Risks and Responsibilities of Coaching

The purpose of this paper is to look at the area of risk management with reference to the sport of swimming. There is no doubt that the ability to prevent any types of injury to athletes is of the utmost importance. The safety of the athletes should therefore be the primary concern of both facility managers and coaches. By working together, one would hope, that all unnecessary injuries could be prevented. One of the most severe injuries that can occur is that of a spinal injury. The area of prevention that addresses this issue is that of spinal injury management and it will be looked at more closely later in this paper. Even with all the extra emphasis in this day and age on safety issues, these kinds of injuries are still far too prevalent. In 1996, Michael Berger and Judith Middleton state that in the United Kingdom, there are around 40,000 children each year that suffer from head injuries. Some of these individuals will have received severe injuries, in that they will have been unconscious for at least 20 minutes and so will most likely have suffered brain damage. The sport of swimming has the obvious danger of drowning. There are also potential risks of spinal injuries caused by collisions with the floor of the pool, the walls in the pool and other swimmers. Many other injuries can be the result of a slippery deck or training equipment not correctly stored away. There is also a risk of injury from the chemicals which are present at a pool such as chlorine. Aquatic injury prevention should be part of any facilities risk management program. Risk management involves identifying and reducing dangerous conditions that can cause injuries and financial loss. Thus, the aim of a risk management is in a way a kind of preventative medicine, to tackle the issue of a problem thus ensuring that those kinds of accidents will not occur. There are some that would contend that those individuals that suffer an injury are unfortunate victims of circumstance. Many injuries can be avoided through an understanding of the factors that can cause injuries to occur and then a knowledge of how to go about preventing such situations to occur. Charles Bucher and March Krotee (1998) explain that there is an added risk in any physical education exercise as opposed to a regular class because the children are moving around and not sitting in a chair. The hiring of competent, qualified and certified employees in crucial not only for the planning but also for the conducting and supervising of activities. By making these simple efforts, the risk of injury can be minimized. Not only should the staff be up to par but also any equipment used as well as the facility being as safe as it could be. All coaches need to have fully up to date certificates and licenses. All necessary measures need to be taken to prevent any injuries from occurring and the correct level of supervision is crucial. Bucher and Krotee explain that the coach is required to act promptly in performing first aid and CPR and nothing more. Coaches should always show all necessary levels of care in their professional activities. The American Red Cross (1995) suggest that by understanding how injuries are caused, this will help prevent them from occurring by increasing the staff†s awareness of risks and hazards, helping patrons to avoid risky behavior and developing an attitude of safety at your facility. The Institute of Swimming Teachers and Coaches (April 1997) explain that by identifying not only what is a potential hazard but also assessing their risk level, and then evaluating whether or not all necessary precautions have been taken, this should help to prevent anyone getting injured. The ISTC, were not only referring to swimmers as potential victims but also to coaches, teachers, lifeguards, cleaning staff and receptionists. According to Bucher and Krotee, there is no doubt in today†s society that there are ever more increasing cases of teachers, coaches, schools and teams being sued in court. It seems as though lawyers are readily available, also the public are becoming much more aware of their rights, as far as what they should be protected from a safety standpoint. It is suggested that the risk of legal action can be minimized by following some simple steps. Collecting all pertinent facts about the health of your athletes. Purchasing only the best equipment form the most reputable dealers and acquiring used equipment from companies renowned for high quality reconditioned merchandise. Not laying the blame of an injury on anyone verbally but by carefully wording the exact nature of the injury and the preceding events on an accident report. Good supervision and instruction in very important. An emergency action plan should be drawn up, rehearsed and be ready to be activated at a moment†s notice. All necessary insurance precaution should be taken. Perhaps this is the most comforting defense for a coach. According to the United States Swimming, Inc. 1998 Insurance Summary, all swimmers registered with United States Swimming are covered by the USS Insurance policy as long as the injury suffered by the member was received during an approved activity under the policy. All USS swimmers are covered when they are participating in competitions, meets or events sponsored or sanctioned by USS, participating in organized, scheduled practice sessions and in organized, supervised travel to and from sponsored and sanctioned events or organized, supervised practice sessions. Anthony McCaskey and Kenneth Biedzynski (1996) explain that coaches are those principally the defendants in law suits as it is generally agreed that coaches have the most control of those individuals in their respective sports. A coach may be found negligent if he does not follow his duty to conform to a standard conduct that protects others from unreasonable risk of harm. Participants are termed as either those directly or indirectly under the control of the coach. Case law demonstrates that coaches responsibilities include: supervision, training and instruction, safe usage of all equipment, provided high quality assistants, warning of potential dangers, providing prompt and correct medical care, preventing injuries to competing athletes. The American Red Cross (1993) explain that lawsuits are becoming a concern for those giving care. Hence in the case of an emergency, the lifeguards and coaches are becoming increasingly apprehensive about giving care to victims of injuries. The American Red Cross suggests that by being aware of some basic legal principles, individuals may lessen the chances that they may later be found to be negligent in some area or another. All lifeguards have a duty to care. That is, they are legally bound to provide care to a injured party if the giving of such care is laid out in their job description. The rescuer should follow a reasonable standard of care and failure to do so may result in a chance of being found negligent. The Good Samaritan Laws protect anyone giving care as long as they are not negligent and they act in good faith. Consent should always be obtained from the individual. If the victim is an adult and they refuse care, one must not force care upon them. In the case of a child, the consent must be obtained form a parent or guardian. Any victim that is either unconscious or confused is assumed to give implied consent as it is assumed that if that person were fully aware of their predicament, they would accept the care that was offered. To obtain consent, the rescuer must identify themselves to the victim, give their level of training, explain what could be wrong and explain what care is planned. Once care is begun, a rescuer cannot stop giving care until advanced medical professional arrive at the scene. Confidentiality must also be observed. Only the facility or team spokesperson may speak to attorneys or the media . A rescuer should only speak with law enforcement officers and the rescue squad when it arrives. Finally, record keeping is essential. The documentation is considered to be almost as important as the care itself. Bucher and Krotte (1998) state that coaches and instructors are expected to carry out their activities with all necessary levels of care. If this is not the case, then they are leaving themselves open to a potential lawsuit filed against them for negligence. There is a requirement for the coach or instructor to take protective measures. Failure to do so will result in a lawsuit. In Roth versus New York (1942), all necessary measures were taken and a bather drowned after walking into deep water. There was nothing to stop this happening. The state was found to be liable. Bucher and Krotee explain that the failure to supervise correctly is the most commonly litigated situation. By having alert lifeguards and coaches, a facility can seriously reduce to chances of injuries occurring. According to the American Red Cross (1995), effective surveillance has four elements. The ability to recognize the ways in which a drowning or distressed swimmer behave in the pool. An example of this would be that a swimmers would have rhythmic breathing, relatively coordinated movements, have a horizontal body position and be making recognizable forward progress in the water. In contrast a distressed swimmer would be breathing but also be calling for help, waving and be making very little forward progress in the water, if any at all. A passive drowning victim would be considerably different to a swimmer. A Passive drowning victim would not be breathing, have no arm or leg movement, could be face down near the surface or in a submerged position and so obviously would be making no forward motion in the pool. Appropriate scanning techniques should also be employed to locate swimmers having problems in the pool. Lifeguards should be carefully and strategically placed throughout the facility. Each lifeguard should be fully aware of their responsibilities. Coaches are responsible for teaching swimmers all necessary skills to compete, the correct procedures to reduce the risks of injury and making sure that their swimmers are physically fit enough to compete. The failure to provide adequate training or instruction to reduce the risk of injury has been a commonly cited reason in recent litigation. Supervision is absolutely critical when the consequences of depriving the body of oxygen are considered. Soon after breathing stops, then too will the heart. After six minutes or so, brain damage is possible. Between six and ten minutes without breathing, brain damage is likely. If breathing is stopped for more than ten minutes, usually the brain damage is irreversible. Thus it is very important to be aware of the varying depths of water within the pool. In this way it is much easier to make sure that the children do not wander into water which is too deep for them. Also, this could help prevent spinal injuries from occurring by making patrons aware of when and where in the pool it is considered safe to dive. Without doubt, patron surveillance is one of the most important parts of a risk management strategy. The Certified Pool Operator (Fall 1997) states that it is very important to regulate the use of pools, by watching children and though constant supervision of the pool. The Institute of Swimming Teachers and Coaches (April 1997) mentioned that in some pools there may be blind spots resulting from the positioning of features, glares and reflections. All of these factors can hinder surveillance and so through careful planning, these problems should be attempted to be eliminated by strategic placing of lifeguards. This comes directly under the realms of a good risk management program. According to the Certified Pool Operator (Fall 1997), it is critical to identify areas of the pool that become slippery when wet. These range from the deck itself to corridors leading to and from the pool, locker rooms and snack areas. Communication can be used as a tool for helping to prevent injury and so is considered another ‘gear in the engine† of risk management. Patrons need to be made aware of potentials for injury. They also need to be educated as to the risks from inappropriate behavior. All rules and regulations necessary for the prevention of injuries need to be forcibly enforced. Signs are needed to warn pool users of danger areas. Since spinal injuries are more common in individuals visiting facilities for the first time and so are unaware of shallow areas. The side of the pool itself needs to be mark both on the deck it self and on the side of the wall facing the water to warn swimmers in the pool as to the changing depth of the water that they are in. In addition to signs depicting â€Å"No Diving† and the depth of the water, facility rules and regulations should also be clearly displayed. Running should never take place around the pool. As the side of the pool gets wet, it become treacherous. Signs should be posted prohibiting to consumption of food and drinks in and around the pool. There is the obvious potential for injury from broken glass on the pool deck or in the pool from bottles that are accidental dropped on the pool side. Pool rules are not designed to prevent the patrons from having fun but more so to allow them to have fun in a hopefully relatively risk free environment. The pool rules should be displayed clearly on the wall of the pool. There are many great examples of pool rules, on would be that diving is only permitted in diving designated areas. The deck needs to be checked daily for loose floor materials. There is also a risk for standing water on the deck itself. All such findings should be immediately reported to the facility manager. The deck should be kept clear of equipment and anything else that could be a potential hazard. The American Red Cross (1992) recommends that in areas where the water is less than five feet deep, there should be signs clearly stating ‘Danger-Shallow Water- No Diving†. It is suggested that these signs are close to the edge of the pool in contrasting colors to the pool deck. If starting blocks are removable, they