The Problem Of Human Trafficking - 2103 Words

Human Trafficking Introduction The problem of human trafficking affects many countries around the world. In practice, it is a transnational organized crime in which participants have networks in different countries where they source and sell their victims. Human trafficking has adverse effects on the victims as well as the entire society. Accordingly, many countries have implemented different policies in an effort to combat this social concern. Despite these policies and intervention measures, human trafficking is an industry that continues to grow steadily across the world (Bales Soodalter, 2010). Many persons prone to human trafficking include women and children as well as prostitutes and poor persons. From different philosophical perspectives, human trafficking is an illegal and antisocial activity that promotes injustice and violation of individual rights. Aristotle defines slavery as the use of a human being as the tool to another person. Human trafficking enables perpetrators to use their victims as tool for gaining profits and power (Soccio, 2015). Similarly, it is in this sense that human traffickers violate Kantian imperative in which one should not subjugate another person to the status of a mere means to an end (Goodman, 2012). A research on human trafficking is important to philosophical studies because it highlights some of the major reasons why society engages in this crime. In addition, the research is significant because it creates a platform on which toShow MoreRelatedThe Problem Of Human Trafficking1498 Words   |  6 Pagesthese problems. Taking a closer look at an ongoing issue highly prevalent in our world today, it is easy to see that other issues feed off it, and can contribute to the issue at hand. The issue I want to focus on is human trafficking. This type of criminalization is often one that is overlooked, most people believing that it is some sort of â€Å"myth,† or that this type of action happens to very few, and is only part of developing countries. However, the truth of the matter is that human trafficking occursRead MoreThe Problem Of Human Trafficking1328 Words   |  6 Pagestaken from their homes and put into human trafficking. Every individual is supposed to be given the o pportunity to a long and happy life but, with human trafficking standing in the way, millions of people are subjected to illnesses, diseases, and unhappiness. Human trafficking has taken over the lives of many, especially in Bangladesh. A country that is subjected to filth, poverty, and sex trafficking. Bangladesh is one of the top countries for human trafficking. The people of Bangladesh are in needRead MoreThe Problem Of Human Trafficking1283 Words   |  6 PagesWhen it comes to the topic human trafficking, mostly everyone knows that it has a lot of history to its name. According to ben skinner, â€Å" there are more slaves in the world today then ever before†(E. Benjamin pg. xi). There have been many incidents and cases with human trafficking such as, sex trade, smuggling, violence, etc. Today, one can show how real is Human Trafficking. This paper details the big enigma exist todays date, that Human Trafficking is real. Trafficking can happen in almost everyRead MoreTh e Problem Of Human Trafficking1439 Words   |  6 Pages Though it may be receiving more attention in recent years, it could be argued that the complete magnitude of human trafficking is still not fully comprehended. Professor of Epidemiology, Rezaeian Mohsen, has stated that, â€Å"The ultimate intention of human trafficking is to give illegitimate power to a human being in order to force another human being to be a subject of modern slavery i.e. prostitution, sexual exploitation, forced labor, slavery, etc.† (Mohsen, 2016, p.36). This type of illegitimateRead MoreThe Problem Of Human Trafficking1080 Words   |  5 Pagesinevitable. The thought of writing my essay was frightening enough but deciding on a topic and searching for sources was a completely different story. After a few sleepless nights, I finally decided on my topic, human trafficking. I chose this topic because I believe human trafficking is a problem not only in America but worldwide and needs to be taken seriously. My strong dislike for research papers is not someth ing to hide but I am hoping for the best for this essay and the class. As I began researchingRead MoreThe Problem Of Human Trafficking883 Words   |  4 Pagesinterest in ending human trafficking, a complex and multi-faceted phenomenon, has been slow and selective. The inner reason for the poor success is the prevailing conception of the problem. 2. This paper argues that the limited success in fighting human trafficking is to a large extent the result of framing the existing debate of human trafficking as predominantly a matter of prevention and protection rather than addressing the global market conditions within which human trafficking thrives . UnlikeRead MoreThe Problem Of Human Trafficking Essay1623 Words   |  7 PagesIntroduction- A million of women children are trafficking worldwide every year it is problem of developed and developing and under developing country, issue found that across the nation are can say that trafficking is flowing to underdeveloped country to developing country or developing country to develop country. It has been made big market of human trafficking. Human trafficking is the third big benefitted industry in the world. At least million of children using in the prostitution for-profitRead MoreThe Problem Of Human Trafficking1387 Words   |  6 Pagesyears’ human trafficking has recogn ized as major illegal and problematic activity within the criminal justice system throughout the United States and a majority of the world. Although much attention has been paid to the worldwide aspect of human trafficking it is important to realize its domestic prevalence. According to ------------------ and estimated 200,0000 to 300,000 immigrants are trafficked illegally within the United States from impoverished countries. The topic of human trafficking has provedRead MoreThe Problem Of Human Trafficking1168 Words   |  5 Pagesa form of what we know today as human trafficking. The trafficking in persons is a form of modern day slavery, and exploits it’s victims into a slavery type setting such as manual labor or for commercial sex purposes. Many adults and elderly make up a great number of the humans that are trafficked each year, but the general population is children since they are usually helpless and are easier to manipulate since they are still in the ages of lear ning. Trafficking people is a very serious crime andRead MoreHuman Trafficking. Human Trafficking Has Been A Problem1487 Words   |  6 PagesHuman Trafficking Human trafficking has been a problem for too long. It affects many people at a time. There are many stories about different people who had been taken. The traffickers have different strategies in order to pull in different people. Human trafficking is not only in America, but in every part of the world. Around 4.5 million victims get stuck in sex trafficking. There are many ways to help stop human trafficking that are not hard to do and do not cost any money. If everybody could

The Economic Globalization Of The United States - 1102 Words

The economic globalization of any given county is the increase of economic integration of the nation in the world’s economy and is the result of cross-border movement of goods, services, technologies and capital. Economic globalization has been seen to help developing countries arrive at a more stable and stronger economic because of its positive effects on crucial issues such as GDP, and their trade as well as their special interactions with different countries, such as the joining of the European Union. France was no exception to this. France in the post-war era after World War II saw significant change with their economy, becoming a more open country in the world markets and a stronger, financially stable country. Before this period,†¦show more content†¦Gross National Growth (GNP) is the measure of how an economy is performing and what a country has produced. While Gross domestic product (GDP) is the size of a states’ total annual economic activity. France’s GNP fluctuated in the early 20th century because of the events posed upon the country. In the table below we are able to get a sense of how the economy of France does in the 20ths century and it is clear that their post-World War II interval is the most successful. It is that specific time frame in which France’s economy starts to flourish. This could essentially be because after the world wars mostly everything needed to be reconstructed. Many factors help contribute to a nation’s GDP and GNP rates. Agriculture, construction, manufacturing, services, transport and utilities are all included when calculating GDP. GNP is greatly affected by the population that is within a country. Higher GDP’s te nd to be associated with EU members such as France in comparison to the rest of the world. There have been sudden drops in the French GDP growth rates but that doesn’t essentially effect the welfare of the people. Many argue that GDP rates do show how a country is doing economically but they do not accurately show the welfare of the citizens. William Ray from Psychology Today states that GDP draws â€Å"attention away from the real measurement of a country’s and people’s progress—our overall well-being.† This

