 1994. Geac This Canadian firm Geac first installed its Geac Library Information System in a UK library in 1979 and this software ran on proprietary hardware and was used in several UK libraries in the 1980s. In 1988 Geac acquired an American company, Advanced Libraries, and developed its software, ADVANCE, to run under the Unix operating system and this became its main LMS offering in the 1990s. For instance, in the mid-1990s Edinburgh University upgraded its previous Geac (Geac 9000) system to ADVANCE, Newcastle University chose this system as did the public library at Hamilton District Libraries in Scotland, the National Library of Wales and the Bodleian Library at the University of Oxford. A history of library automation at the Bodleian, including the implementation of the DOBIS/LIBIS system in the late 1980s is provided by Crawshaw32 and Burnett 33 describes the 1995 decision to migrate to ADVANCE along with an assessment of the impact of automation on such a large organisation and a catalo gue of some eight million items. Geac ADVANCE was the basis for the Oxford Library Information System (OLIS) that provided library housekeeping services for many of the Oxford colleges, academic libraries within the university as well as the copyright library. During the 1990s Geac also acquired CLSI and its LIBs 100 LMS and marketed this for some time. Heritage Heritage, like Genesis, was developed from the original BookshelF software although Heritage was initially a single-user system, and was marketed by Logical Choice (which became known as Inheritance Systems during the 1990s) in Oxford. Alper 34 describes the implementation of Heritage in a small one-librarian medical service and concluded that this LMS had proved to be a great time-saver in issuing and claiming books and had excellent statistical reporting facilities. In 1997 the library at the Central School of Speech and Drama, having outgrown its previous LMS, needed a new system. Edwards 35 describes the selection process for this new system which resulted in a short list of four LMS ranging in price from  £3,000 –  £27,400. Heritage was chosen ( at a cost of  £11,350) and the paper describes some of the innovative features of this LMS. INNOPAC/ Millennium Innovative Interfaces Inc. (III) is an American company which started to market the INNOPAC LMS in the UK in the early 1990s with the first customer being the library at the University of Wales, Bangor. In 1995 staff at the University of Hull, as described by Leeson 36, chose INNOPAC to replace the previous Geac 9000 as it had improved functionality. In 1997 III acquired the UK company SLS and its LIBERTAS software. Towards the end of the 1990s III started to develop its Millennium system which, inter alia, provided a web-based interface for each module. Users of Millennium in the UK included Sheffield Hallam University, St. Andrew’s University, and St. Mary’s University College in Twickenham. The School of Oriental and African Studies at the University of London chose Millennium because of its proven ability to deal with Chinese, Japanese and Korean material. Myhill37 provides a personal insight into the challenges faced at the University of Exeter in migrating from th e LIBERTAS LMS to Millennium. LIBERTAS The stand-alone LMS LIBERTAS, of SLS, was designed with assistance from many of the systems librarians who were working in the libraries of member universities of the SWALCAP co-operative. LIBERTAS was launched in 1986 and initially incorporated modules for cataloguing, OPAC, and circulation control. Leeves with Russell report 46 users of LIBERTAS in UK libraries by the mid-1990s. Bradford38 outlines the advantages and disadvantages of using the ILL module of LIBERTAS at Bristol University, which was an original member of SWALCAP. In 1997 SLS was sold to III and support for the LIBERTAS system declined. OLIB Smith39 describes how the Bar Library in Belfast which serves all practising barristers in Northern Ireland implemented the OLIB LMS from the British  firm Fretwell Downing in 1996. The requirements for this special library included the need to provide a document management/delivery service for members as well as an efficient system for managing the library. Initially the Bar Library used the cataloguing, circulation and OPAC modules of OLIB with the intention of implementing the acquisitions and serials modules at a later date. Talis The other early co-operative for library automation in the UK was BLCMP- or Birmingham Libraries Co-operative Mechanisation project. Like SWALCAP it had developed stand-alone software for its members which, in the early 1990s, was known as BLS – BLCMP’s Library System- and included modules for acquisitions, OPAC, circulation control and serials control. In 1992 BLCMP announced a new Unix-based system known as Talis. Like LIBERTAS, Talis had been designed in conjunction with the co-operative’s member libraries. It was based on a modular principles using computing industry