should be during recreational periods and should be stored in a safe location. If they are not easily removable, then they should be coned off or clearly marking as out of use to recreational swimmers. All kick boards and pull buoys should be stored away in their correct location and not left strewn about the pool deck. Any item left on the pool deck is a hazard. Any risk management program would include keeping the deck clear of obstructions. The American Red Cross (1988) states that all rescue and first aid equipment should inspected on a regular basis. This equipment should also be easily accessible. Any piece of equipment that is found to be damaged in any way should be removed, repaired or replaced immediately. Following an emergency, all equipment that is used should be replaced promptly. Other areas should also be checked on a regular basis, such as the showers, locker rooms and restrooms which should be kept clean and hazard free. Coaches are also responsible for taking all necessary measures to ensure that all equipment used by their swimmers is of an adequate standard. This issue is far more critical in a contact sport such as football where inadequate padding may lead to serious injury. Anyone working with chlorine should wear protective clothing such as gloves, goggles and clothing covering the rest of the body to minimize the risks of chlorine coming in contact with the naked flesh. Chlorine can enter the blood via absorption through the skin. Direct contact with the eyes can cause severe injuries. The American Red Cross (1995) terms chemical hazards as harmful or potentially harmful substances in and around the pool. Storage areas of chemicals should be clearly marked hence warning both staff and patrons of possible dangers. The doors to such storage areas should be kept locked. Any suspicious odors in these regions should be reported immediately. The American Red Cross (1992) recommend storing all chemicals and chemical testing kits in child proof containers and out of children†s reach. Every year many individuals are injured from diving related injuries. These injuries are usually caused by collisions with the bottom and sides of the pool. Thus it is of paramount importance that coaches and instructors take all precautions to prevent such injuries form occurring. Diving should not be taught unless all necessary safety equipment in readily available such as a back board and staff trained in spinal injury management are present. Coaches should make sure that all swimmers are educated in the obvious safety precautions. Never dive when someone else is in the water in front of you. All dives should be of a flat nature. All swimmers should enter the water fingers first and not head first, thus helping to cushioning the blow should the swimmer crash into the floor if the pool. Never hold or position objects in the pool. A great example as to why it important to keep the diving area clear of obstructions is given by the American Red Cross (1992), which referred to the case Bill Brooks. One day, he dived into a pool and hit his head on an inner tube. He could remember laying face down in the water and being unable to move. Brooks, who once played college baseball, is now a C5 quadriplegic and will never walk again. The best protection against possible injuries is an informed, safety-conscious swimmer. The Certified Pool Operator (Fall 1997) stated that in a typical year there are about 400 events that result in a quadriplegic injury in aquatic environments. According to the CPO, a quarter of these occurred in pools. The article went onto explain that 95% of the pool related injuries occurred in the shallow ends of pools. Through careful supervision and prudent coaching, swimmers can be educated as to safe methods of entry into shallow water. The Swimming Times (1997) suggests that the depth of the water should be taken into account in relation to the ability and height of the pupils. Hence, none swimmers should not be taught in water that is ten feet deep and likewise, competitive swimmers should not be coached in shallow water. McCaskey and Biedzynski (1996) swimming incident rates come be totally eliminated if swimmers did not use racing dives into shallow water during practice or meets. According to McCaskey and Biedzynski, there has not been a direct injury in college swimming since a non-fatal one in 1982. The American Red Cross (1995) reveals that sports related injuries account for 13% of all spinal injuries. These figures were derived from the National Spinal Cord Injuries Data Base. According to the American Red Cross, about 1000 people each year suffer spinal injuries from diving mishaps. The American Red Cross suggests the following ways to help prevent the occurrence of such injuries. The water depth should always be ascertained before entering. Only trained swimmers should be using the starting blocks. Coaches should be aware of these aspects and make sure they correctly supervise their swimmers during warm ups at competitions and at practice. All these measures mentioned so far in the paper appear to be obvious, but unless they are adhered to tightly then mishaps can occur. It is not worth gambling with your swimmers† health. If a suspected spinal injury occurs, then the area must be stabilized and immobilized. There are certain situations when a spinal injury must always be assumed to have occurred. It is always better to be safe than sorry. If proper precautions are not taken when caring for injured victims, then that lack of risk management leaves the coach and facility open to legal action. A spinal injury should be assumed for any injury involving a diving board, diving into shallow water, a fall from a height greater than that of the victim†s height. Also any visible bumps or depressions to the head, altered consciousness or complaints of back or neck pain from the victim. In some cases, the victim may be face down in the water. Although, the victim should be moved as little as possible following a suspected spinal injury, in this situation, the victim needs to be removed form the water. If the victim is not removed, drowning will take place, the heart will stop and soon there after, brain damage will occur. The American Red Cross First Aid Manual (1993) explains that head injuries can rupture blood vessels in the brain causing pressure to build up leading to brain damage. The American Red Cross (1992) describes the typical recipient of a diving injury as a first time visitor to a location, not warned by a sign about the potential dangers, when lifeguards were not present and the water depth was less than four feet deep. Any good risk management program could dramatically reduce the risk of this kind of injury. By having vigilant lifeguards, water depths clearly marked and no diving signs clearly posted on the deck, most of the risk can be reduced. These are all components of a well rounded risk management program. Since most spinal injuries occur when a person dives into water less than five feet deep, on arriving at a pool, a coach should check the poolside for all relevant safety warnings and make his swimmers aware of this risks. The facility staff should also be highly alert at all times. All pools should have an emergency action plan. The EAP should explain exactly what procedure should be followed in the event of an aquatic emergency. The initiation of the EAP is the responsibility of the lifeguard. A typical signal to all pool patrons and staff is three long blows of a whistle. This would draw the attentions of the other pool patrons and then they would be more easily removed from the water for the protection of the victim. Also, other staff members throughout the building would be alerted of the EAP being activated. The next stage is to begin whatever rescue or emergency action that needs to be taken. After determining the nature and extent of the emergency, another lifeguard or staff member will call the police, fire or rescue squad as necessary. The emergency number is usually 911 but may vary from area to area. If the pool a which you coach is in a new area, it is your responsibility to make sure that you are fully aware of the number to call in the event of an emergency. The required first aid should be continued be given to the victim until advanced medical care arrives. Once care is commenced, it cannot be withdrawn, if it is, this constitutes abandonment which is a liable situation. Once advanced medical care arrives, all necessary accident reports are filled and the aid in crowd control. More often than not, only one person is designated as the spokesperson for a facility. This person and this person only is allowed to talk to anyone except for the police and the rescue squad. The Institute of Swimming Teachers and Coaches (April 1997) explains that whether or not a pool operator believes that his pool is a high or low risk facility, it is essential to have an emergency action plan. According to the ISTC, an emergency is anything considered to of danger to a bather or employee. The following all come under that general description. Overcrowding is a situation where too many people are in a confined area. This could be fatal in a swimming pool. A good risk management program would outline maximum numbers for a pool. These levels would be set well below that of over crowding, hopefully eliminating this risk. Disorderly behavior is also a common cause of emergencies. With vigilant surveillance and firm enforcing of pool rules and regulations, this too could be eliminated as a risk. Lack of water clarity will occur when the chemical levels in pool be out of balance. This too is a liability. If a child dives into water which he assumes to be deep but is in fact shallow, this could lead to a lawsuit. Especially because of the fact that the water clarity may have directly affected that child†s judgement. The ISTC explains that as a coach, it is your responsibility to know how to raise the alarm, how to get help form other staff members, how to initiate the appropriate rescue, who should summon the emergency services and so on. Qualified lifeguards are trained to act as a team in the case of an emergency, thus it is crucial for a coach or instructor to be able to contribute positively to an emergency situation. The Institute of Swimming Teachers and Coaches (May 1997) states that teachers and coaches must be trained in what to do in the case of an emergency and in turn should make the pupils understand and be aware of the procedures involved in the EAP. The pupils needs to know where to congregate in case of an emergency and possibly if they will be required to stand near a particular doorway to attract the attention of the advanced medical care when it arrives. The Institute of Swimming Teachers and Coaches (1996) stated that 93% of the schools in a survey had a formal emergency action plan. Two schools stated that they did not have one. Most of the schools in this survey had had swimming as part of their curriculum for more than six years. Coaches and other facility staff should go through regular in service days to rehearse emergency procedures. The emergency action plan should be rehearsed most importantly. For this procedure is what could make the difference between life and death for a victim. In service training should cover the following points: review the potential hazards at the facility, review and update rules and regulations, practice the emergency action plan , practice rescue skills, carry out physical conditioning. Following an emergency, an accident report needs be filled out by the members of staff involved. The facility information such as address and phone number. Personal data of the injured party should also be included: name, age, sex, address. The location of the incident should be included as well as the a description of the incident. It is very important to include what care was provided; was medical attention welcomed by the victim or refused? All of these issues are very important as law suits are far too prevalent in this day and age. Remember, consent must be obtained from the victim. To obtain this, the care provider must identify himself to the victim, give his level of training, explain what he thinks is wrong and then explain what he plans to do. If the victim refuses care, the care provider must try to convince the victim to receive care. According to the American Red Cross (1993), record keeping is nearly as important as the actual care given. The record is a legal document and is vital if legal action is taken. Risk management is an important function of a sport program. A coach should be fully aware of all legal and ethical responsibilities that come with his position. Any form of negligence on his or her behalf resulting in increased risks of injury can lead to the increased chances of legal action. Risk management is not only concerned with limiting the chance of injuries being suffered but also reducing the chances of financial losses following such an incident. Coaches† Quarterly (1998) states that effective in 1998, all United States Swimming coaches must have the following qualifications: Safety Training for Swim Coaches, First Aid and CPR. The Certified Pool Operator (1997) blames the individuals for their careless behavior. According to the article, pools are becoming safer. The main reasons for injuries today are victim†s carelessness. In a perfect world no one would need to know rescue techniques. Everyone would be careful, and safety would not be a problem. But ours is not a perfect world. Because of dangerous situations, careless or carefree people, and changing water conditions, many dangers are in and around water. Risk management in a pool environment is basically concerned with aquatic injury prevention. A highly developed risk management program will substantially reduce the risks of injury. By understanding how injuries are caused, one can better prevent them. Effective communication with patrons is critical for helping to prevent injuries. Through this communication, the patrons can have fun in a safer environment.