Chalice Chapter 4 Free Essays

string(157) " and the Housemen stepped back – a little too quickly, a little too far – and the Master raised his right hand, and the cloak fell back from it\." â€Å"I was prepared for this or something like this; I thought I was prepared. But I believed that we would reconnect in the land – I would not have come otherwise – and that has not happened. I have begun to fear that perhaps I do hear the land any more either. We will write a custom essay sample on Chalice Chapter 4 or any similar topic only for you Order Now † â€Å"Do you?† she said. She did not think that this speaking out of turn was much worse than her last, although to ask a Master if he could feel his own land was beyond any conceivable breach of etiquette, of law; if she had thought of it, she would have expected lightning – the Fire of the sky – to strike her dead before she finished saying you. But she did not think of it. She thought of her land – their land – which so badly needed its Master, and what she heard in Willowlands’ Master’s voice was despair. She knew despair, and she would draw him away from it if she could, both for the land’s sake and for his own – and for hers. And perhaps if a Chalice could not speak openly to her Master, no one could. â€Å"Do you hear your land speak?† He was silent; silent long enough that she might have thought of what she had said, of the perfidy and faithlessness of the query she had dared put to her Master. But she did not think of it. She thought only of what he might answer her; and prayed for him to say that he was still Master. â€Å"I believed I did,† he said at last. â€Å"I felt – something – the moment the carriage bringing me here crossed the boundary from Talltrees. I have thought that part of my exhaustion was not merely that a priest of Fire can no longer live as human, but that the land – my land – drew me back toward it so quickly that I was torn in two, between it and my training in Fire; that it needed my strength, and drew it remorselessly from me, when I had little to give. I lay awake all the first night here, listening, when I was so weary I could not stand, and when what I heard seemed half dream†¦.† His voice trailed away and she said quickly: â€Å"No, it is often like that for me too, still; I have thought it is because I am so new to it and because I was not called to it and bred up in it the proper way, but snatched, almost stolen, out of my old life and thumped down in this one. I think perhaps it is like dreaming, but like dreaming as a breeze is like a storm wind. If all you know is breezes then your first storm wind is – † And then finally, belatedly, it occurred to her to whom she was speaking and what she was saying, and she stopped and caught her breath – half in terror, half in shame – but even as she did she thought, He speaks to me clearly enough. Tentatively, because this was neither the time nor the place, she felt for her own landsense, and it was right there, close, solid, steady – closer and steadier than she would have expected it to be, if it were not also responding to the presence of the Master. He said: â€Å"This morning, now, your words to me, have been the first human words I feel I have truly heard since I arrived five months ago. I thank you. You give me hope.† And then the Grand Seneschal appeared in the doorway, and glared at them both as if he couldn’t help himself, before coming to make his obeisance to the Master with a smooth, respectful face. His apprentice, Bringad, followed him, looking worried; Bringad always looked worried. Then several more people arrived, Circle members and attendants and a few more apprentices; then the factors for farmers and woodskeepers, for whom this meeting had been called; and more bows and greetings were given. The woodskeepers’ factor, Gota, to whom she had once reported, had never once looked her in the face since she became Chalice. She acknowledged his respectful greeting with a hand gesture that his downturned eyes should be able to see, and sighed. Soon everyone who was to attend this meeting was present, all standing behind their chairs, waiting for the Master to sit first. The Chalice took up her goblet and hesitated; she had thus far always chosen to stand by the main doorway during all House meetings, in whichever room they were in. This was the least controversial place for the Chalice to stand. She hadn’t yet had time to learn the rules about standing by a window, which were complex, to do with the cardinal directions, the seasonal angle of the sun, the position of the House, and the earthlines that ran through the demesne. The maths oppressed her, though she often thought wistfully of being able to stand in sunlight. It was also perfectly proper for the Chalice to stand by the Master’s right hand. But when she looked at him, with the thought barely half formed, she saw him with a little shock, for it was as if the conversation they had just had had not happened – and yet the absence of pain in her right hand told her that it had. But the great cloaked figure standing by the fire held power and authority as it held darkness; their conversation could not possibly have been what she seemed to half remember it had been about. He might be strange, alien, no longer human; but he could not be doubted. This was the Master. She turned toward the doorway. His voice stopped her. â€Å"Stand by me,† he said, and took two long, loping, silent steps to the tall chair at the head of the table. Two Housemen stood by it, waiting to slide it forward as the Master sat down. He sat, and the Housemen stepped back – a little too quickly, a little too far – and the Master raised his right hand, and the cloak fell back from it. You read "Chalice Chapter 4" in category "Essay examples" She saw, in the low morning light, that a few fine hairs grew on the back of it, just as on a human hand. She shifted her grip on her goblet, proudly turning the back of her own unblemished right hand toward the company, and took up her place at the Master’s side. She heard the plans being made to visit the Well of the Red Fishes that afternoon, but she did not pay attention. The Chalice would not have to attend; the Well needed neither binding nor calming. She could go home and sweep the floor and chop the wood and talk to the bees – and read more hand-sewn books and crumbling piecemeal manuscripts about Chalicehood. There was another meeting tomorrow she would have to stand Chalice to; and another one the day after that. And soon the Overlord’s agent would be coming again, to see how the new Master was settling in to his responsibilities. This is what Overlords’ agents did, they visited their Overlord’s demesnes and discussed any problems a Master might be having, in his own lands or with a neighbouring Master; and in a difficult Mastership – as for example when a Master died while his eldest son was still a child – a responsible Overlord would send an agent to that demesne more often. But in this case she mistrusted the Overlord’s motives. She wondered again what Prelate said to the agent; and were not Prelate and Keepfast increasingly friendly? And on the last occasion of the agent’s presence in Willowlands had she not felt Keepfast had spoken too long and too animatedly to the agent also? She would bring the cup of unity to the meeting with Deager, and she would sprinkle a little of its contents around the table before anyone arrived. Once the Grand Seneschal had realised that he was stuck with her – once all the Circle had become resigned to her as the new Chalice, that there was no escape through deciding that the omens had been read wrong or the rods had fallen incorrectly – they had tried to persuade her to move out of her small cottage and into the House. Chalices lived in their Houses. But she did not want to move, not least because the Grand Seneschal and several of the others of the Circle, including Keepfast, did live at the House; and there was no rule that the Chalice must live at the House. She was still afraid that such a rule would turn up somewhere, even though she doubted any of the Circle were still actively searching for it. One of the things she’d learnt on her own ragged, bemused, zigzag way was that the best sources of useful information were often in strange places, and she wondered if any of the Circle were imaginative enough to guess this, after they’d run their fingers down various indexes and inventories and failed to find â€Å"Chalice, living quarters, requirements of† anywhere. She wanted to feel that none of the Circle were imaginative enough, but she didn’t dare; hope was dangerous, and might make her reckless or more vulnerable – about where she lived or anything else. She wondered what she would do if she herself found a rule about the conduct of a Chalice that she did not want to – could not bring herself to – conform to. She was sure the Grand Seneschal and the rest of the Circle didn’t really want her at the House either; the attempt had been to make her look more like what they believed a Chalice should look like – and perh aps living at the House would indeed seep into her awkward woodskeeper’s ways till she looked like someone who belonged there, if perhaps not someone as illustrious and irreproachable as a Chalice should be. But the attempt had failed, and living at a distance had never made her late or careless of her duties (although it often helped make her short of sleep). She thought too that the time it took her to walk to the House and back again was a kind of mind-clearing, mind-composing exercise†¦perhaps even a protection. She thought of the weight of the mere air of the House – and of trying to live somewhere not only constantly surrounded by people, but constantly surrounded by people who would not meet her eye. She also thought that the Circle could not have guessed how much easier they would have found it to intimidate her if she lived at the House or they would not have given up so soon. Sometimes she regretted her odd sources of information nonetheless: one of them had been where she had discovered the story about the Master having been put to death for harming his Chalice. She had read it shortly after the Grand Seneschal had received the letter saying that the priests of Fire were allowing their new third-level acolyte to return home to be Master, while Willowlands waited for his arrival – while she was urgently reading all the crabbed and fusty old records she could lay her hands on, for anything she could learn about Chalices and their circumstances. She had read this tale with a shock, but it had not occurred to her then that it would bear any relevance to her or to her Master. Would I really rather not know the law existed? she thought. Wouldn’t I just have invented something like it – and worried about where I’d finally find proof? In some ways it was not so preposterous or absurd that she had been chosen; and if she had been chosen as apprentice at ten or eleven, she would have been ready when the Chalice came to her. (She wondered if the Chalice had ever failed to go to the accepted apprentice. That involuntary Chalice would be even less to be envied than herself.) A well-established, well-rooted Chalice was Chalice, and all else about her was forgotten, was inconsequential. It was true that the last three Chalices at Willowlands had been Housefolk; but her family was one of the oldest on the demesne and almost everyone in it had some landsense, and had had for generations, as did all the members of all the old families, those both in and out of the House. She felt the blow when the old Master and the old Chalice had died, but that was hardly surprising. Almost everyone had felt so extreme a calamity to the land, even those families who had moved to Willowlands in their own generation. And her landsense hadnà ¢â‚¬â„¢t told her what had happened, only that some great and terrible cataclysm had occurred. When Selim had come to tell her the news she had not only been shocked and appalled but astonished. Although Selim had been living with the news for a day and a half, telling it over still shook her so badly that she had to sit down. â€Å"Branda brought the news to me,† she said, â€Å"and I told Marn yesterday. She said she would tell Kard†¦.† Her voice trailed away. She watched Mirasol moving as if blind around her own kitchen, as if trying to remember what you did when you had a visitor, and said, â€Å"If you’re going to offer me something to drink, Mirasol, tisane would be nice, but your mead would be better.† Mirasol shook her head to clear it – it didn’t clear – and then tried to smile and didn’t do that much better. She’d brought Selim indoors and put her in a chair before her news had really sunk in, and, now that it had†¦she found herself standing, staring at her hands, which had frozen on the cupboard door handles, the cupboard where the mead lived. She opened the door and reached in – hesitated – and instead of mead, took down the honey brandy. She stared at the bottle. She had put down the mead that had become this brandy nine years ago: Her parents were still alive and so was the old Master, and the folk of the demesne were worrying what kind of Master his elder son would become. Her hands were shaking. The Master and Chalice both dead! No wonder the groaning of the land had been keeping her awake at night – giving her nightmares that followed her around during the day and hid in the shadows. She managed to pour two fingers of brandy for Selim and herself by holding the wrist of her right hand with her left, and then said abruptly, â€Å"Let’s go back outdoors again. The sunlight still falls unchanged.† And there are fewer shadows for nightmares to hide in, she thought, but did not say this aloud. They sat on the worn stone chairs some forebear of Mirasol’s had built several hundred years ago, when the family had first moved to Willowlands and been granted this woodright. The chairs had been among Mirasol’s favourite things all her life, and she felt she needed their solidity now. She dropped a cushion on one of them for Selim but settled on another one herself without; she didn’t mind the hardness of the stone and liked the way the seat seemed to have been worn to a shallow human-buttock-shaped cup. She liked to think this was from all the years of sitting but it was more likely her ancestor had had the luck or foresight to choose saucer-shaped stones. She thought of hundreds of years of rain and sun falling on these chairs†¦. In all those years they would have seen the deaths of many Masters and Chalices†¦but never both at the same time. And never in such a terrible way. Selim was watching her ironically over the brim of her glass. â€Å"You nestle into that seat like a cat on a blanket – your dad and his mother did the same. I’ve always thought the family name that ought to go with this woodright is Hardbutt.† Mirasol laughed. She knew she was supposed to – the Hardbutt joke was very, very old – but she was grateful to Selim for dusting it off and bringing it out on this occasion, when there was so little to laugh about. Laughter went on and on, like sunlight and stone, even if the human beings who laughed did not. Selim sipped a little of her brandy and gave a great sigh and stretched out her long legs. â€Å"Thank the gods for honey,† she said. â€Å"Your honey in particular. Just so long as your bees don’t decide to object.