standards for an open systems design. Among the early users of Talis were the John Rylands Library of the University of Manchester and the public library of the Royal Borough of Kingston upon Thames. Leeves with Russell report 30 users of Talis in the mid-1990s, most of which were university or public libraries in the UK. Wilson 40 describes the experiences of migrating from BLS to Talis at Nene College, the first institution to undertake this migration and produced a lengthy list of ‘morals of migration’. In 1999 the organisation supplying Talis ceased being a co-operative of member libraries and became a commercial company. This decision followed much consultation with the members of the co-operative and the new company stated that strong customer relationships and customer focus would remain central to the culture of the business. Tinlib Tinlib, also known as the Information Navigator, was developed by the British firm IME in the 1980s. It was one of the earliest systems to offer a navigational facility and to make use of Windows for display and selection of data. Leeves with Russell report that there were 315 users of Tinlib in the mid-1990s in the UK although a full customer list was not supplied.  Chappell and Thackeray41 outline the need for an automated system to replace the existing manual systems at the library of the Arts Council of Great Britain and how the use of Tinlib had increased the effectiveness and efficiency of the library and made its collections much more accessible. Unicorn Haines42 describes her experiences during 1990 in attempting to negotiate the acquisition of an American system, Unicorn, from the Sirsi Corporation, which was previously not available in Europe, for use in a British independent health fund, the King’s Fund. Sirsi was determined not to enter the European market without a partner with expertise in library software support and with the necessary technical skills in Unix systems. This was finally achieved and the system was successfully launched in the UK in 1991. Leeves with Russell reported some 37 users of Unicorn most of which were medical, legal or government libraries. Cree43, for instance, outlines how Unicorn was introduced into the UK government’s Department of Health library where it needed to be integrated with the Department’s office information system and added to a large network with multiple applications. By the end of the 1990s Unicorn was used in a variety of libraries including the Cheltenham and G loucester College of Higher Education, the London School of Economics, the Royal College of Nursing, the Royal Veterinary College, and the library at the Natural History Museum. Voyager Endeavor Information Systems was formed in the US in 1994 and its first product was its Voyager LMS. The WebVoyage module of Voyager allows web browsers to query the Voyager database, which is based on the Oracle relational database management system. Voyager became the LMS of choice for a number of libraries looking for new systems following the demise of LIBERTAS. In Wales , for instance, the university libraries of Aberystwyth, Cardiff, Lampeter and Swansea as well as the Welsh College of Music and Drama were all faced with choosing a new system and they decided to approach the selection process in a consortial way, as described by West44. Each institution was free to choose its own system following the selection process. In the event all chose Voyager from Endeavor and these systems were  implemented, with differing OPAC interfaces in 1999. Knights45 outlines the procurement and migration experiences at Hertfordshire University Library in moving also from LIBERTAS to Voyager. Inevitably not all the LMSs offered all modules in a way that satisfied all staff in libraries. In the 1990s there were some examples of libraries which had one LMS for most of its applications but used another for a specific function. For instance, Edwards46 describes that although Croydon Libraries had automated its circulation and stock control procedures for many years a decision had been made to delay the automation of the acquisitions processes as the LMS in place (CLSI’s LIBS 100) did not satisfy the needs of the acquisitions staff. In 1997 the acquisitions module from ALS’s Meritus LMS was used, in conjunction with a network solution for EDI ordering and invoicing was implemented. The requirements for interlibrary loans (ILL) within the UK which for many libraries involves the use of the centralised British Library’s Document Supply Centre have not always been met by LMSs, particularly those developed outside the UK. Leeves47 describes solutions for autom ating ILL in the early part of the 1990s and Prowse 48 describes the process of developing an ILL module for the ALEPH 500 LMS that had been installed at KCL. Reports in the literature of overviews of LMS during 1991-2000 Apart from the Leeves with Russell directory which includes details of users of the different LMS there have also been other studies