Night World : Black Dawn Chapter 9

She was in his mind. It was all around her, like astrange and perilous world. A terribly frighteningworld, but one that was full of stark beauty. Everything was angles, as if she'd fallen into theheart of a giant crystal. Everything glittered, coldand clear and sharp. There were flashes of color aslight shimmered and reflected, but for the most part it was dazzling transparency in every direction. Like the fractured ice of a glacier. Really dangerous,Maggie thought. The spikes of crystal around her had edges like swords. The place looked as if it had never known warmth or softcolor. And youlive here?she thought to Delos. Go away.Delos's answering thought came to her.on a wave of cold wind. Get out! No,Maggie said. You can't scare me. I've climbed glaciers before.It was then that she realized whatthis place reminded her of. A summit. The bareand icy top of a mountain where no plants-andcertainly no people-could survive. But didn'tanything goodever happen to you? shewondered. Didn't you ever have a friend†¦or apet†¦ or something? No friends,he said shortly. No pets. Get out of here before I hurt you. Maggie didn't answer, because even as he said itthings were changing around her. It was as if the glinting surfaces of the nearby crystals were suddenly reflecting scenes, perfect little pictures withpeople moving in them. As soon as Maggie lookedat one, it swelled up and seemed to surround her. They were his memories. She was seeing bits ofhis childhood. She saw a child who had been treated as aweapon from the time he was born. It was all aboutsome prophecy. She saw men and women gatheredaround a little boy, four years old, whose blacklashed golden eyes were wide and frightened. â€Å"No question about it,† the oldest man was saying. Delos's teacher, Maggie realized, the knowledge flowing to her because Delos knew it, and shewas in Delos's mind. â€Å"This child is one of the Wild Powers,† theteacher said, and his voice was full of awe andfear. His trembling hands smoothed out a brittlepiece of scroll. As soon asMaggie saw it she knew that the scroll was terribly old and had been keptin the Dark Kingdom for centuries, preserved hereeven when it was lost to the outside world. â€Å"Four Wild Powers,† the old man said, â€Å"who willbe needed at the millennium to save the world-or-to destroy it. The prophecy tells where they willcome from.† And he read: â€Å"One from the land of kings long forgotten; One from the hearth which still holds the spark; One from the Day World where two eyes are watching; One from the twilight to be one with the dark.†, The child Delos looked around the circle of grim faces, hearing the words but not understandingthem. â€Å"‘The land of kings, long forgotten,†Ã¢â‚¬Ëœ a womanwas saying. â€Å"That must be the Dark Kingdom.† â€Å"Besides, we've seen what he can do,† a big mansaid roughly. â€Å"He's a Wild Power, all right. The bluefire is in his blood. He's learned to use it too early, though; he can't control it. See?† He grabbed a small arm-the left one-and heldit up. It was twisted somehow, the fingers clawed and stiff, immobile. The little boy tried to pull his hand away, but hewas too weak. The adults ignored him. â€Å"The king wants us to find spells to hold thepower in,† the woman said. â€Å"Or he'll damage himself permanently.† â€Å"Not to mention damaging us,† the rough mansaid, and laughed harshly. The little boy sat stiff and motionless as theyhandled him like a doll. His golden eyes were dryand his small jaw was clenched with the effort notto give in to tears. That's awful,Maggie said indignantly, aiming herthought at the Delos of the present. It's a terrible way to grow up. Wasn't there anybody who cared about you? Your father? Goaway, he said. I don't need your sympathy. And your arm,Maggie said, ignoring the cold emptiness of his thought. Is that what happens toitwhen you use the blue fire? He didn't answer, not in a thought directed ather. But another memory flashed in the facets of a crystal, and Maggie found herself drawn into it. She saw a five-year-old Delos with his armwrapped in what looked like splints or a brace. Asshe looked at it, she knew it wasn't just a brace. It was made of spells and wards to confine the blue fire. â€Å"This is it,† the woman who had spoken beforewas saying to the circle of men. â€Å"We can controlhim completely.† â€Å"Are you sure? You witches are careless sometimes. You're sure he can't use it at all now?† Theman who said it was tall, with a chilly, austereface-and yellow eyes like Delos's. Your father,Maggie said wonderingly to Delos. And his name was †¦ Tormentil? But †¦She couldn't go on, but she was thinking that he didn'tlook much like a loving father. He seemed just likethe others. â€Å"Until I remove the wards, he can't use it at all.I'm sure, majesty.† The woman said the last word in an everyday tone, but Maggie felt a little shock.Hearing somebody get called majesty-it made him moreof a king, somehow. â€Å"The longer they're left on, the weaker he'll be,† the woman continued. â€Å"And hecan't take them offhimself. But I can, at any time – â€Å" â€Å"And then he'll still be useful as a weapon?† â€Å"Yes. But blood has to run before he can use the blue fire.† The king said brusquely, â€Å"Show me.† The woman murmured a few words and strippedthe brace off the boy's arm. She took a knife fromher belt and with a quick, casual motion, like Maggie's grandmother guttinga salmon, opened a gash on his wrist. Five-year-old Delos didn't flinch or make asound. His golden eyes were fixed on his father's faceas blood dripped onto the floor. â€Å"I don't think this is a good idea,† the old teachersaid. â€Å"The blue fire isn't meant to be used like this,and it damages his arm every time he does it= â€Å"Now,† the king interrupted, ignoring him andspeaking to the child for the first time. â€Å"Show mehow strong you are, son. Turn the blue fire on †¦Ã¢â‚¬  He glanced up deliberately at the teacher. â€Å"Let'ssay-him.† â€Å"Majesty!† The old man gasped, backing againstthe wall. The golden eyes were wide and afraid. â€Å"Do it!† the king said sharply, and when the littleboy shook his head mutely, he closed his hand onone small shoulder. Maggie could see his fingerstighten painfully. â€Å"Do what I tell you. Now!† Delos turned his wide golden eyes on the old man, who was now shrinking and babbling, his trembling hands held up as if to ward off a blow. The king changed his grip, lifted the boy's arm. â€Å"Now, brat! Now!† Blue fire erupted. It poured in a continuousstream like the water from a high-power fire hose.It struck the old man and spreadeagled him againstthe wall, his eyes and mouth open with horror. Andthen there was no old man. There was only a shad owy silhouette made of ashes. â€Å"Interesting,† the king said, dropping the boy'sarm. His anger had disappeared as quicklyasithad come. â€Å"Actually, I thought there would bemore power. I thought it might take out the wall.† â€Å"Give him time.† The woman's voice was slightlythick, and she was swallowing over and over. â€Å"Well, no matter what, hell be useful.† The kingturned to look at the others in the room. â€Å"Remember-all of you. A time of darkness is coming. Theend of the millennium means the end of the world.But whatever happens outside, this kingdom isgoing to survive.† Throughout all of this, the little boy sat andstared at the place where the old man had been.His eyes were wide, the pupils huge and fixed. Hisface was white, but without expression. Maggie struggled to breathe. That's-that's themost terrible thing I've ever seen.She could hardly get the words of her thought out. Theymade you kill your teacher-he made you do it. Yourfather. She didn't know what to say. Sheturned blindly, trying to find Delos himself in this strange landscape, trying to talk to him directly.She wanted to look at him, to hold him. To comfort him. I'm so sorry. I'mso sorry you had to grow uplike that. Don't be stupid,he said. I grew up to be strong.That's what counts. You grew up without anyone loving you,Maggiesaid. He sent a thought like ice. Love is for weak people. It's a delusion. And it can be deadly. Maggie didn't know how to answer. She wanted to shake him. All that stuff about the end of the millennium and the end of the world-what did that mean? Exactly what it sounded like,Delos said briefly. The prophecies are coming true. The world o f hu mans is about to end in blood and darkness. And then the Night People are going to rule again. And that's why they turned a five-year-old into alethal weapon? Maggie wondered. The thoughtwasn't for Delos, but she could feel that he heard it. I am what I was meant to be,he said. And I don't want to be anything else. Are you sure?Maggie looked around. Althoughshe couldn't have described what she was doing, she knew what it was. She was looking forsomething†¦ something to prove to him †¦ A scene flashed in the crystal. The boy Delos was eight. He stood in front of apile of boulders, rocks the size of small cars. Hisfather stood behind him. â€Å"Now!† As soonasthe king spoke, the boy lifted his arm.Blue fire flashed. A boulder exploded, disintegrating into atoms. Again! Another rock shattered. â€Å"More power! You're not trying. You're useless!†The entire pile of boulders exploded. The bluefire kept streaming, taking out a stand of trees behind the boulders and crashing into the side of amountain. It chewed through the rock, meltingshale and granite like a flamethrower burning awooden door. The king smiled cruelly and slapped his son onthe back. â€Å"That's better.