† There were bees in the foxgloves near the chairs, and Selim glanced at them uneasily. Most of Mirasol’s visitors glanced at her bees uneasily; they were unusually large, and they had the disconcerting habit of coming, as if to say hello, to Mirasol and – even more disconcertingly – going on to investigate any company Mirasol might have. But Mirasol’s honey was the best in the demesne; several people had told her that they thought it was even better than her mother’s. The bees like you, they said, and bore with the bees’ discomfiting behaviour. As if they had heard, two or three bees broke off from exploring the foxgloves to fly toward Mirasol. They settled first in her hair and then walked down to her shoulders. Two or three more bees joined them, strolling down her arms and then creeping over the rim of her tumbler to taste the brandy. As well as being unusually large, only their bellies were striped yellow; their backs were a black as velvet-glossy as a fine horse’s. One bee flew on toward Selim. Selim made a noise. â€Å"Don’t worry,† Mirasol said mildly. â€Å"They’re not going to say ‘what are you doing with my honey?’ and be angry. The most amazing honey they’ve ever made was after I put some mead out for them one winter when I’d got some other stuff wrong and didn’t have anything else to give them. Put your hand over your glass if you don’t want bees walking in it.† Selim nervously put her hand over the rim. The bee flew round Selim twice without landing, and went back to the foxgloves. Selim was accustomed to ordinary bees – many people had a hive or two tucked away in a corner for their own use, including Selim’s nearest neighbours – but no matter how often she visited Mirasol she never quite adjusted to Mirasol’s bees. â€Å"You have been stung, haven’t you? Even you,† she said. â€Å"Of course,† said Mirasol. â€Å"Every beekeeper is stung. Hasn’t your cat ever scratched you?† â€Å"That’s different,† said Selim, but she sat back in her chair. Mirasol found the hum of her bees soothing – bees and honey were two more things that went on and on – but neither sunlight, stone nor bees could distract her long. Distantly she still felt the land lamenting its loss – an almost tangible drumming under her feet. The earthline that ran through her meadow had the restless, unhappy, unseeing manner of a horse pent and pacing in its stall when it is used to being able to run loose outdoors. â€Å"What – what will happen now?† Selim knew she was asking about the news Selim had brought. She shrugged. â€Å"I don’t know. Branda said he’d see Gota today.† Gota spoke to the House for all the woodskeepers, because his woodright contained Willowlands’ ancient willow coppices and was thus the most important of all the demesne’s woodrights. â€Å"So if there’s anything to know Gota will tell us.† â€Å"The Master’s brother†¦Ã¢â‚¬  Mirasol began, and didn’t know how to continue. After a pause Selim said, â€Å"Yes. We’re all thinking about him. But nobody comes back from the Elemental priests. He’s been there seven years; that’s too long.† She didn’t have to add, Down-brook was given an outblood Master sixty years ago, and it has still not recovered from the shock of the change. Nor did she have to add, And Willowlands was already under strain, from seven years of an increasingly bad and careless Master and a Chalice who put no check on him. And when, almost immediately after Selim’s visit, things had begun to go wrong for Mirasol, the truth never occurred to her. She guessed it was to do with the devastating loss of Master and Chalice, but assumed that equally strange and punishing things were happening to everyone in the demesne. She lived in a small cottage in that corner of Willowlands’ old forest which she tended; whose tending was her inheritance from her father. Ordinarily she saw Selim or Kard or Marn at least every few days; their woodrights bordered on hers, and the woodskeepers were a close group throughout this and every demesne. Two days after Selim’s visit Kard had stopped only long enough to tell her that despite the unlikelihood of any result, the Grand Seneschal had written to the priests of Fire about the younger brother of the dead Master. Kard had looked worried and preoccupied, and had been in a hurry, and Mirasol asked no questions. She was worried and preoccupied too, and also in a hurry, because things had already begun to go wrong. And after that some time passed when she saw no other human soul. But she was too busy – and too distressed – to go in search of someone to talk to. The loss of Master and Chalice would have thrown all the demesne’s workings into confusion, but she soon felt that she did not want – did not want to risk – telling anyone what was happening to her for fear that she would be one of those whose landrights did not survive the current wreck. She had guessed that her axe would not strike true, so she had put the heavier work aside for the present. There were always smaller tasks mounting up that she never quite kept up with the way she wanted to, although she knew that was normal enough. But the day Mirasol came home from tending the ash grove which the Lady had blessed, she found that one of the big crocks in the cellar where the end of her winter’s mead remained had foamed up and run over. This in itself was annoying and wasteful and had to mean that she had set it up badly and been trapped by her own incompetence, but it was also surprising. If this had happened five years ago she wouldn’t have thought beyond finding out what she had done wrong. But she knew – mostly – what she was about by now. That this should happen was almost frightening. And then it was indeed frightening when she realised that it had not merely run over, but had covered the cellar nearly knee-high in froth and mead – which was frankly not possible. Even if she’d tipped the crock over herself what it contained couldn’t have done more than make a large sticky puddle. She spent much of the next several days scooping the mead-lake into buckets and hauling the heavy buckets to the roots of favoured trees – and being followed by clouds of interested bees. They landed all over her – anywhere the mead might have splashed, which was everywhere, and in the buckets, on the ground, and especially the tree roots where she poured the mead, where the tiny cracks and irregularities in the bark made tiny reservoirs – but none of them stung her, even when she heedlessly and impatiently brushed them away. At least, she thought grimly, her inconvenient windfall should not go entirely to waste; she remembered the honey the bees had made from the mead she’d given them the first winter after her mother died – when she had made a mistake. Although that mistake was merely that she’d found she couldn’t bring herself to kill any of her bees, which was the system all the northern demesnes used, and so had to get them throug h the winter somehow. She’d been cold that winter herself, after wrapping up her most exposed hives in all the blankets she had. Perhaps the trees too would like their improbable drink enough to produce especially rich blossoms for the bees next year. It seemed remarkably strong mead, for all that it had no excuse for its existence. She never tasted it, but the mere smell rose to her head and made her dizzy. As a result of the mead-lake and its aromatic effect she took to sleeping outside at some little distance from her cottage. While the earth floor of the cellar had been beaten hard enough by many generations of feet to prevent the mead from turning it into a bog, the reek remained, and she found this gave her wild, terrifying dreams of fire and water, which were no improvement on the nightmares she’d had since the deaths of Master and Chalice. She asked the Radiant Pines, whose resin was used for perfume, if they could spare her some boughs, and when they said yes, distributed them across her cellar floor, but even they were not enough. She wondered how long she would be exiled; it was all very well now in summer, but by next winter, she would need to be back in the cottage, with its sturdy walls and stone hearth – and next winter’s mead in the vat in the cellar. But by the time she had done what she could to rescue her cellar, other things were going wrong. Her two goats, Nora and Spring, were suddenly producing so much milk that they baaed miserably for relief twice and even three times a day, which meant that she had to stay near the cottage to get back to them, and that meant she could not tend the full extent of her woodright. This would become another trouble for her as soon as anyone noticed; but she was already unhappy at the idea of neglecting her trees, especially now, when they needed reassurance, as did every living thing in the demesne. Nor was she equipped to handle so much milk; she had nowhere to keep it, let alone time to turn it into butter and cheese and hilliehoolie. But what hurt the worst of all was the fact that the beehives near the cottage, incredibly, were literally running over with honey. The mysterious excellence of Mirasol’s honey had probably held her woodright for her. By the time her mother had died only two years after her father, she should have married someone without a landright of his own, to help her with her bees and her woods; it was not proper she maintain both alone, even though she was capable of the extra work. And so by clinging to this impropriety she had grown used to the sense of needing not merely to serve but to placate the Housefolk and the lesser Circle members – most of whom also bought her honey – who were more concerned in the everyday lives of the common folk of the demesne. A surplus would have done her good with those who had the power to injure her – if she had had the time to collect it, strain it, bottle it and take it to the House. Yet if she tackled the honey glut, she would fall even farther behind in her woodskeeping – and the demesne’s woods were growing ever more restless with no Master holding the earthlines steady and no Chalice to bind and calm. She began to take her goats with her when she went off to tend her trees. They slowed her down when she couldn’t afford the time, but she could at least get to the boundaries of her lot that way. She’d stake them somewhere the browsing was good, and come back to milk them halfway through the day. She couldn’t bear to let the milk spill immediately lost on the ground, so she carried a bucket or a bowl with her, and left the milk for anyone or anything that might like it. She knew this was ridiculous but she did it anyway. She had more buckets and bowls than she needed, for her family had been keeping the slightly awry ones through generations of making buckets and bowls out of odd bits of wood too good for burning. But losing one a day was rather extreme, so a few days later she went thriftily to where she’d left the first, expecting a sour, stinking mess and a polluted bucket. The bucket was where she’d left it, but it was empty – it didn’t even smell of milk – it smelled as clean as it would have if she’d just scrubbed it out ready to use. She hoped the foxes or the badgers or hedgehogs or whatever had enjoyed the milk, but she’d never thought of any of the sharers of her woodland as being such tidy drinkers. It was as if whoever it was were saying thank you. But this is what happened with all the milk she left: the vessel shining clean and exactly where she’d left it when she went back to fetch it. She didn’t believe this was fox or badger or hedgehog conduct. She began to look warily at the milk she left behind when she took her goats back to the cottage; but it always acted like ordinary milk when she was there, and the milk she used at home still behaved itself as it should. She told herself she should let the magic – or whatever it was – work unmolested; but her curiosity got the better of her and at last she went back to where she’d left a big shallow basin of milk only the day before†¦and found the surface of the milk invisible under a carpet of her bees. â€Å"Bees don’t drink milk,† she said to them. When they lifted and flew away the basin was empty and clean. When human beings first discovered honey, they had hunted the wild bees and followed them back to their nests. Some enterprising honey-lover must have noticed that bees often nested in hollow trees, and so, perhaps, rolled or dragged or hacked out a suitable log nearer home, left it at a convenient spot, and hoped a passing swarm might settle in it. Eventually someone began experimenting with making hives out of straw, mud, clay, pottery, and with sowing the seeds of plants bees were seen to like; and eventually with breeding more docile bees. But the basic facts of beekeeping hadn’t changed that much: bees still made wax honeycomb to store their honey in; and a beekeeper had to both break into a hive and cut into the honeycomb to retrieve the honey. Mirasol went home then and there, that day (the goats dragging sulkily behind her), and lifted one end each of all her movable hives, propped it and at the lower end sawed, pried or hammered in a hole – knowing as she did so that this was exactly the sort of drastic human behaviour that would upset the bees. Except that it didn’t. They flew placidly around her and the note of their humming never changed. She put a grass mat for a sieve under each new opening and a bowl under that, and left them. It was a nonsensical thing to do, but much of what was happening to her – and to her animals – was nonsensical. And the daunting thing was – it worked. The honey streamed out in such quantities she almost ran out of bowls for milk. When the three hives in two old trees beside her little meadow began to drip honey down the boles, she merely tucked buckets among the tree roots. The buckets filled up too. This was almost as distressing a problem as too much milk – no, more distressing, because honey was much more valuable than milk. And then her bees swarmed; again and again; big, healthy, vigorous swarms longing for places to build their nests and produce more honey. She, like every beekeeper on every demesne, wove spare skeps for just such an eventuality; but her mother had showed her how to use wooden or clay hives, and once she had decided she would kill none of her bees she’d found that straw skeps made the least satisfactory bee homes. Nor had any beekeeper she knew had to deal with swarm after swarm after swarm. A month after the deaths of the Master and Chalice she had bees living in all four corners of her roof and another swarm in the eave of the hearth inside; she had to leave the window near it open all day, and keep an eye out for returning stragglers in the evening if she closed it. Many of the trees round her clearing had at least one bee home in them, and the huge triple-boled hollow tree that had contained two bee families since she was a little girl now had six. By then she could no longer hear Nora and Spring bleat through the humming of the bees. Nor could she hear anything else. And so she did not hear them when the Circle came to her cottage at the beginning of the fifth week after Selim had brought her the news. When she looked up from her midday milking – she had stayed home that day to empty the honey buckets – knowing that she was unkempt and wild-eyed, and with the remains of the still-sour stink of the cottage cellar easily penetrating to the bare bit of ground where she did her milking, queasily mixed with the intense sweet reek of the honey and the warm animal smell of the milk, her first thought was that they had come to turn her out of her woodright, and she burst into tears. She did not consider that the full Circle would not have come to deprive an obscure woodskeeper of her livelihood; all she could think of was that she was no longer doing her job, that the Circle must have gone past some of the recently neglected woods she was responsible for, and had detoured from their proper business to pass sentence on her failure. How to cite Chalice Chapter 4, Essay examples