and surveys undertaken during the period. In 1991 Blunden-Ellis49 reported on an update to a previous survey and aimed to provide an analysis of the UK market for LMS in a form that complemented the US annual LMS marketplace survey (e.g. Bridge50). The data for this market analysis was retrieved from questionnaires sent to LMS suppliers including ALS, BLS, CLSI, DS, Dynix, Fretwell Downing, Geac, IME and SLS. He concluded that DS was the overall market leader and that there was plenty of evidence of suppliers enhancing their products. In conclusion he stated that â€Å" This market will become increasingly competitive on economic, geographic and technological levels and so no vendor, even with a good current share, can confidently expect a ‘blue skies future. Investment in research and development and customer satisfaction remain the key activities for the immediate future.† By 1992 Blunden-Ellis51 reported that BLS had the market share with SLS as second. These were both established major forces and newer suppliers in the market at that time, i.e. Dynix and IME were performing well. In the final survey in this series Blunden-Ellis and Graham52 extended the coverage of their questionnaire as it was sent to 38 suppliers identified by the LITC and 29 responses were received. Previous surveys had concentrated on larger LMS suppliers and since this survey included many smaller LMS suppliers a total of nine market segments was identified. The Web was just beginning to impact on libraries at the time of this last survey and the final point made was that library housekeeping systems will become just one of a suite of services designed to deliver packaged information quickly and effortlessly. A different perspective on the use of, and growth of, LMS in public libraries in the UK has been provided in other surveys. In 1991 Dover53 reported on a survey undertaken through funding from the UK government’s Office of Arts and Libraries through the BLR&DD. Questionnaires were sent to 109 public library authorities and 95 responses were analysed. Batt, then of the London Borough of Croydon, carried out a series of six surveys of information technology in public libraries between 1984 and 1997. Comparisons year on year though are problematic given various local government reorganisations, such as that in 1997. In the sixth edition54 he reported that 95% of the 168 authorities surveyed had some form of automated circulation system in at least one service point. This compared with 82% in the previous survey of 1993. He also found that 38% has an automated circulation system in all their libraries. Table 1 shows some of the LMS used. Table 1 LMS used in public libraries as reported by Batt in 1997 1993 1997 ALS913 BLS1532 CLSI/GEAC PLUS119 DS2836 Dynix1520 Genesis8 Unicorn1 Availability of an OPAC had featured on Batt’s questionnaire since 1985 and his report shows the shift from seven authorities with some form of OPAC in 1985 to 143 in 1997 – a considerable shift. Automated acquisitions were reported in 76% of the authorities and 26% (44 of the 168) were also using EDI to communicate with a range of suppliers. An intriguing view of LMS in the 1990s is provided by Heseltine 55 who outlines the history and current state of the LMS market using the stages through which Christian passes in Pilgrim’s Progress. The ‘delights’ to be found at the end of the journey were described as: improvements in the user interface. He noted that many of the LMSs were developed from systems of the 1970s and 1980s which had rudimentary user interfaces access to a wider range of information  improved management information  systems designed for end users and not library staff implementation of standards. Yeates56 also wrote about how the LMSs of the 1990s reflected a conservative view of the library as a passive repository which took little account of the needs of the users and of the possibility of dynamic interaction. However, in a study of 10 libraries from the academic, public and special sectors which had purchased library management systems in the mid-1990s Murray 57 found that some of Heseltine’s ‘delights’ had come to pass as he noted the following: New generation LMSs are more flexible (portable and easier to use, more powerful in terms of connectivity) and incorporate industry standards. New LMSs are less staff intensive (in terms of support and backup). More suppliers now offer software only packages. Client/server systems and Windows-based LMSs have yet to become a mandatory requirement in the procurement process. Some of the libraries had taken the views of their end users into account when having systems demonstrated. The production of management information remained an area of difficulty for some systems. There was unanimity in the belief that Web developments in terms of software being provided by sippliers and the ability to link from the LMS to the Internet would dominate the marketplace. Raven 58 provides a very general review of the LMS marketplace for academic libraries in 2000 and notes that â€Å"Deciding on a new library management system has become much more difficult for universities in the UK in the last two years. The range continues to expand rapidly and if you’ve grown with your present system for the last ten years or so , change can be a frightening prospect.