† No. That's horrible,Maggie told Delos. That'swrong. This is what it should be like. And she sent to him images of her own family.Not that the Neelys were anything special. Theywere like anybody. They had fights, some of them pretty bad. But there were lots of good times, too, and that was what she showed him. She showed him her life†¦ herself. Laughingasher father frantically blew on a flaming marshmallow on some long-past campingtrip. Smelling turpentine and watching magical colors unfold on canvasas her mother painted. Perch ing dangerously on the handlebars of a bike while Miles pedaled behind her, then shrieking all theway down a hill. Waking up to a rough warmtongue licking her face, opening one eye to see Jake the Great Dane panting happily. Blowing out candles at a birthday party. Ambushing Miles from herdoorway with a heavy-duty water rifle †¦ Who is that?Delos asked. He had been thawing;Maggie could feel it. There were so many thingsin the memories that were strange to him: yellowsunshine, modern houses, bicycles, machinerybut she could feel interest and wonder stir in himat the people. Until now, when she was showing him a sixteenyear-old Miles, a Miles who looked pretty muchlike the Miles of today. That's Miles. He's my brother. He's eighteen and he just started college.Maggie paused, trying to feel what Delos was thinking. He's the reason I'm here.He got involved with this girl called Sylvia-Ithinkshe's a witch. And then he disappeared. I went tosee Sylvia, and the next thing I know I'm waking up ina slave-trader's cart. In a place I never knew existed. Delos said, I see. Delos, do you know him? Have you seen him be fore?Maggie tried to keep the question calm. She would have thought she could see anything thatDelos was thinking, that it would all be reflected inthe crystals around her, that there was nothing he could hide. But now suddenly she wasn't sure. It's best for you to leave that alone,Delos said. I can't,Maggie snapped back. He's my brother! If he's in trouble I have to find him-I have to helphim. That's what I've been trying to explainto you. We help each other. Delos said, Why? Because we do. Because that's what people are supposed to do. And even you know that, somewhere down deep. You were trying to help me in my dream She could feel him pull away. Your dreams are just your fantasies. Maggie said flatly, No. Not this one. I had it before I met you. She could remember more of it now. Here in his mind thedetailswere coming to her, all the things that had been unclear before. And there was onlyone thing to do. She showed it to Delos. The mist, the figure appearing, calling her name.The wonder and joy in his face when he caughtsight of her. The way his hands closed on hershoulders, so gently, and the look of inexpressibletenderness in his eyes. And then -I remember!Maggie said. Youtold meto look for a pass,underneath a rock thatlooked likea wave about to break You told me to get awayfromhere, to escape. Andthen†¦ She remembered what had happened then, andfaltered. And then he had kissed her. She could feel it again, his breath a soft warmthon her cheek, and then the touch of his lips, just as soft. There had been so much in that kiss, somuch of himself revealed. It had been almost shy in its gentleness, but charged with a terrible passion, as if he had known it was the last kiss theywould ever share. It was †¦ so sad,Maggie said, faltering again.Not from embarrassment, but because she was suddenly filled with an intensity of emotion that fright ened her. I don't know what it meant, but it was so sad†¦. Then, belatedly, she realized what was happeningwith Delos. He was agitated. Violently agitated. The crystalworld around Maggie was trembling with denialand fury-and fear. That wasn't me. I'm not like that,he said in avoice that was like a sword made of ice. It was,she said, not harshly but quietly. I don't understand it, but it really was you. I don't understand any of this. But there's a connection betweenus. Look what's happening to us right now. Is thisnormal? Do you people always fall into each oth ers' minds? Get out!The words were a shout that echoedaround Maggie from every surface. She could feel his anger; it was huge, violent, like a primal storm. And she could feel the terror that was underneath it, and hear the word that he was thinking anddidn't want to think, that he was trying to bury and run away from. Soulmates.That was the word. Maggie couldsense what it meant. Two people connected, boundto each other forever, soul to soul, in a way thateven death couldn't break. Two souls that were destined for each other. It's a lie,Delos said fiercely. I don't believe in souls. I don't love anyone. And I don't have any feelings! And then the world broke apart. That was what it felt like. Suddenly, all aroundMaggie, the crystals were shattering and fracturing.Pieces were falling with the musical sound of ice.Nothing was stable, everything was turning to chaos. And then, so abruptly that she lost her breath,she was out of his mind. She was sitting on the ground in a small cave lit only by a dancing, flickering flame. Shadows wavered on the walls and ceiling. She was in her ownbody, and Delos was holding her in his arms. But even as she realized it, he pulled away and stood up. Even in the dimness she could see that his face was pale, his eyes fixed. As she got to her feet, she could see somethingelse, too. It was strange, but their minds were still connected, even though he'd thrown her out of his world. And what she saw†¦was herself. Herselfthrough his eyes. She saw someone who wasn't at all the frailblond princess type, not a bit languid and perfect and artificial. She saw a sturdy, rosy-brown girlwith a straight gaze. A girl with autumn-coloredhair, warm and vivid and real, and sorrel-coloredeyes. It was the eyes that caught her attention: there was a clarity and honesty in them, a depth and spaciousness that made mere prettiness seem cheap. Maggie caught her breath. Do I look like that? she wondered dizzily. I can't. I'd have noticed inthe mirror. But it was how he saw her. In his eyes, she wasthe only vibrant, living thing in a cold world of black and white. And she could feel the connectionbetween them tightening, drawing him toward her even as he tried to pull farther away. â€Å"No.†His voice was a bare whisper in the cave.†I'm not bound to you. I don't love you.† â€Å"Delos-!' I don't love anyone. I don't have feelings.† Maggie shook her head wordlessly. She didn'thave to speak, anyway. All the time he was tellingher how much he didn't love her, he was moving closer to her, fighting it every inch. â€Å"You mean nothing to me,† he raged through clenched teeth. â€Å"Nothing!† And then his face was inches away from hers, and she could see the flame burning in his golden eyes. â€Å"Nothing,† he whispered, and then his lipstouched hers.

Sustainable marketing plan Essay Example | Topics and Well Written Essays - 3000 words

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Hypothesis Testing - Essay Example These projections are based on the average marks for the whole class in which those parents get the insights of their students’ performance before, the results are out. Therefore, the null and alternative hypotheses may be stated as; From these two propositions, the first one (H0) is the null hypothesis while the H1 is the alternative hypothesis. Such an idea is based on the idea of probability and the rejecting the null hypothesis may be influenced by different factors (John, 2007). If the students do not revise well and cover the expected chapters, their performance will be adversely affected and the chances are high that they will not attain the mean mark of 50%. Therefore, under such circumstances the null hypothesis will be rejected and conclude that the mean mark was less than 50%. However, Type I error may occur whereby the H0 is rejected while the students had performed to the average mark. Such an idea may be caused by computational errors or using a poor approach (John, 2007). On the other hand, we could accept the H0 and conclude that the mean mark was on average of 50% when on reality the mean mark was less than 50%. Such an aspect allows the tutor to report a false result (John,

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The Neutron Electric Dipole Moment - Essay Example A concise introduction and explanation of the different experimental techniques used in the study of neutron EDM are provided in this research work. These techniques include the room-temperature experiment, Ramsey’s technique, and the mercury magnetometer. A brief discussion of the prevailing systematic uncertainties such as the geometric phase effect is also included. A recent neutron EDM experiment, which is more sensitive and still in progress is also incorporated and detailed in this study. For over 50 years, the quest for an electric dipole moment (EDM) of a neutron has been a great endeavor in the field of physics.3 4 5 Ramsay’s search for a permanent EDM in the 1950’s leads the way to what seems to be an endless pursuit. Experimental sensitivity has increased significantly; in fact, it improved by more than 106 factor.6 An impressive breakthrough in improving the experimental sensitivity, accountable for every eight years or so, is shown in Figure 1.7 Despite such remarkable accomplishment, there was no EDM ever observed. The reason for this apparently obsessive behavior by a small group of dedicated physicists is that the observation of a nonzero neutron EDM would be evidence of time reversal violation and for physics beyond the so-called standard model of electroweak interactions. An essential point is that the standard model predictions of the magnitude of time reversal violation are inconsistent with our ideas of the formation of the universe; namely, the production of the presently observed matter-antimatter asymmetry requires time reversal violation many orders of magnitude greater than that predicted by the standard model. According to Steven Weinberg, the electric dipole moments may offer one of the most thrilling prospects for progress in particle physics; a bright future awaits prospective experiments because calculating electric dipole moments have been progressive recently.