Salaries in the Major Leagues free essay sample

Argues in favor of salary caps in Major League Baseball. This paper is an argumentative essay about the need for salary caps in Major league Baseball. The paper argues that salary caps are necessary in order survive as a profitable sport. There is obviously a problem in Major league Baseball and it needs to be fixed before the league goes belly up. While this sounds preposterous it is quite possible. In my mind the best solution would be a salary cap and revenue sharing. As a Padres fan I grow tired of seeing them place last or second to in the NL West. While I will still support them I wont be attending as many games (especially while in Iowa). Because of this they will lose money in ticket sales, with the effects of that trickling all the way down to revenue for broadcasting, leaving them in a financially precarious position. We will write a custom essay sample on Salaries in the Major Leagues or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is in danger of happening to many teams. Fans are going are growing tired and vexed at seeing their teams go nowhere in the post-season. Three competitive teams are not enough to keep a profitable fan base and more importantly profitable revenue.

Civil War - George Meade Essays - George Meade, Meade County

Civil War - George Meade Do you know who was the general for the Second Battle of Bull Run? Everyone knows what the Second Battle of Bull Run is but who was the general? Some people even know that the North won that battle. Most people do not know that General George Meade defeated General Lee at that battle. General George Mead accomplished much during wartime. General George Meade had many accomplishments during wartime. First of all, he defeated General Lee at the Second Battle of Bull Run. Why would not General Meade crush General Lee at this battle and end the war there? Facts say that heavy fog and rain forced Meade to stop. Likewise, on June 1, !863 a surprise encounter forced his troops into the Battle of Gettysburg, the greatest battle on American soil. This battle came about when General Lee's army needed shoes. The two forces met here on accident and fought to a victory for the North. Lee acknowledged his defeat and retreated to Virginia. Not only did Meade serve in the Civil War, but also served in the Mexican War. He served in the battles of Palo Alto, Monterey, and Veracruz. During these he served under General Zachory Taylor. To sum up, General George Meade accomplished many things during his time at war. Each of General George Meade's accomplishments had one major effect on how life is today. To start, if Meade had not defeated Lee at the Second Battle of Bull Run the war would not have started off positively for the North. This was important because the soldiers gained their confidence when they won this battle. If the North would have lost the entire war the U.S. would be two different countries. Secondly, Meade's defeat of Lee at the accidental Gettysburg. This was a battle that turned the war around and gave the North the advantage. This was the North's first victory in a long time. Finally, if the U.S. had not have won the Mexican War, Where Meade served as a soldier, the U.S. would not have gained the southwest portion of the country. This ,as you remember, was where the gold rush took place that caused the country to spread out over the land. As has been shown, Meade's accomplishments had many effects on how life is lived today. There are many things that would be different if George Meade had never lived. For one thing, the North might not have won the first battle of the war causing the soldiers to lose confidence and maybe lose the war. If the South had won the war the U.S. would be split into two countries right now. Also, if the north did not the greatest battle on American soil, Gettysburg, it could have been the end of the war right there at Gettysburg. If the North would have lost the war the U.S. would be two different countries, as was said earlier. Last, if the U.S. had not won the Mexican War we would have lost some of our land to Mexico. The U.S. would have also not had the Gold Rush that took place in California. In conclusion, the country would have been very different if George Meade had never lived. General George Meade accomplished much during wartime. Most people do not know that Meade defeated Lee at the Second Battle of Bull Run . Some people even know that the North won that battle. Everyone knows what the Second Battle of Bull Run is but who was the general? WORKS CITED Cleaves, Freeman. "Meade, George Gordon." Collier's Encyclopedia. Vol. 15. 1989. Sefton, James E. "Meade, George Gordon." The World Book Encyclopedia. Vol. 15. 1994. "Meade, George G." Compton's Interactive Encyclopedia. Version 2.01vw. Carlsbad, California: Compton's New Media, 1994. CD-ROM. "Meade, George Gordon." Encyclopedia Americana. Vol. 18. Danbury, Connecticut: Grolier, 1990. "Meade, George Gordon." Who's Who in American History. Historical Volume. St. Louis, Missouri: Van Hoffman Press,1967.