† Some developments in LMS between 1991-2000 Akeroyd59 provides an overview of integrated LMS towards the end of the decade in his introductory paper to a special issue of Vine on LMS in 1999. His developments have been used as a basis for this section although other aspects have also been added. Technological developments Many of the early LMSs used their own specially developed operating systems. However, during the 1990s many suppliers moved to developing systems that ran on the Unix operating system. Similarly many of the early LMSs were designed around specially developed database management systems. During the 1990s there was a move away from these to industry standard relational database management systems such as Ingres (used by Galaxy 2000), Informix (used by Unicorn), Oracle (used by ALEPH and Olib) and Sybase (used by Horizon and Talis). Another technological development of the 1990s was the adoption of the client-server architecture. In this model a split is made between the applications software (which runs on a computer known as the client) and the database software (which runs on a computer known as the server). The two communicate with each other over a network using a communications protocol (or set of rules). Processing which involves data manipulation or aspects of screen display can be carried out on the client computer and only database queries from the client and responses from the server need to be communicated across the network. Self service An important development during the 1990s was the installation of self-issue and self-renewal machines in libraries so that users can issue and return their own books. The library at the University of Sunderland was one of the first to use machines from the 3M company for this purpose. Stafford 60 describes this service and highlights the four Ps (preparation, publicity, position and persuasion) necessary for a successful implementation. In 1996 a conference was held at Sunderland on self-issue systems and its proceedings61 contain a number of case studies. A special issue of Vine was published in 1997 on self service in libraries and Cookman62 describes the introduction of a 3M self-issue terminal at Maidenhead public library. The general experience was that library staff accepted the benefits of the new terminal and that on busy days queues had reduced noticeably. However, when the issue desk was quiet it appeared that users preferred the human approach to issuing and returning mat erials. Messages to users by e-mail or text With many users having access to e-mail and/or mobile telephones some LMS have incorporated the facility to use these technologies for sending overdue notices, alerts for reserved items or other communications. Sudell and Robinson63 note that the reader record in the ALEPH 500 system at KCL can hold a variety of addresses. If an e-mail address is entered then that will be first in line, if not the system can handle multiple postal addresses so that an appropriate address may be used depending on whether it is term time or vacation. Improved accessibility via the OPAC and use of the Z39.50 protocol OPACs have always been designed with end users in mind and so the interfaces that have developed over the years from the command-driven and menu-based systems at the start of the decade to the form filling on Web pages have all been intended to be straightforward to use. However the information that is searched i.e. the records in the catalogue database are often stored in MARC format which has little information to support elaborate subject searching. The 856 field of MARC allows the inclusion of a URL into the bibliographic record by the end of the 1990s some OPACs were using this to provide links to digital objects.. A further development of the 1990s related to OPACs was the Z39.50 standard. As defined by Dempsey et al.64 Z39.50 is â€Å" a retrieval protocol which allows client programs to query databases on remote servers, to retrieve results and to carry out some other retrieval-related functions.