Hospitaliy human resources Research Paper Example | Topics and Well Written Essays - 500 words

Hospitaliy human resources - Research Paper Example ective employment law deals with the relationship between three parties which are the employers, the employees and their unions (Curtin & Wessel, 2005). Worker unions are groups that have been developed by the employees to represent their needs to their employers, and when necessary fight for their rights if need be. Collective employment law deals with the relationship that exists between these three parties. Individual employment law deals with the various rights that an employee is entitled to at their place of work according the work contract that they have signed with their employer (Budd & Bhave, 2008). These laws are designed to ensure that an employer keeps up their end of the deal as stated in the contract and do not take advantage of the employee in any sort of manner. Some of the more popular individual employment laws include: Contract of employment – This involves the contract that an employee signs at the beginning of their employment, and has to do with the details that are incorporated in the contract (Curtin & Wessel, 2005). An employer is obligated to ensure that they maintain the relationship between them and their employee as stipulated within the contract. For example, if one signs a contract as a hotel manager, they should not be expected to perform any duties that are outside the scope of the duties of that position and thus the employer should not ask that of the employee. Minimum wage – This has to do with the lowest salary that an employer is allowed to pay an employee (Stanford, 2005). It deals with the exploitation of workers through the issuing of wages that is below the value of work  done by an employee and ensures that one is able to get an adequate amount of money that they can survive on. A waiter for an example cannot be paid below a certain wage in relation to the length of their shifts and the number that they take up. Working time – This law involves the length of time that an employee is expected to work (Stanford,

Revise essay draft__compare and contrast Example | Topics and Well Written Essays - 1000 words

Revise draft__compare and contrast - Essay Example Claudia Wallis in her article, â€Å"The Multitasking Generation,†(2006) and Nicholas Carr’s â€Å"Is Google Making Us Stupid?†(2008) argue against the way people interact and rely upon the technology physically, emotionally, mentally, and socially in certain unpleasant ways. In his personal life Carr describes a lesser ability to concentrate. He focuses upon the intellectual laziness that access to fast internet answers, the mobile phone and other technology can breed mental laziness. He goes back into history to show how the coming of technology can have negative effects upon the human mind, from the 14th century onwards, though the industrial revolution and on into the modern age, with an ever growing negative impact. Wallis focuses instead more on the social and interpersonal communicational perspective when people are persistently interacting and multitasking with technology, and how that these can have a negative effects; both of these authors are absolutely right. She discusses how children are perpetually interacting with technology and that parents think that this multitasking is a product and a credit to the presence of that technology and their minds. Unfortunately, that is little better than an â€Å"old wives tale† that people may tell themselves to justify their children’s excessive technological interactions:- Human beings have always had a capacity to attend to several things at once. Mothers have done it since the hunter-gatherer era--picking berries while suckling an infant, stirring the pot with one eye on the toddler† (Wallis 2006). Many biologists and anthropologists would easily agree that the things that defines humans is their curiosity, the ability to learn and adapt, and the ability to multitask and to process multiple information at once. This did not evolve as a side effect of technological advancement. It is rather the reverse which is true: the technology emerged as a result of

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Exponential Decay of a Transition Metal Complex Ion - Lab Report Example It has shown that the rate of alpha, beta, and electron capture decays all depend on temperature and whether they are placed in an insulating or a conducting material. Thats exciting because it raises the possibility of treating radioactive waste products. But it also raises a problem for particle physicists whose entire standard model assumes that decay rates cannot be influenced by external factors. The two are unrelated, so no there is no relationship between the two properties. I dont think temperature has anything to do with the nucleonic states, only the kinetic energy of the electrons in a solid. So temperature should have no effect on half life. In fact, temperature and chemical changes have no effect on the decay of nuclides. The only way to change the half life is to move it at relativistic speeds and then it becomes a matter of which reference frame you measure it in. In fact for the frame at rest with the nuclide there is no change in half life at relativistic