What Is SAT Writing and Language 5 Tips to Excel

What Is SAT Writing and Language 5 Tips to Excel SAT / ACT Prep Online Guides and Tips Stephen King once wrote, "To write is human, to edit is divine." Anyone who has written papers for school knows that first, second, and even third drafts can be full of errors. Through editing and revising, youcan polish a piece of writing into its best form. The Writing and Language section of the SAT asks you tobe that "divine" editor. Itasksyou to improve paragraphs that contain both little picture mistakesand big picture weaknesses. Writing and Language will be combined with your Reading score, but it’s a unique section that requires its own specific approach to prep. This guide is your first stop for preparing for the Writing and Language section of the SAT; read on to learn everything you need to know! What's New AboutSAT Writing and Language? The new SAT Writing and Language section differs from the old SAT’s Writing section in a number of ways, one of which is its name. It’s now called Writing and Language, though most people will probably just shorten it to SAT Writing. (As will I, unless I'm differentiating between the old Writing section and the new one.) Since both sections test your understanding of the conventions of the English language, you can consider them to be similar. However, there are someimportant differences between the two sections beyond what they're called. The new Writing sectionhas anexpanded emphasis on how language functions in different contexts(one reason, perhaps, behind the name change). No longer will students answer stand-alone questions about fixing individual sentences. Now, all the questions are passage-based, and many ask you to improve meaning, style, or flow of ideas. Since all the questions are based on passages, that means â€Å"sentence completions† and â€Å"identifying errors† questions have been completely eliminated. You’ll still need to apply rules of grammar - and now rules of punctuation, as well - to fix sentences, but all of these will be contained within the context of a paragraph and passage. I’ll delve into the content of SAT Writing more below, but first I want to point out one more change that distinguishes it from the SAT Writing section of years past. SAT Writing is now combined with Reading to make one verbal score out of 800. Your score report will break down your performance by individual section, but your overall scores that matter for college will be made up of one math score and one combined Reading and Writing score. While the SAT Writing and Language section is similar to its predecessor, the above make up the main changes of which you should be aware. To reiterate them briefly... the Writing section is now called Writing and Language. this section focuses on both little picture editing - grammar, word choice, punctuation - and big picture editing - flow, organization, and tone. all of the questions are passage-based. your Writing score will be combined with your Reading score to make one verbal score, on a range from 200 to 800. Now that you know about the main changes to the SAT Writing and Language section, let’s take a closer look at how this section works, starting with a review of its structure. The Writing section is only35 minutes, so it might just be over before you know it. How Is SATWriting and Language Structured? As you saw above, though, it’s different than the SAT Writing section of past years, so make sure you don’t confuse the old and new SAT Writing sections as exact equivalents. SAT Writing will be your second section on the SAT, right after Reading and a five-minute break. After you’ve stretched and snacked, you’ll get to work on Writing, which asks you 44 questions in 35 minutes. You’ll have about 47 to 48 seconds to answer each question. All of the Writing questions are multiple choice and feature four answer choices, A, B, C, and D. As you read above, every single question on SAT Writing is passage-based. Some questions may be detail-oriented, even asking you about a single word, but they’ll still point to that detail within the context of a longer passage. Within the Writing section, you’ll get four passages of about four to five paragraphs, or 400 to 450 words, each. Every passage will accompany 11 questions. Don’t worry about having to flip back and forth through the test booklet to find your answer. The questions will be lined up alongside the paragraphs to which they refer. Here’s a preview of the format (this passage continues from a previous page): In addition to knowing exactly how many passages and questions you’ll encounter, you’ll also be able to anticipate the broad topics of each passage. One Writing passage will feature a major career field,such as health care, technology, or historical pirate reenactment. What Are the SAT Writing Passages Like? While you won’t know exactly what your Writing passages will look like, you can have a general sense of their topics. According to College Board, these always include careers, social studies, the humanities, and science. Careers - passage might feature trends or debates in major fields, like business, technology, or health care. Social studies - passage might draw from history, anthropology, psychology, political science, sociology, among other areas. Humanities - this passage might focus on arts and literature, feature an author, or describe trends in prose, poetry, art, music, or dance. Science - this passage will explore topics in earth science, biology, chemistry, or physics. Unlike the Reading section of the SAT, the Writing section won’t include any prose. Instead, the passages may take the form of an argument, an informative or explanatory text, or a nonfiction narrative. Additionally, one or more passages might contain an informational graphic, like a chart, graph, or table. These graphics are no longer contained only in math questions, but instead show up throughout the SAT! Now that you have a sense of the structure and format of SAT Writing, let’s discuss the skills it seeks to test. SAT Writing asks you to mow down overgrown details and graze for stray errors. What Skills Does SAT Writing and Language Test? SAT Writing tests a number of skills, from the detail-oriented to the big picture. It wants to make sure you understand sentence structure and punctuation, but it also seeks to measure your ability to organize the information and ideas within a passage. In a nutshell, SAT Writing makes sure you can use language effectively to develop ideas and prove a point. With the inclusion of graphics, it also wants you to be able to describe and back up those ideas accurately with data. Of course, you’re not producing the paragraphs as you wouldbe if you tookthe SAT Essay section. Instead, you need to be able to spot and fix errors within andimprove organizationof pre-written paragraphs. You’ll be asked to revise and edit texts and to show facility with the conventions of grammar, usage, and punctuation. A few questions are also vocabulary-based, asking you about word choice and how it can shape tone and meaning. According to College Board, SAT Writing covers four major skills areas: Command of Evidence, Words in Context, Expression of ideas, and Standard English Conventions.Here's the breakdown: About 24 questions, or 55%, cover Command of Evidence, Words in Context, and Expression of Ideas. These questions ask about development, organization, and effective language use About 20 questions, or 45%, will cover Standard English Conventions. These questions ask about sentence structure, usage, and punctuation. Between 2 and 4% of all questions will also ask you to interpret data from a graphic. These questions often ask you to revise a sentence so that it accurately represents information given in the corresponding graphic. Here’s an example of a typical data interpretation question: Now that you have a sense of the structure and purpose of SAT Writing, let’s delve deeper into each major skill area. Read on to learn about the concepts tested, as well as to see an official sample question for each area. Attention in the courtroom!The first skill areacalls for strong supporting evidence. #1: Command of Evidence Command of Evidence questions ask you to improve the way a passage develops information and ideas. These are â€Å"big picture† questions. You may have to add a supporting detail or choose a sentence that would strengthen the passage’s argument. Because these questions are concerned with overall meaning and function, they usually require that you read the entire passage before answering. The sample question below, for example, represents a Command of Evidence question. It asks you to choose a sentence that, if added to the paragraph, would best introduce its main topic. Answer: C #2: Words in Context Words in Context questions are all about vocabulary and word choice, otherwise known as diction. Based on context, you’ll have to choose the best word or phrase for a sentence. In some cases, you’ll have to correct an error. In others, you’ll replace a word with one that improves the passage’s style or tone. Unlike Command of Evidence questions, Words in Context questions often point to a single line within a passage. You may be able to answer these questions without reading the entire passage first - though having context is always helpful. Just as you need to be able to spot and fix an error, you also must be able to recognize when no error exists. That’s why the first answer choice (A) for these questions will always be, â€Å"No Change.† In the example below, you’re asked to choose the correct word, not improve style or tone. Notice how this question represents the SAT’s focus on more commonly used vocabulary words that may have multiple meanings. Answer:D #3: Expression of Ideas Back to big picture! Expression of Ideas questions ask about the overall organization of a passage or strength of an argument. They may refer to individual sentences and ask you whether or not (and how) they should be rearranged. They also might refer to larger structural changes you could make to improve flow or make the passage more impactful. The following sample question asks about whether a sentence should be kept or deleted and why. You need to demonstrate your understanding of how a sentence functions within its context, as well as provide your reasoning behind your decision. Answer: D #4: Standard English Conventions This last category of questions may be the one that most commonly comes to mind when people think about SAT Writing. These are the detail-oriented questions that ask about sentence structure, usage, and punctuation. You may be asked to fix mistakes in clauses and sentences. Some grammar rules that SAT Writing tests include verb tense, parallel construction, subject-verb agreement, pronoun use, and commas. The following are two examples of Standard English Conventions questions. The first asks about subject-verb agreement and verb tense, while the second tests subject-possessive pronoun agreement and the difference between â€Å"it’s† and â€Å"its.† Answers:18. A; 19. D Your first step in studying for SAT Writing should be familiarizing yourself with exactly what’s on it. If you’ve made it this far in the guide, then congratulations! You’ve completed the first step of your prep. Now, what else can you do to study for the Writing section of the SAT? Most of the passagespresent an argument or describe an argument, so reading the news may help you prep. Just opt for articles and editorials over crossword puzzles and comics. How to Study for SAT Writing In case you had any misconceptions that SAT Writing was only about grammar rules, you should have them cleared up by now! This sectionalso tests your ability to edit entire paragraphs and passages for logical flow, organization, tone, and argument. Studying grammar rules and punctuation is still an important part of your prep, but you’ll also need to sharpen your writing and editing skills and understanding of construction. So how can you develop all the editorial skills you need to excel on SAT Writing? Read on for five useful study tips. #1: Study Rules of Grammar, Punctuation, and Usage As you saw above, about 45% of your SAT Writing questions will cover Standard English Conventions. Thus, a firm grasp of the rules of grammar, punctuation, and usage is essential for answering these questions. Luckily, there’s a plethora (classic old SAT word) of resources for reviewing these rules, both for the updated and old SAT Writing sections. Make sure your study materials break down all the important rules, such as parallel structure, modifier placement, verb tense, subject-verb agreement, pronoun-antecedent agreement, items in a series, end of sentence and within-sentence punctuation. You can find a decent breakdown of the rules on pages 63 and 67 of College Board's guide to the redesigned SAT. As you study these rules, you shouldanswer practice questions. You’ll need to recognize what rule a question is testing and how to apply it. With a solid grounding in grammar, you can know why your answer is correct, rather than simply relying on a risky strategy of going with what sounds right. For the most part, these questions don’t require that you comprehend the entire passage before answering. However, context is important for all these passage-basedSAT Writing questions. You should probably at least skim the relevant paragraph before answering these detail-oriented questions. Did you ever study the "hamburger" structure of paragraphs and essays? It was actually a pretty useful, if hunger-inducing, tool for understanding proper structure. #2: Develop Writing Skills in School Since SAT Writing questions ask you to improve organization, strengthen arguments, and clarify points, you’ll need to possess strong writing skills. Much of the writing and editing you do in school, whether it’s on your own papers or for peers, should help you grow as a writer. Since the Writing section incorporates argument-based, explanatory, and nonfiction narrative texts, you should especially focus on these types of writing. It will also help to go back to basics to ensure you have a strong grounding in structure. Remember the â€Å"hamburger† structure from middle school? The top bun represented the introductory sentence that spoke to the main point of a paragraph. The lettuce, tomato, and burger stood forsupporting details, all of which related to the main topic and flowed logically from one to the next. Finally, the bottom bun symbolizedthe concluding sentence, which wrapped everything up nicely. This structure describes a paragraph, or can be broadened to representan essay as a whole. By recalling this fundamental structure, you can keep a critical eye on the organization of essays you write and read. Then when an SAT Writing question asks about rearranging sentences or adding a topic sentence, you can have a strong sense of what to do and why. It may also remind you to keep an eye out for transitions and how to organize ideasin a logical order. Improving your writing skills may feel harder to pin down than studying concrete grammar rules, but you should feel confident that the more you read and write, the more progress you’ll make. As long as you pay attention to feedback you get on your writing and keep a critical eye as you read and edit, you’ll gain a stronger sense of the mechanics of the written word. #3: Read Essays and Newspaper Articles Just as practicing writing and editing will enhance your grasp of the English language, so too will reading widely. Seek out persuasive, informative, and nonfiction narrative texts, like academic essays or news and magazine articles. As you read, pay attention tostructure and flow. Take notes on how an author introduces her argument and what supporting details she includes to build a case or explain a topic. Also,circle transitional words and phrases that allow one point, sentence, or paragraph to flow into another. Circling back to the last point, you can model your own writing based on what you learn from reading expert works. An SAT word a day keeps the doctor away! #4: Study the Right Kind ofVocabulary The vocabulary questions on SAT Writing won’t ask about particularly obscure or high level words. Instead, they’ll test the meaning of more common words that may have different meanings depending on their contexts. Similarly, they may ask about frequently confused words, such as in the example above that asks you to choose between outdo, outweigh, and outperform. As you study vocabulary, therefore, you should pay attention to nuance and shifts in meaning depending on context. Keep an eye out for words that are used one way in one passage and another way in a different passage. Focusing on more common words that can be used in unusual ways will also help you on the SAT Reading section. #5: Practice Data Interpretation The SAT will feature graphs, charts, and tables in all three sections, Reading, Writing, and Math. Just about 2 to 4% of your Writing questions will refer to a graphic, but you want to make sure you’ve sharpened your data interpretation skills. Some of these questions may ask whether a sentence accurately conveys information represented in a chart. Others may combine skills with a Command of Evidence question by asking if you should insert a sentence based on the graph in order to reinforce a point or strengthen an argument. Again, developing your skills of data interpretation from graphs, tables, and charts won’t just help you on SAT Writing; it will also help you do well on SAT Reading and SAT Math. You can practice with SAT practice questions, as well as some questions from ACT Science. Before you start in on your SAT Writing prep, let’s review the main features of this section. Develop your "eagle eye" for errors in grammar and usage. Fun fact: eagles are one of nature's most literary creatures, second only to bespectacled owls. Key Facts About SAT Writing and Language The SAT Writing sectionasks you to be an editor. This section tasks you with reading passages, fixing mistakes, and improving word choice and organization. You’ll need to develop both your little picture skills of grammar, punctuation, and vocabulary, as well as your big picture skills of paragraph construction and argument development. To answer these multiple choice, passage-based questions, you should develop a strong understanding of the English language, particularly how it functions when constructing an argument, explanation, or nonfiction narrative. Studying grammar rules and vocabulary, along with reading and writing widely, will enhance your facility with language and, ultimately, help you master the SAT Writing and Language section. What’s Next? What other grammar rules do you need to know besides subject-verb agreement? This guide contains the complete list of SAT grammar rules, broken down one by one. Are you aiming for top scores in SAT Writing? In this guide, a full scorer shares his tips, tricks, and strategies for achieving a perfect SAT Writing score. Since your Writing score is combined with your Reading score on the SAT, you’ll have to do well on both sections to achieve a high verbal score. Check out ourultimate study guide forthe SAT Reading section to learn about content, reading strategies, and practice questions. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Ethical Decision Making in Health Care Essay Example | Topics and Well Written Essays - 1000 words