† The main impact of this is that it enables users to, say, search the OPAC of a neighbouring library (which might perhaps use the Horizon LMS) using the same user interface as the local library (which might be based on the Talis LMS). For this to happen the relevant LMSs need to have appropriate software to make them Z39.50 compatible. A list of LMS with this capability is provided by Dempsey et al. and includes: ADVANCE, ALEPH, DataTrek, Dynix, Horizon, INNOPAC, LIBERTAS, OLIB, Talis, Tinlib and Unicorn. Brack65 describes t he RIDING Project which resulted from one of the eLib Programme’s large scale resource discovery (clumps) projects and which provided a Z39.50 Search and Retrieve facility for all the Yorkshire and Humberside university OPACs, plus the British Library Document Supply Centre databases and the Leeds Library and Information Service OPAC. Catalogue record provision Most LMS allow for original cataloguing of bibliographic records as well as for allowing the import of, usually MARC, records from external sources. Although not all LMSs use the MARC record for internal processing of records they usually do include the ability to input or output records in this format. The early UK co-operatives of BLCMP and SWALCAP developed large databases of MARC records which proved valuable to the cataloguers of their respective member libraries. Many of these records have now been incorporated into the OCLC database in the US and made available internationally. Retrospective cataloguing of materials held in libraries continues and Bryant’s report66 outlines the issues, opportunities and need for a national strategy in this area. Examples of consortial working Although the BLCMP and SWALCAP co-operatives had disappeared by the end of  the 1990s there were several examples of other consortial projects and systems related to LMSs. Some of these consortia were formed as part of the eLib Programme, others, such as the Welsh academic libraries already mentioned were linked with the sharing of resources for the procurement of a new LMS. COPAC COPAC is the OPAC of the Consortium of University Research Libraries which provides free access to the merged catalogues of 20+ major university research libraries in the UK and Ireland. Cousins67 describes the development of COPAC and its launch in the mid-1990s. COPAC is an example of a physical merged catalogue i.e. all the records from all the libraries are combined into one database and checks are made to identify duplicate records. During the 1990s COPAC was available via a text interface as well as a Web interface. M25 consortium The M25 Consortium of Academic Libraries was formed in 1993 with the aim of fostering co-operation amongst its London-based, higher education member libraries in order to improve services to users. In 1998 the M25 Link project was funded as part of the eLib Programme and aimed to establish a pilot virtual clump to provide single search access to the library catalogues of six members of the M25 Consortium. The project consisted of a seamless search tool, using the Z39.50 protocol, to the OPACs of the six pilot partners which between them had a range of LMSs including: Horizon, INNOPAC, Libertas, Talis and Unicorn. An overview of the work undertaken by the M25 Consortium is provided by Enright68. Foursite consortium Froud 69 describes the Foursite consortium of four public libraries in the South West of England which came together to identify replacement computer requirements and which subsequently went on to share a single LMS operated by one of its members, Somerset. The Foursite consortium demonstrated that significant cost savings could be achieved at all stages in the process of specifying, selecting and implementing an LMS provided: political support and enthusiasm by members of the consortium flexible management in all authorities who were prepared to make sacrifices in the interest of the consortium’s objectives, coupled with an openness that precluded any hidden agendas tight project management clear terms of reference for individual groups and clear ground rules good communication systems  expert technical advice. Use of project management methodologies There was some evidence during the 1990s of project management methodologies being used for the procurement and implementation of LMSs. Lewis70 describes the use of the PRINCE (Projects IN Controlled Environments) methodology at the University of Wales Bangor for the procurement, in conjunction with the North East Wales Institute, of a replacement LMS. PRINCE is a project management methodology used within government departments. Chambers and Perrow71 report on a questionnaire carried out as part of a study on the sue of project management methodologies generally in university libraries in the UK. Of the 80 university librarians who responded, 28% had used project management software – and the most popular software was Microsoft Project. Closer links between LMSs and archives Suffolk County Council’s Libraries and Heritage is an example of an organisation which covers public libraries, record offices, arts and museums. Suffolk had installed its first LMS (a batch system to deal with circulation in conjunction with a microfiche catalogue) in 1980. By 1987 this had been replaced with an LMS using proprietary hardware, software and communications which managed circulation, acquisitions, cataloguing, community information, the OPAC, e-mail, dial-in facilities and management information. In 1995, when the time came to replace this LMS, the aim was to provide a system which would use generic hardware, software and