Skills of Tourism graduates Essay Example for Free

Skills of Tourism graduates Essay The primary objective of this study is to determine the employability skills of Tourism graduates from the year 2005 to 2009 of University of Perpetual Help System Dalta Molino such as Communication Skills, Human Relation Skills, Technical Skills, Management Skills, Research Skills and Leadership Skills. The study is anchored in the theory of Gazier as cited by Weinert who stated that employability is supply and demand. The Descriptive research design was utilized to analyze and delineate the current work abilities of the BST graduates. Descriptive and inferential statistics were used to determine if significant difference exist in the employability skills of Tourism graduates in relation to their year of graduation. The study revealed that there were significant differences in the employability skills of the Tourism graduates when they are grouped according to year graduated. The differences among the batches can be accounted from the variable factors and circumstances during the period of their study. Hence, from the results, the institution can improve the quality of teaching by bringing students outside the classroom setting, hiring faculty who are equipped with background and experience in the tourism industry and related jobs, and the University should extend utmost effort to provide facilities of the tourism college Introduction The University of Perpetual Help System DALTA (UPHSD) – Molino Campus, College of International and Hospitality Management is committed to providing quality education by offering a wide range of theoretical, practical knowledge and skills through various aspects of hospitality management which is necessary to every student in becoming competent individuals of society. The college offers study programs such as Bachelor of Science major in Hotel and Restaurant Management (BSHRM), Associate in Hotel and Restaurant Management (ASHRM) and Bachelor of Science in Tourism (BST). The Bachelor of Science in Tourism is a discipline that provides a wide array of experiences that leads to the understanding of history, customs, traditions, values and culture of different places both here and abroad. Further, the BS Tourism program includes a course on Tour guiding, Foreign language, Tourist destination marketing, Thesis writing, Tourism Planning and Development, Personal Development and Public Relation, Cruise management, Travel Agency Management and Operation, Principles of Tourism with Tourism Laws, Philippine Tourism: Geography and Culture, World Tourism: Geography and Culture, Principles of Management, Front Office Management, and Convention and Recreation Management. These are the courses being taught to the students to gain the employability skills of tou rism such as the Communication skill, Human relation skill, Tour guiding skill, Management Skill, Research Skill and Leadership skill. Student capabilities as used in this study refer to abilities learned in the four corners of the classroom preparing graduates for employment as they step out of the portals of their alma mater. Such skills result in better employability of graduates. According to Hind and Moss (2011), employability is a person’s capability to gain and maintain employment. Further, it depends on the knowledge, skills and abilities possessed by the latter. Employability of graduates therefore depends on the trainings they attended from first year to their graduation. According to Walker (2006), tourism as career is a dynamic, evolving and consumer – driven force it is also the world’s largest industry or collection of industries. When all its interrelated components are placed under one umbrella: tourism, travel, lodging, conventions, expositions, meetings, events; restaurants, managed services: assembly, destination and event management, and recreation. Walker also said that tourism plays a foundational role in framing the various services that hospitality companies perform. In the past five years, the UPHSD – Molino has produced number of graduates that have eventually joined tourism industry works in the tourism industry. Their work is crucial in creating appreciation of the beauty of the world; therefore, these graduates need certain skills and knowledge in order to be considered assets to tourism establishments and maintain employability. The study provides documentary analysis about the employability skills of Bachelor of Science in Tourism graduates batch 2005 – 2009 of UPHSD- Molino Campus to meet the demands of the industry of the new century. Further, responses from graduates concerning various issues related to teaching and learning were also considered. Such information is essential to assist the University in planning and determining factors linked to student learning, curriculum design, and improvement of services provided by UPHSD. Therefore the researchers opted to conduct a study about the employability skills of Bachelor of Science in Tourism graduates batch 2005 – 2009 of UPHSD- Molino Campus. Specifically it aims to determine the capabilities, knowledge, and skills possessed by graduates in finding and maintaining work. The study is anchored in the theory of Gazier as cited by Weinert (2001). According to Gazier, employability attempts to influence the â€Å"supply† side of the labo r market, that is, the workers and their productive capacities and performance, while the â€Å"demand† side is made up of the companies’ requirement. This theory of Gazier as cited by Weinert (2001) guided the researchers in the research because it gives an idea that employability is supply and demand where in the University produces supply to the Tourism industry yet the â€Å"product†; graduates should meet the demand of the Tourism industry. The researchers believe that to be able to market the graduates, the supply must possess communication skills, human relation, tour guiding skills, management skills, research skills and leadership skills. These skills are crucial to meet the demand of the industry to further promote employability. IMPROVEMENT EMPLOYABILITY SKILLS Figure 1. Conceptual Framework Figure 1 shows that employability is dependent variable from graduates’ skills and the improvement of the university in terms of Curriculum design, services offered by the University and hiring faculty. In relation to the study, the graduates should focus on enhancing both students’ skills and their facilities to have a high employment opportunity. To determine the target respondents for the study, the researchers used the list of graduates. The researchers analyzed the aforesaid skills using Mean, Percentage, ANOVA and Frequency Distribution to determine if significant differences exist in the employability skills of Tourism graduates in relation to their civil status, gender, and year of graduation. The study focused on the BS Tourism Graduates of University of Perpetual Help System DALTA- Molino Campus from year 2005-2009. The respondents were only 25 graduates of tourism from 2005-2009 1. Descriptive Research 2. Researcher –made Questionnaire 3. Statistical Treatment * Frequency * Percentage * Mean * ANOVA Improvements of: -Curriculum Design -Services offered by the University -Hiring Faculty 1. Profile of the Respondents * Civil Status * Gender * Year Graduated * Employment Status * Employed * Unemployed * Nature of Work * Airline * Travel Agency * Cruise ship * Front Office (Hotel) * Hospitality Related Jobs ( Tourism Officer, Casino, Event Organizing) * Others 2. Skills * Communication Skills * Human Relation Skills * Technical Skills * Management Skills * Research Skills * Leadership Skills INPUTProcess OUTPUT Figure 2 Operational Framework Figure 2 above shows that the study will use the demographic profile of the respondents in terms of civil status, gender, nature of work, year of graduation, employment status, and employability skills of the graduate of BST from 2005 – 2009. Such data will be the inputs for the study. A questionnaire developed by the researchers will be used as research instrument. Statistical treatment in the form of frequency distribution, percentage, mean, and ANOVA will be applied to process and interpret the collected data. The inputs and process described above will assist the University in planning and determining factors linked to students learning, curriculum design, and improvement of services provided by UPHSD. This study aims to determine the employability skills of Bachelor of Science in Tourism graduates batch 2005 – 2009 of UPHSD- Molino Campus. METHODS The study covered the Graduates of BS-Tourism Students of batch 2005 – 2009 from University of Perpetual Help System – DALTA Molino Campus as respondents of study which is compose of 25 students. To collect/gather the names of the graduates as well as their contact numbers and addresses to get the total population needed for the study, the researchers sought permission from the office of Student Personnel Service. Purposive sampling technique was used to select the respondent. The researchers used a descriptive quantitative design for this research After the researchers gathered the list needed for the research, they distributed and administered the questionnaires to the respondents through social networking sites such as Facebook, Twitter, and email and researchers also reached them with their contact numbers. Further, the researchers also conducted field work (i.e., home visits) to reach the graduate and completed the data gathering for the period of 5 months. Data we re tabulated after the retrieval and brought to a statistician for statistical treatment, after which the researchers interpreted the result to give recommendation. There are more female graduates of tourism. The dominance of female students in the Tourism programme in this study is in line with a previous study on study motivations in Korea, Taiwan, and China (Kim, et al., 2007), indicating the popularity of hospitality and tourism Management among female students in Asian countries. 1.2 Civil Status; Almost all of the respondents are still single, which implies that if not for personal reasons, the quality and the demand of their current job kept them unmarried. In a book entitled â€Å"Introduction to Hospitality Operations† by Walker 2009, the WTO (World Tourism Association) has declared that tourism industry work is very demanding; it is a 24hour-a day, 7-day-week, 52-week-a-year economic driver. 1.3 Year Graduated Most of the respondents are graduates of Batch 2008-2009. Respondents that graduated earlier from the UPHSD-Molino are less accessible than those who graduated recently, which can be attributed to the demands or location of their jobs as those who have graduated earlier tend be more established in their jobs. 1.4 Employment Status? Most of the respondents are already employed. This indicates the high employability of the graduates of UPHSD-Molino. The program BS Tourism offered by the UPHSD- Molino provides many opportunities for graduates to work in various professions in different sectors such as restaurants, resorts, air and cruise lines, theme parks, and casinos. 1.5 Nature of Work It can be gleaned from the table 1.5 that 88% are employed in work aligned with their course. This indicates that he graduates are generally qualified to jobs aligned or closely aligned with their course, while the 8% are employed to other industry such as in business sector. The remaining 4% is a respondent who resigned from her work, which was inclined to tourism industry, and now focusing on her family. As stated above, the tourism program provides many opportunities for employment, which includes land, air and sea-based work. CONCLUSION AND RECOMMENDATIONS College of International and Hospitality Management is committed to providing quality education by offering a wide range of theoretical and practical knowledge and skills through various aspects of hospitality management which is necessary to every student in becoming competent individuals of society. The above discussion has evaluated the skills of tourism students who graduated from the UPHSD -Molino, particularly, their technical, managerial, research, leadership, human relation, and communication skills. The null hypothesis, in which the researchers assumed no significant difference in the employability skills of the respondents, was rejected. The graduates of each batch rated themselves differently on various skills because of the different situations and factors that affected them during their study. According to the summary of data on different employability skills of tourism graduates, the researchers found significant differences in the employability skills of the respondents. In their analysis, the researchers gleaned that Tourism graduates have strong potential for employment as they have acquired the necessary tourism skills. Along with the Tourism skills, the institution can improve the quality of teaching by bringing students outside the classroom setting such as seminars, hotel and airline familiarizations, tour guiding competition and other tourism-related activities for them to fully experience and understand their field. Because the researchers believe that learning never stops in the four walls of the classroom itself instead they need to be exposed. Hiring faculty who are equipped with background and experience in the tourism industry and related jobs, such as those employed in tourism bureaus in government or tourism-related businesses, and those who have experience in organizing events/programs and activities. Certificates of accreditation from the DOT and other organizations such as TESDA on tour guiding, travel management, and so on would help instructors in molding and developing students as better tourism industry professionals with high employability. Faculty with tourism industry experience can share more of their familiarity with the industry that is not purely textbook-dependent. In terms of technical skills, revealed as a weakness among the graduates, the University should extend utmost effort to provide facilities of the tourism college such as ticketing office with systems of Fidelio, Abacus, and Amadeus. Offer different language course in every year for them to be globally competitive. REFERENCES Claire Rees, Peter Forbes and Bianca Kubler Student Employability Profiles: A Guide for Higher Education Practitioners Communication Skills http://www.communicationskills.com.in/definition-of-communication- skills.htm Final pre – proof draft of Harvey, L., 2001, â€Å"Defining and Measuring Employability†, Quality in Higher Education 7 (2), pp. 97 – 110 Lamberton and Minor (2010)http://wiki.answer.com/Q/whatishumanrelations Lomax, R.G. (2007) Statistical Concepts: A Second Course ISBN Management Skills www. buzzle.com/articles/management-skill Planet Philippines by Pepper Marcelo (March 30, 2011)After College, Now What? Planet Philippines Leandro Milan (January 23, 2010) Migration: Oversupply of Unemployable Graduates The Higher Education Academy Graduate Impact, Student Employability and Academic Integrity University of Glasgow: Employer’s Perception of the Employability Skills of New Graduates www. kent.ac.uk/careers/docs/graduate-employability-skills%202011.pdf Weinert, P., Baukens, M., et. Al (2001) Employability: From Theory and Practice, Transaction