Ethical Decision Making in Health Care - Essay Example A conflict in the application of these choices presents an ethical dilemma that requires an ethical decision-making. Moreover, different health care professionals, clinical health care professionals, and value systems apply variant techniques in an ethical decision making process. Ideally, ethicists Kenyon and Congress derive five significant components that aid in arriving at an ethical and cognitive decision .The five components include naming the dilemma, sorting the relevant issues, solving the problem, point of action, and the evaluation of the decision and subsequent reflection (CME Resource, 2011). Subject to the importance attached to the ethical decision making process, health professionals take time to gain the specific tools to aid in this objective that has life determining importance for the patients. Personally, I value passionate acts and human life that help me appreciate the philosophy of nursing practice. My personality plays the greatest significance in my worldvie w and philosophy of this profession. In fact, my free will to serve in this profession gives me the chance to value all aspects that relate to the nursing practice with the aim to make it better. My culture compels me to care for others, to value human life, and to respect the identity and confidentiality of others. I apply these aspects in analyzing the philosophy of nursing. My spiritual values accommodate respect for human life, passion, and compassion for all. These values are significant in shaping my nursing practice, since I apply them fully and relevantly in my duties with no exceptions. Ethics refers to the beliefs that a health care professional adopts in defining what amounts to moral and logical behavior  in the nursing practice. Ethics generally forms the basic standards that an individual uses in making a professional decision. Morality, on the other hand, refers to the actual judgmental process or evaluation of an ethical decision making process. Morality relies on the cultural, social, or religious norms that a health care professional  adopts (Ascension Health, 2012). Indeed, morality leads into customs or values used in the nursing profession by individual health care professionals. However, my personal values, philosophy, and worldview may conflict with my nursing obligation to practice. This is because these values may not comply with the internationally recognized health care standards. Notably, the nursing practice does not rely on personal values in dictating the ethical way of practice. For example, where a patient and a heath care professional have different spiritual or cultural values, conflicts are inevitable. This creates an ethical dilemma that will require well-defined tools to solve. Different people have different personalities, which largely contributes to ethical dilemmas. It is true that various morals and ethical dilemmas arise in course of ethical decision-making process as manifested by different personalities. An eth ical dilemma can arise where a patient refuses life support while his or her family seeks to have the health care professionals do everything to save the life of the patient. At the same time, an ethical dilemma can come up where a patient's family members want life support and any other

Hitler's statements Assignment Example | Topics and Well Written Essays - 500 words

Hitler's statements - Assignment Example This is actually a distinctive quality of a democracy and a perquisite of liberty. Similar in some respect to the previous statement, this quote speaks of the respect for others freedom of belief as said by Hitler. This brings about a re-assessment of his own stance on personal beliefs and how it relates to other people. I definitely agree because it is almost impossible to impose one’s philosophy on another person who a totally different upbringing on your own. It is very much like convincing an environmentalist to buy a Hummer, somehow it just wouldn’t be conceivable. I do not agree with this statement for logical reasons. National Socialism would mean that the people must be educated about it and that they must accept it. It would be difficult or almost impossible to make people live in a system that they do not understand, much less believe in. it requires a consolidated effort not only from the government but in consonance with the people. This is an argument that Socialism is akin to Atheism. Of course, this is an impossible task as there are many who adhere to their religion very much like second nature. Even if this were true, it is very unlikely to be accomplished though informing and imposing are two very different things. This is another conflicting statement to a certain degree because it suggests that people are allowed freedom to develop their abilities. In a Socialist system, the equality of the people would be determinant of their status in society. On its face, the statement is very much true because only by development does man evolve. This is the most impressionable of all the quotations for me. This reverberates of the need for reality to be revealed even though there are times that it might cause internal conflicts of personal and social belief. This is something I have tremendously learned recently. It presupposes that all of the main points of his