communications which would provide a networking infrastructure to bring Internet access to all branches and which would also serve the needs of Suffolk’s archives and museums. Pachent 72 describes the procurement process which resulted in the acquisition of DS Ltd’s Galaxy 2000 and the CALM 2000 systems. Closer links between LMSs and archives in the public sector was enhanced during the decade by the formation of the Museums, Libraries and Archives Council (MLA) ( and its forerunner Re:Source) as the strategic body working with, and for museums, archives and libraries. Fitzgerald and Flanagan 73 describe the implementation of the Unicorn system at the Royal Botanic Garden, Kew for managing its collections of archives as well as books. Human aspects One of the core texts related to the human aspects of the use of computers in libraries is that by Morris and Dyer74. In the introduction to this work the authors note that there are many pitfalls on the road to the successful implementation of any computer system, such as an LMS, in a library and that if people respond badly to the introduction of the new system, the anticipated effectiveness will not be achieved. They also note that poor workstation and job design can result in poor health and can induce, or increase, stress and that poorly designed user interfaces can result in under-used systems and a decrease in accuracy. The book provides much advice as to how to overcome such challenges and to design systems that are human-friendly. The role of the systems librarian developed during the 1990s. Following research funded in the early 1990s by the BLR&DD Muirhead75 reported on the result of a questionnaire aimed at identifying the education, qualifications, previous experience and so on of staff who were involved in the day to day running of LMSs in libraries in the UK and also edited a book76 containing a series of case studies. Stress related to technology, or ‘technostress’, emerged as an identifiable condition during the 1990s. Harper 77 noted that with UK libraries undergoing increasingly rapid technological change at the end of the 1990s this change would have consequences at every level of an organisation, all of which must be managed. He advised that managers need to adopt solutions which range from addressing technical and health issues to being prepared to review job descriptions and roles. Further information on how the implementation of an LMS has effects on job design and staffing structures is provided by Dyer et al.78 whereas Daniels 79 looks on the effect the implementation of an LMS has had on non-professional staff in three college libraries. Some final thoughts Inevitably there have been many changes and developments related to the provision and availability of library management systems during the 1990s. Much appeared in the literature on experiences of libraries in choosing and implementing particular LMSs. One aspect that was promised in LMSs and that probably was not used greatly during the 1990s was the management information delivered from LMS. By the end of the 1990s some LMSs incorporated interfaces to standard tools such as Microsoft’s Excel for the presentation of statistical data. During the 1990s there was an almost total lack of reporting on ways of evaluating LMSs once they had been installed. Given the large amounts of resources, in terms of time and money, invested in procuring LMSs it is perhaps surprising that libraries have not carried out a post-implementation review, although there may well be reasons for this including, for instance: no-one requested in  not enough time,  no money ,no suitable staff to carry out the evaluation  fear of drawing attention to an LMS’s defects soon after large amounts of time, money and collective energy ahs been expended lack of a baseline for comparison of improved service. However, there are many reasons why a post-implementation evaluation of an LMS should take place. Such reasons include to: determine if the broader goals of the library are being met by the LMS determine if the particular goals of implementing the LMS have been met determine if the system as delivered satisfies the contract enable others to learn from the experience  provide an account to the funding body of the money spent on the LMS  investigate complaints from the staff or users about the system establish a benchmark showing at what level of performance the LMS is operating. Akeroyd 80 concluded his overview of LMSs with a description of some of the functionality required by future systems and which were beginning to be investigated in some research projects at the end of the 1990s. These included: the integration of multiple sources and systems, both of bibliographic information and the full-text of documents the simplification of access to sources  the personalisation of systems  a change in the way that software is created and maintained. Only a review of the next years would provide an overview of such future developments.   