Straight forward novel about rape

Straight forward novel about rape Discuss the role of supernatural and mythical elements in the representation of childhood in Sylvie Germains LEnfant Mà ©duse. Sylvie Germain could have written a straight forward novel about rape, incest and neglect, but Enfant Mà ©duse is more profound .The novel intertwines magical realism, supernatural and mythical elements which help us understandthe main character Lucie and her childhood. In this novel we find multiple mythological and biblical sources ranging from the Ogre, Eurydice, the Medusa as well as the themes of Vengeance and Redemption from the Old and New Testaments respectively .We aim to discuss the role of these various elements and how it influences the depictions of childhood within this novel. The main character of the story is Lucie Daubignà ©, a little girl who lives a contented childhood in a quiet and rural village of Berry near swamps where magicals creatures lurk in the shadows. This is remisniscent of George Sands novels set during the nineteenth century in the same area where forests and swamps of Berry are linked to traditional beliefs and even sorcery. ()() However this idyllic life stops when the ogre of fairy tales appears, rapes and kills two young girls within the village. Lucie herself is the third rape victim of the Ogre, her step brother Ferdinand. He repeatedly abuses her destroying her innocence and happiness. When Lucie is raped by Ferdinand she erects a mental barrier to shield and distance herself from the brutal truth. Lucie , dont lunique lecture à ©tait celle des contes et des là ©gendes p29 immerges herself within a world of fairy tales. She transforms Ferdinand into the brutal ogre, a common childhood nightmare for all small children. Another element from fairy tales is the presence of Lucies mother, Aloise Daubignà ©. She is Lucies natural mother, but she has all the attributes of the wicked stepmother: a child from a first marriage whom she adores Ferdinand à ©legance , la mà ªme beautà © et cette blondeur rare,, ces cheveux soyeux ornà ©s de boucles dange p80 as well as an attitude and comments that are both unfeeling Voix impà ©rieuse celle qui scande les journà ©es de Lucie, du saut du lit jusquau coucher..la voix de lordre, la voix des ordres p 39 and cruel Tu tamuses à   me ridiculiser tu me fais honte avec ta maigreur de squelette p96 Fairy Tales are written about normal people the child can identify with. They have been used over the centuries to teach important lessons and give moral values. The children themselves use these stories to cope with difficult emotions and anxieties. Bruno Bettelheim explains in one of his books Uses of Enchantment: The Meaning and Importance of Fairy Tales ( ) that fairy tales help children make sense of what happens in their life. The simplicity of the situations and the duality of the characters (good / evil, hero/villain) give the child a way of expressing thoughts or feelings that were repressed in real life. They help the child to understand the adult world. The inevitable happy end gives the child the hope that his problems and pains will end and and that he will conquer all. This cannot be dissociated from myths which show that with efforts we often triumph over lifes trials. This is mentionned by Franà §ois Dolto in her book : La cause des enfants Where as fairy tales deal with emotions, myths speak of great actions, victories and supernatural events. The first myth in LEnfant Mà ©duse is a cosmic event: The Eclipse. Many mythologies have integrated eclipses as a sign of things to come. Les humains sont craintifs. Ils brulent de savoir et seffraient davantage p17 The first eclipse foreshadows the rape of Lucie by the Ogre; Lucie is abused by her brother and her childhood has ended. What should have been a happy childhood is destroyed. Her childhood is returned during the artificial eclipse created by Lou Fà ©s postcard. Sur la table il y a la carte postale, tache blonde sur le bois sombre. (.) Elle se penche vers limage. Et son enfance aussi se penche. p280 The next theme is the myth of Eurydice and the underworld symbolising evil and revenge which Sylvie Germain places opposite the sky symbolising innocence and purity. In the beginning, Lucie has a friend Lou Fà © a future astronomer and great admirer of the stars (Le petit prince des à ©toiles) p21 and later on she is alone. Elle ira seule desormais dans les matins de Septembre. Lou Fà © sera en pension. p71 Like Eurydice who descended into the Underworld, Lucie descends into the swamps. She feels closer to the creatures of the underworld, toads , salamanders and snakes than to humans. Elle avait renià © tous les astres. .. Elle ne dà ©sirait plus que senfoncer dans la terre, creuser dessous la terre A very slow process changes Lucie from a beautiful little child into an unlikable, ugly girl. This is an attempt on her part to stop the abuse, to reclaim her own body defiled by Ferdinand who is always stronger always more powerful than her. The strength of the ogre as an evil character leads Lucie to become an even worse and far more malevolent entity: The Medusa. The Ogre can inflict physical pain, however the Medusa eventually petrifies its victims killing just by looking at them. Lucie is beaten by grief and shame (son regard, il a couvà © au feu de la honte et de la peur longtemps) p 117, but she slowly becomes consumed by hatred pour fourbir en secret son regard de haine et de vengeance p145.The myth of The Medusa is used to describe Lucie who is a helpless child. She has suffered so much that she has transformed herself into a Gorgon, an ugly creature which turns to stone those who dare look at her. When Ferdinand falls over in a drunken state and knocks himself out, Lucie uses this opportunity and for once goes to him instead of him always coming to her. Once she finally reaches him, Lucie only stares at him. Cest un regard qui siffle, et grince, et saigne, et qui verse sur lui les larmes des enfants quil a jetà ©es en terre. .. Un regard de Mà ©duse. p 145. Lucie lives in a world full of magic and like every child she has the feeling that she can make her dreams come true. Her dream is linked to her hatred of Ferdinand, the Ogre. She does not need to cause the Ogre any physical harm as she is the Medusa, her stare will do the deed. Lucie knows what her brother is capable of; he is a rapist and a killer. She is judge and jury. We see the influence of her religious education. The God of the old Testament is a God of revenge and she is his disciple, an avenging angel. Et soudain illuminà ©e par sa haine pour le frà ¨re, Lucie se prà ©pare pour accomplir son oeuvre de vengeance son oeuvre de justice p110 . While she stares at her brother lying on the ground in the garden, Lucie wants him to remember his evil actions. She pins the pictures of the two girls he has raped and killed where he can see them Elle pique une à ©pingle en haut de chaque photo puis avec prà ©caution se penche vers les tomates et y plante les photos p115 and just stares at him Le regard seul est en jeu- un regard fou à ©changà © en miroirla violence de ce regard immense et fixe. 116 Many years later, Lucie receives a post card from her friend Lou Fà © Elle se penche vers limage Et son enfance aussi se penche. p280 . She can look back at her childhood and from then on starts her resurrection, an influence of the New Testament. Une seconde enfance vient de naitre en Lucie p 280. She can cry once again une enfance aux yeux non plus brulà ©s de larmes contenues, mais embuà © de douceur comme au sortir dun songe The child is no longer locked and Lucie can start living. Had it not been for the supernatural and mythical elements in the novel, Sylvie Germains LEnfant Mà ©duse would have been a simple novel about the sufferings of a young girl. However Sylvie Germain has turned the basic story line of LEnfant Mà ©duse into a very profound and meaningful literary work involving age old myths and fairy tales like Euridyce, the Medusa, and the Ogre as well as the Bible.

Roll Of Thunder Hear My Cry :: essays research papers

Roll of Thunder, Hear My Cry  Ã‚  Ã‚  Ã‚  Ã‚   There is a wide variety of books to choose from to enjoy reading and read for a specific reason. One book that I feel would be a good choice is Roll of Thunder, Hear my Cry. This book is mainly about the racism and prejudice that went on in 1933 and around that time. It focuses on a family and the hardships they faced everyday of their lives. I believe after finishing this book that I was taught lessons. This book may also lead you to having emotional feelings. After reading the details that are so horrible and seem unimaginable I become so amazed and have pity on the white people back then. Most of all, I would recommend a friend to read this book because the book is so strong in the areas of theme, and character development. First of all, a reason I think a friend would be pleased with this book is the theme. To me it seems as if it is rare to find a book that would admit many disturbing facts about how whites treated blacks around 1933. Most people would try to hide or want to deny such harmful things that actually took place. On the other hand, throughout this book the author presents truthful facts and I believe this would cause the readers to appreciate the theme. For example, the author tells of a time when a black family’s house was burned down just because the father of the house believed that a store owner was cheating him with his money. Another example of racism shown in the story is the white children being able to attend better schools and take buses to school, while black children walk. The readers may become very interested in what this entire book is about and what it was like back then. People may have always wondered how bad the prejudice and racism was. The theme was one of my two favorite reasons I enjoyed this book so much and I think a friend would think the same. Another reason why I believe a friend would appreciate this book is because the character development is very appropriate. In this story, there are characters with all different personalities and ages. It shows how every character pulls through all their hard times. There are characters who are very loyal, and there are characters who are very dishonest.

Hinduism and Buddhism Essay -- Religion religious Compare Contrast Ess

Hinduism and Buddhism The concept of God It is first of all necessary to establish what is meant by the term "God". This term is used to designate a Supreme Being endowed with the qualities of omnipotence and omniscience, which is the creator of the universe with all its contents, and the chief lawgiver for humans. God is generally considered as being concerned with the welfare of his human creatures, and the ultimate salvation of those who follow his dictates. God is therefore a person of some kind, and the question whether such an entity exists or not is fundamental to all theistic systems. In contrast to this notion of a personal God some modern theologians have interpreted the term "God" as representing some kind of abstract principle of good. This view was first developed in the ancient Indian Upanishads where God is equated with an abstract principle, the Brahman. The ancient Indian philosophers could entertain such a view because they also had a theory of karma, which really does away with the need for a personal God. Buddhists too have a theory of karma, which is different from that of the Hindus, and which even more unequivocally dispenses with the need for a deity. The use of the term "God' to denote an abstract reality by monotheistic theologians who have no theory of karma is difficult to justify, consequently this is merely a device to explain away the contradictions that arise from the notion of a personal God. In fact the actual practice of theistic religion proceeds as if God is a real person of some kind or other. Buddhism Buddhist gods Buddhism has 33 Gods the most potent one of them all is Indra. It is Buddhist beliefs that the gods and spirits are with us persistently. The mountain Meru can be compared with mount Olympus of the Greek gods. Buddhists believe that on top of this sacred mountain are the 33 gods with Indra as their principal. Buddhism primary principal is moral strength and exercises. It is concluded in three regions. The first is the principles of lust, which belongs to the realm of animals, humans and various divine essences. The realm of the gods consists of six levels, which are the liberation of material desires. The subsequent region compromises entities that are born in the dominion of the Braham gods liberated from lust and wishes, they constitute a term of embodiment. They divide in four stages wh... ...e if one means by originality an idea or an utterance not found previously in any creed or philosophy, or never before inculcated by any moral and spiritual leader, then surely you cannot find it anywhere. Neither Abraham nor Moses nor Jesus nor Buddha nor Muhammed said anything that could not be found either in the religious tradition in which they were born or in creeds and philosophies in other times and places. Many of the great moral teachers often make a direct reference to others, and even if they do not, one can relate their ideas to something that has gone before. To Pernilla Thank you for being patient and I apologize for not turning it in the day I was to. Enjoy your trip. Sources: Internet www.hinduweb.com www.islam-guide.com www.buddhanet.com CD-ROM Encyclopedia Websters concise interactive Encyclopedia Printed in 1996 by Merriam-Webster Microsoft Encarta Uppslagsverk 2001 Printed in 2001 by Microsoft Corporation Books Religions for Today Authour: Roger Whiting Stanley Thornes Publisher Ltd Printed in 1991 The New Webster’s International Encyclopedia Revised Edition 1998 Edition and published by Trident Press International