Healthcare system Essay Example | Topics and Well Written Essays - 4000 words

Healthcare system - Essay Example There are a number of health care systems within a nationality that may include the occupational safety and health, military medicine and school health services among many others. The health care systems have identified a number of goals to meet to ensure the health concerns of the population are met. Health systems seek to ensure good health among the people, to help the people to have a fair system of contributing their finances towards the system, and to increase the rate of responsiveness in order to meet the expectations of the beneficiaries of the system. To meet this goals therefore quality of service provided, the efficacy of the provision of these services, their acceptability among the people and their equity in dealing with the target population must be on the forefront of all the health systems. England has adopted a health system known as The National Health Service (NHS) which has the mandate to provide healthcare for English nationals. Serving under the department of health of the government of the United Kingdom, this body is publicly funded and it provides most of its health care services for free apart from some medical services that relate to the eye tests, prescriptions and the dental care as well. This body provides health services like in-patient care, dentistry, primary care, ophthalmology and long time health care to the patients in need. The body has a private clause as well where the patients can privately pay for their medical care. This system of private medical care has been used to expand the services of the National Health Services. Most of the funding used to cater for the services in the National Health Service comes from taxation among other sources. The largest portion of the expenditure of the department of health is taken up by the National Health S ervice. Main body The National Health Services (NHS) is driven by a number of goals in its service to the people of England. It has identified its core value as the provision of quality medical attention to the people regardless of their ability to pay for the services they require. It provides a great number of services to the people including the fore mentioned dentistry services, optical services and the overall medical care among others (Brodie 2003). It aims at providing medical services that are customized in relation to the needs of the people, their preferences and those of their families as well as those of their careers. Some of the aims of the NHS include to; utilize public funds to offer healthcare services to the patients in the NHS system; support and treat staff as valuables; be sensitive to the needs of the different sections of the population; to adopt a collaborative approach to ensure optimal provision of medical services to the patients; and to assist with ensuring the physical as well as emotional well being of the people in the process mitigate inequalities of health among many other aims. Structure The department of health of the government of the United Kingdom has been charged with the control of the NHS. It provides a political inclination to the NHS representing the will of the government in its jurisdiction. Under the department of health are a total of ten Strategic Health Authorities which directly take up the overseeing