The eNotes Blog No More Smokin in the Boys Room Tracking Chips On the Rise for Junior High and High SchoolStudents

No More Smokin in the Boys Room Tracking Chips On the Rise for Junior High and High SchoolStudents I have a child in junior high and a child in high school. Every day, both of them must wear their school-issued identification card on a lanyard around their necks at all times. The doors to their schools are locked at 8:30 a.m.   After being checked out on a video camera and buzzed in, parents and other visitors must present a drivers license upon entering the building, and then that visitor is issued a sticker with a scanned image of their license picture and their name in bold letters.   The sticker must be worn at all times while on school grounds. My children do not attend school in the Gaza Strip. They are in a small Texas suburb where, honestly, the biggest threat to their well-being are West Nile mosquitoes, all of which, sadly, are too tiny for State-issued sticky-IDs. Still, it is not enough. Now in addition to their dog-collarserr.. I mean IDs, soon, they, like thousands of other Texas kids, will be required to have their IDs chipped, as in microchipped with GPS tracking devices that will let administrators and, presumably, teachers, know where they are at all times. Not surprisingly, there has been backlash. One student, Andrea Hernandez of San Antonio, Texas, just won the right to refuse to wear the embedded identification.   While Hernandezs reasons for balking at the requirement may be unusual (she believes the tracking is Satanic), many parents and students also contend that the practice is invasive and in violation of their rights. It all feels a little too creepily Big Brother-ish to lots of  dissenters. For their part, schools are embracing the GPS IDs because increased attendance means increased funding. Additionally, they claim that students rights being violated is inapplicable since the students are under age. Moreover, there are voices on all sides, parents, teachers, administrators, and students, who argue that there should be nothing to worry about and no objectionsif your student (or you) are where they (or you) are supposed to be. What do you think? Yes to chips or no? And why?

A Synthesis of Psychoanalytic Method and Cognitive Behavioral Theory Research Paper

A Synthesis of Psychoanalytic Method and Cognitive Behavioral Theory - Research Paper Example From personal experiences, it seems that counseling psychologists are most effective when they facilitate a discussion with patients, rather than interrogating them. Psychoanalysis provides the opportunity for a psychologist to guide a patient to those insights relevant to the underlying problem; however, in the act of psychoanalysis, autonomy of insights is removed from the patients and trusted to the psychoanalyst for the solution. Although CBT allows some autonomy for the patient to draw his own conclusions, it ignores the role of psychoanalytic transference, which seems to be an important issue to be addressed in a counseling session.Human NatureThe idea that patients ought to be given the autonomy to interpret their own unconscious, once it has been questioned by the counselor, is based on a view of human nature as metaphysically free. With a free will, human beings are not bound by the rules and laws set forth by their unconscious; in fact, people have the inherent power to cha nge the subconscious conclusions and philosophies that affect their emotional livelihood. However, the status of thoughts and cognitions in the unconscious leaves them inaccessible to the patient by his own devices. For that reason, he needs an active intervention from the counselor, which is a defining feature of cognitive behavioral therapy. On this second premise, human nature is also seen as fundamentally social: that, in order to resolve their psychological difficulties, human beings must seek.

The effect of price elasticity in the decision of consumers in Saudi Dissertation

The effect of price elasticity in the decision of consumers in Saudi Arabia to acquire Toyota SUVs - Dissertation Example The paper tells that price elasticity is an important element when introducing products in a competitive market. As quoted from the book Principles of Economics by Alfred Marshall, â€Å"the elasticity (or receptiveness) of demand in a market is significant according as the amount demanded increases much or little for a given fall in price, and diminishes much or little for a given rise in price". Parkin, Powell, and Matthews noted that the following affect the elasticity of price for a certain commodity: availability of substitute goods; percentage of income; necessity; duration; brand loyalty; and who pays. Farris, P., et al. postulated that company decision makers have to understand price elasticity to boost pricing strategies. Own, cross, and residual elasticity appear to exhibit subtle differences but further examination shows significant pragmatic implications. A study conducted by Engage Research explored on the relationship between elasticity and pricing strategy. Results ba sed on the sales data showed significant difference between categories when equated with elasticity. The study indicated that the following product categories exhibited high elasticity: products with several brands; competitive market share among brands; insignificant trace of brand differentiation; and high price visibility. Studies that focus on consumer reaction to price elasticity are rarely made available to the public. Most marketing firms, which conduct such studies, are barred from disclosing relevant results without the permission of their client. Hence several literatures have founded their assumptions based on prevailing theories that explain consumer behavior when price spikes occur. Some companies also consider aspects other than price. Brand loyalty and product reliability are important elements that push manufacturers, distributors, and retailers to move prices despite the potential consumer backlash. In the automotive industry, for instance, car dealers offer improve payment schemes to compensate for the price movement. Objective The main objective of the study is to show the effect of price elasticity in the