poe :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In Edgar Allan Poe’s works, there are many similarities between them and his life. There are plenty similarities to find when only focusing on two of his stories, The Tell Tale Heart and The Cask of Amontillado. When paying close attention, it is easy to notice the similarities and differences between Poe‘s life and his stories..   Ã‚  Ã‚  Ã‚  Ã‚  The first topic to be discussed will be the similarities between the two tales. In both of the stories the murderers knew the men that they killed. Also, in both stories the murderers hid the body of the victim. An important factor in a tale about murder, is that the killer has a motive to commit the crime. There are plenty of similarities between Poe’s stories, just as well, there are many differences between the tales also.   Ã‚  Ã‚  Ã‚  Ã‚  Along with comparisons, there are also many contrast between The Tell Tale Heart and The Cask of Amontillado. In The Tell Tale Heart the man killed out of insanity over the old man’s eye, but in The Cask of Amontillado, the narrator killed out of jealousy, â€Å"The thousand injuries of Fortunato I had borne as best I could; but when he ventured upon insult, I vowed revenge.† In The Tell Tale Heart the narrator panicked and cut the body up in order to hide it, while the narrator in The Cask of Amontillado remains calm during and after the crime was committed. Another difference between them is that the narrator in â€Å"The Tell Tale Heart† confessed to the crime out of guilt and insanity, â€Å"Villains!’ I shrieked, ’dissemble no more! I admit the deed!--tear up the planks!--here, here!--it is the beating of his hideous heart!† In The Cask of Amontillado the narrator is never caught. After looking at the differenceâ€⠄¢s between Poe’s work it is very entertaining to compare the stories to his life.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Many of Poe’s stories and poems can be tied to events that have happened in his life. A lot of the hard times that he had had gone through in his life he used as motivation to write his poems and stories. For example the story â€Å"The Masque of the Red Death† is thought of to be related to the consumption (aka tuberculosis), which took the life of many of the women he loved. In â€Å"The Tell Tale Heart† the dying old man good be seen as Poe’s adoptive father on his death bed, and how the old mans eye made the murderer uncomfortable could be an analogy for how Poe’s father made him feel uncomfortable because he knew that his father did not love him.

Exploring weather the quote “evacuation was a great success” by using my own knowledge and the sources in the booklet

Source A suggests that the evacuation wasn't really a success for a number of reasons. â€Å"Arrangements did not always go smoothly† This goes to show that the organisation of the evacuation was something that needed work on. It also talks about people not coping with their new surroundings and that people just didn't really fit in as it says â€Å"There were reports of people fouling in gardens, hair crawling with lice and bed wetting.† Some may say that they did all these as a sign that they had no respect for there surroundings but I see it differently, the fact that people are bedwetting could just be a sign of anxiety and nervousness. Although this is only a secondary source from a textbook for children it is still backed up by the fact that all of these things actually happened at the time. There were some cases of towns expecting a school of children to come but then they would end up with forty pregnant women on their doorsteps. Source B is obviously for evacuation and is agreeing with the quote â€Å"evacuation was a great success † I am led to believe this because looking at the picture it seems like it was taken for a newspaper or something else of that calibre. If something is taken for the British press during a war it has to be positive or people won't be confident about the war and may start panicking and this is the last thing the country wanted. The picture (taken September 1939, primary source) shows a school of children and there teachers walking down a road on there way to a London station, on the picture they are all laughing and smiling at the prospect of being taken away from home. I don't think these are the real emotions that they are feeling but are only doing this because the camera is looking so are smiling for it and waving. Source C I would say is neutral and is neither for nor against evacuation but is just giving some information of what really happened. But it does explain the confusion and fear of the children so I could be tempted to say it's against the idea more than for it. It is an interview 49 years after the war with a teacher who was evacuated with they're class to somewhere in the country. â€Å"We hadn't the slightest idea were we where going†¦Ã¢â‚¬  this is obviously telling us that the problem with organisation really was an issue to be thought about. â€Å"All you could hear was the feet of the children and a kind of murmur because the children were too afraid to talk.† When saying this it shows that the fear shown by the children was recognisable without even having to ask them. This is a primary source because it was from a person who was there when it happened but she was very old when giving the source so not all of it could be true. She then goes on to say â€Å"The mothers pressed against the iron gates calling â€Å"good bye darling†Ã¢â‚¬  When it says this I don't think she is completely telling the truth, I think that she remembers the mothers being upset and calling there last emotional goodbyes to there children but the words she has quoted can't possibly be true, they were from the south of London and people at the time didn't speak like that down there. Source D shows some evacuee boys having a bath with looks of glee on there faces, I think this is saying that evacuation was a success as it shows the boys safe and happy. The photo was taken during the war to be issued by the government, most probably to be used for a newspaper or something like that. In the picture it is the ratio of four boys to every bath, this maybe a sign that it was very over crowded when the children were being evacuated but it still looks like the boys are enjoying themselves. Although they are all smiling the fact of the matter is that they know that the picture is being taken thus not showing there true emotions as children especially like to smile for the cameras so they look good in the newspapers. If the camera wasn't there bath time could have been a different story all together, they all could have had grim faces on, but we will never really know. As previously stated the photo was taken during the war so is a primary source that makes just a bit more reliable. Sources E and F are both defiantly against the idea that â€Å"evacuation was a great success† as they are both complaining about either the people they had sent to them or the places they were sent to. Source E is from a mother of a host family taken 49 years after the war so vital details from her memory may have been lost or she may add things for no apparent reason. The main topic of discussion in the source is the toilet habits of her new guests, â€Å"The children went round the house urinating on the walls† and then goes on to say † Although we told the children and there mother off about this filthy habit they took no notice and our house stank to high heaven.† This does not sound like a woman who is very pleased with her evacuees. A lot of this was going on as there were many complaints all over the country abut the disgusting hygiene an habits the people had such as bed wetting, â€Å"fouling† in the garden, and the fact that some of them had never brushed there teeth up until when they were living in the hosts establishment. The fact that the house did have two toilets though means they could have been doing all this because they wanted to go home so thought if they make a nuisance of themselves then the government would send them packing. Source F is from an actual evacuee expressing there anger for the prejudice abut evacuees that has been spread that it was always poor people going to rich houses and some times it was the complete opposite. â€Å"It is just as upsetting for a clean and well educated child to find itself in a grubby semi slum as the other way round.† And also says at the beginning, â€Å"How I wish the common view of evacuees could be changed.† Both of these comments show that he is not happy being stereotyped as poor unhygienic boys for no reason that he can prevent. A lot of prejudice was going around at the time so the primary source is backed up by facts as well. Source G is also about how people were prejudice towards the evacuees just because the majority of them were poor. Some people thought it was great that they were coming to stay at there place though, because they were so poor and in some cases naà ¯Ã‚ ¿Ã‚ ½ve they were made to work in the hosts shop for free. Source G is a shot paragraph from a story wrote for children in 1973 about evacuees and what life was like for them. It shows some more prejudice behaviour from hosts at the time towards there new arrivals in there homes as she thinks that the reason that they have no slippers is because they are to poor to afford it but the real reason is they had no room in there suit cases to pack them. Although in the story the children found it funny I think it was wrong that people should be treated in a certain way before even getting to know them. Source H is a poster with a picture of two children hugging each other, In the background it has been split into two. One area is a nice quiet village in the country side and the other is the dirty city with planes flying over it, the designer for the poster has done this so u get a picture of how dramatically you can change the children's way of life just by becoming a foster. The poster sets out to make people think that they can be heros just by fostering a few children whilst the war is on with quotes like â€Å"You may be saving a child's life† This would make a foster person think that they are helping the war cause and doing there bit for the country. It is a primary source from the time and was issued by the government to encourage people to foster children and I think it would have been very successful the because of way in which they went about making the poster. Source I is part of a mass observation survey that one man decided to take part in a sat how he felt about evacuation. It was taken May 1940 so is a primary source and is very reliable. The man and the interviewer discuss the topic of what the man is going to do with his son â€Å"I'm not letting him go. They can't be looked after where they're sending him† This shows some of the country wasn't as willing as others and didn't trust the people who were going to look after there children. He also talks of how there wasn't enough food to feed the people before the war so this may have been one of the biggest concerns for parents sending there children away, that they wouldn't be looked after properly. I would say without a doubt that this source is completely against the idea of evacuation and is therefore contradicting the quote â€Å"evacuation was a great success† My over all opinion is that you could not call the evacuation a success at all as there was to many complications involved such as difference in up bringing, costs quite a lot for the hosts, people didn't trust the system, some people were rebellious against the hosts and finally it made a new kind of prejudice and there is enough of that around already. I must admit a lot of lives were saved and in some cases people enjoyed having evacuees in there houses and said it was so much fun it took there mind of the war. If evacuation didn't take place a lot of people in built up areas like London would have been killed for sure so it id have its good points that saved the British population but overall I would disagree and say no, evacuation was not a great success, it was I good idea but not a success.