Attitudes Towards Gambling Behaviour Psychology Essay

Attitudes Towards Gambling Behaviour Psychology Essay Gambling has always tended to capture ambiguous views and opinions in society. This project discusses definitions of gambling, causes, models and treatments for those with gambling problems. The primary data is collected from an online questionnaire which was designed based on previous research, drawing particularly from the 2007 British gambling prevalence survey which was conducted in order to gain understanding about the social impact of gambling and the costs and benefits. Only 80 actual responses were recorded successfully. The participants age ranged from 17 52 making the mean age 24. The majority of participants were female with 37.5% being male and 62.5% being female. Due to the ethnic demographic of the area being predominantly White British, 81.2% of responses were from White backgrounds. A 14-item attitude scale was used for the main body of the questionnaire, including 7 positive statements and 7 negative statements. Each statement was given a score from 1 to 5, 1 being strongly agree and 5 being strongly disagree. In order to gather the correct data for analysis, the scores of the positive statements was swapped in reverse in order to indicate the more approving attitudes for each item. The 14 items are individually scored and added together to create one score. This score is known as the attitude score. As there were 14 items and each rating which was neither agree nor disagree was scored at 3, the mid-point attitude score is 42, anything below this suggests an overall negative response and anything above therefore suggests an overall positive response. Results show a strong correlation pointing towards a positive attitude towards gambling when the mid-point attitude score is 42, most scores show scores above 42 therefore showing a positive* response. There is only one item that received an overall negative response. Introduction The topic to be addressed in this research is about gambling, the different types and forms and how the public perceive gambling behaviour. The research will discuss various views and opinions of social and problem gambling and draw upon different theories as to why people gamble. Other research studies will be evaluated also. Orford (2009) conducted a survey based study using a 14 item attitude scaled which measures the general attitudes towards gambling. This scale was originally created to be used in a British gambling survey in 2007. This particular survey used a typical sample of 8880 partakers who were over 16 years old. It found that in most cases, attitudes towards gambling were negative, the only exception to these attitudes were from those who gambled the most. What is interesting about the results of this survey is that more people saw gambling to be a foolish and dangerous and to be harmful to families and communities, however, the majority of participants were against the prohibition of gambling. This survey has been the basis for the questionnaire in this study and therefore I will use the results of Orford survey to guide me towards the hypothesis for my own questionnaire. The main hypothesis is those who gamble regularly will have positive attitudes towards gambling. Another key hypothesis is those who have ever had a gambling problem will feel empathy and sympathy towards other problem gamblers. Gambling has always tended to capture ambiguous views and opinions in society while drawing in both massive public involvement and an increasing amount of criticism on moral, social and economic grounds (Cornish, 1978). There are many different types and forms of gambling. The main or most popular forms are gaming machines betting bingo casino lotteries and pools. Gaming machines allow the player to participate in a computerised game of chance in exchange for money and in some way the other forms of gambling are not dissimilar, due to either the exchange of money for a game of chance, like in betting and lotteries. Betting, pools and some casino games take some form of logic and or strategy, and therefore is less based on chance or luck, however, they are similar to gaming in regards to the exchange of money for chance (Gamble Aware, 2013). Game play therefore is a good way of describing what gambling is, for example, Herman (1976) articulates how gambling can be understood best through the example of game playing. He uses this instance because game playing is normal and inconspicuously integrated within the rest of gambling culture and society where it mostly occurs. Herman found that a common them e among previous research is that gambling is being studied as an activity that is singled out from the rest of the social society and that gambling as an activity is different to other routine activities. On the contrary, it can be argued that gambling relates to and links with other factors of society; that it is a product of this society and not separate. Therefore game play was a convenient topic for discussion in this instance. Gamblers anonymous (2012) see gambling as any form of wagering or bet placing, either for other people or themselves, whether it is for money or just for fun, where the result cannot be determined or relies on skill or chance. This definition includes any form of gambling no matter how small or insignificant because to a compulsive gambler, anything can be a trigger to resume their addiction. This definition opens up a new perspective on the term gambling. Routine activities that many of us participate in in everyday life may impact a compulsive gamblers life dramatically; this suggests that more should be done to sensitively create public awareness not just for ourselves but of those around us when gambling. A more in-depth definition and explanation of gambling is proposed by Perkins (1950), whom offered the idea that gambling could be segmented into 4 factors, the first being the swapping of money which takes place without any comparable value; the second is the possession of money regulated only by luck or chance; thirdly, the profit of the winners, made possible only by the loss of other people; and finally, the risk involved which is excessive. Using the belief that different forms of gambling all have clear fundamental features in common, people often, rationally, want to know about the connection between involvement in gambling irrespective of type and the descriptions of gamblers, such as age, sex, social class and income. The easiest measures are those whereby samples can be divided into gamblers and non-gamblers on the foundation of whether they take part in any number of gambling activities (Cornish, 1978). When talking about frequency of gambling, Downes et al (1976) found that there were considerable differences when it came to gender. Men seemed to gamble much more often than women and in particular younger men seemed to be more prone to gambling addiction, especially men from upper class and also, the poor. Downes also explains that younger men are more likely to participate in gambling activity. When it comes to explaining and discussing forms of problem gambling it is likely that biological, psychological and sociological processes are involved (Lesieur Rosenthal, Pathological gambling: A review of the literature, 1991). Each theory or model of problem gambling is more likely to only highlight one of these processes. There are numerous ways to define problem and compulsive gamblers. Clinically, the American Psychiatric Association (APA) uses the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), and categorizes problem and compulsive gambling as an impulse control disorder and uses ten conditions to conduct a diagnosis of this disorder. The ten conditions range from repeated unsuccessful efforts to control, cut back, or stop gambling through to illegal acts such as forgery, fraud, theft or embezzlement to finance gambling (University of Chicago, 1999). These ten conditions represent three dimensions within problem gambling: loss of control, damage or disruption, and dependence. Research has advocated that people who become easily attached or addicted to activities generally mistrust others around them, this could have stemmed from incidents of social or personal trauma, and therefore, they stay away from seeking help and instead turn to a specific addictive behaviour as a way of distracting them from this trauma, it is a temporary way of relieving distress. From this viewpoint, addiction may have developed as a process of relieving distress; whereas those who have negative views about ideas of histories of trauma are more prone to seek their relief from other places, such as gambling. It was hypothesized by Hoefler Kooyman (1996) that social and personal trauma can be related to problem gambling, and that this association would be arbitrated by perceptions of a lack of social support. One well known model of problem gambling is the social learning model, originating from skinners first (1953) social learning theory. This model assesses gambling as an operant behaviour, meaning a behaviour that can be modified by different consequences and outcomes. Logically, one would assume that in the instance of gambling, money or a prize would be the positive reinforcement factor to initiate addiction; however, more recent research increasing shows the significance of physiological arousal and its properties of reinforcement (Petri Govern, 2003) which can be related to the social learning model. Intriguingly, skinners (1953) study revealed a contradictory argument that a persons behaviour to gamble is a reflection of their prior history reinforcement issues. Skinner posited the hypothesis that beginning with success or beginners luck as some would call it, leads to an increase in the probability that that person would continue to demonstrate gambling behaviours, even when th e reinforcement ratio of winning had declined. Unfortunately, at the time, skinner was only able to test and demonstrate this theory on pigeons and rats. Later research on skinners theory allowed Custer (1984) to test the theory of humans, results showed that the same pattern towards addiction reflected from skinners results on animals, Custers results highlighted the high significance of an early big win towards the progression of a pathological gambling disorder. Although these results demonstrate what this pattern for gambling addiction is, the explanation of why the pattern occurs, still remains, specifically, the question should be why it exists even when reinforcement has gone or is decreased massively, for example, when the gambler hasnt had a win for a long time but still continues to gamble. One explanation of this is what is known as the partial reinforcement extinction effect, this is when an absence of reinforcement creates more persistence of gambling behaviour because the gambler knows that if they continues, eventually they will experience a win, therefore the continuation to gamble even after a long losing streak is eventually reinforced and consequently strengthened by the most recent win (Griffiths, 1995). Another explanation is one that contemplates again the role and idea of arousal. According to Brown (1987) this explanation considers arousal as a key factor of problem gambling, while also relating to physiological views fr om the social learning model. According to browns research, each person has their own unique psychophysiological needs for arousal, for example, one individual may learn to regulate their arousal needs through gambling, therefore in this instance, the loss while gambling would be the main reinforcement of gambling behaviour. Browns (1987) research is not limited to the theory of arousal; he also offered the idea that there are as many as six processes which participate in the development of problem gambling. These six processes are listed according to (Upfold, 2013): Affective states, like anxiety or depression; Cognitive distortions about gambling; Behavioural reinforcement schedules; Social and institutional determinants, like the opportunity to gamble; Subcultural conditions, such as the prevailing attitude toward gambling, and the prevailing values of the individuals social context and reference groups, And; Internal fantasy relationships with personifications such as lady luck, and the gamblers parents. To give a brief explanation, a person first has to be presented to gambling to enable the trigger to be able to express gambling behaviour; this is usually due to social determinants or cultural conditions. To then continue and perhaps escalate the gambling behaviour, arousal and reinforcement is needed. At a point in a gamblers life where all affective and cognitive factors are present, sometimes along with internal fantasy relationships, gambling is the most important task and a priority to that individual (Brown R. , 1987). This explanation that brown offers is broad and in depth, it offers a more complex understanding of problem gambling than the simple model of social learning (Upfold, 2013). For the benefit of evaluation and comparison, the psychodynamic model offers some interesting theories centred on gambling behaviours. This model suggests that problem gambling exists in the psyche; it is proposed by Epstein (1994) that gambling is an unconscious attempt to resolve conflicts within the psyche. Conflicts that exist in the psyche are uncontrollable and it is suggested that gambling is a behaviour performed in order to try to relieve psychological pain and stress. Within this area of exploration, there are a few main psychodynamic oriented theories which can help explain behaviour such as gambling. In these theories there tends to be three key factors, as listed by Griffiths (1995) these are: Gambling is an unconscious substitute for pre-genital libidinal/aggressive outlets. Gambling involves an unconscious desire to lose a wish to be punished in reaction to guilt. Gambling is a medium for continued enactment (but not resolution) of psychological conflict Rosenthal (1994) proposes that most problem gamblers have narcissistic tendencies, along with regular feelings of hopelessness and inadequacy which then leads to their psyche constructing a fictional world where gambling can be perceived as a solution to their pain. This fictional world enables the gambler to learn feelings of power, independence and overall, feel in control and important while they gamble. Rosenthal (1994) also comments that the narcissistic tendencies are vulnerable to fluctuating feelings of depression and arousal. It is noted that by participating in gambling behaviour, these feelings are regulated. An alternative topic of interest in the psychodynamic theory is that of loss, this term includes any form of actual separation from the death of a loved companion to an emotional loss such as self-esteem (Upfold, 2013). To sum up the theory of loss, it is that a universal loss is a significant issue for a problem gambler, resulting in intolerance for losses in the future. Furthermore, the psychodynamic theory suggests that gambling is triggered by an emotional loss but additionally can be a way of avoiding further risks that could cause the emotional pain to increase. The theory suggests that, if a child loses its mother when their psychic development is not yet fully matured, they will then use gambling as a substitute to the love of their mother. An obvious theme throughout the explanation of psychodynamic theories is that it is largely based upon opinions and does not hold a strong factual or scientific content, this is probably due to the concepts of the unconscious and the psych e being untestable as they are not physical objects or places, they are entirely theoretical, most of Rosenthals so called evidence was based upon a few grouped or many individual case studies, therefore cannot be relied upon for accurate scientific research (Cox, Yu, Afifi, Ladouceur, 2005). Granting that the psychodynamic approach isnt reliable in actual research, it is however a good path to look down when thinking about contributions to society, for example, counsellors working with problem gamblers may be led further to understand that there may be unseen, internal processes coinciding with the actual gambling behaviour itself, also, and many gamblers are thought to benefit from counselling which explores their feelings of emotional loss, intimacy and their fantasy ideas about gambling and luck. Many psychodynamic theorists advocate that some gamblers may reunite with these feelings from their unconscious when they stop gambling, thus creating an uncomfortable urge to gamble again (Upfold, 2013). Before moving on to results and statistics about the publics perception of gambling, first it should be discussed as to why the publics perception is important to us and society. First of all, the stances of the public community possibly will influence the capability of local and national governments to apply new, or review existing legislation associated with the control of gambling and gambling activities (Mond, Davidson, McAllister, 2011). In many countries, controlling gambling activities legislation are already under review, for example, in Australia, high stake poker machines will require you to commit to a spending limit in order to play, this disables the player from betting any more money on that particular game that day (Parliamentary Joint Select Committee on Gambling Reform, 2011). Secondly, the more accurately public perception is studied, the higher the likelihood of new therapies and treatments becoming available for those with gambling problems and addictions. Additi onally, negative perceptions regarding people with gambling problems may composite negative emotional states such as vulnerability and thus make more people hesitancy to seek help (Mond, Davidson, McAllister, 2011). Treatments In numerous countries around the world, there is growing fascination in early intervention tactics to support people who are suffering from severe gambling-related problems. Key to these thoughts and considerations is whether we are able, as professionals, to recognize problem gambling behaviour and or risky behaviour in risky gambling situations before people officially seek help or treatment (Delfabbro, King, Griffiths, 2012). Literature shows that interventions and treatments for problem gambling and be rather similar to the methods involved in treating other disorders such as drug addiction. Much like drug addiction, a major challenge in treating gambling problems is being able to prevent a relapse. An example to support this is that not many people that discontinue using drugs due to treatment remain sober in the long-term future. Within drug addiction, slips are single episodes of drug use that subsequently lead to a major relapse (Marlatt Gordon, 1985). There are so many factors that can affect the risk of any individual trying to recover from any kind of addiction, from relapsing, these factors can be environmental however, and the majority are personal to each individual. In order to succeed in recovering from an addiction, the development of new skills is essential. These skills should encourage positive behaviour and be integrated into everyday life so that in the event of a relapse; these skills will become easier to perform (Brown, Schubert, Saykally, Evenson, 1986). Many of these skills will be something to substitute trigger activities from their drug addiction, many take up forms of exercise and others turn to spiritual or religious activities in order to sustain their abstinence. At this point it is unknown whether or not the same behaviour patterns will help in problem gamblers to help them quit. It may be important to understand the characteristics of those who want to gain treatment for their gambling. Reasons for this are so that it can help develop the correct effective treatment for those who actually want to stop gambling. It has already been noted that the majority of clinical research on the topic of problem gambling has been either case studies or small sample studies. Data collected from this type of research is not able to be generalised to the wider population. Due to this disadvantage, creating accurate demographic profiles of treatment seekers is problematic; however there has been research that gives a small insight into the most likely candidates. Research from Blackman (1986), Ciarrocchi Richardson (1989) and Volberg (1995)have found that in general, it tends to be white middle-aged men that most commonly seek treatment for their gambling addiction; however, more recently, research is finding an increase in women wanting treatment or advice on gambling probl ems (Moore Volberg, 1998). Many treatment seekers are in their 30s and 40s and have an average or higher educational background. There are many methods to treat problem gambling, the methods derive from many approaches such as psychoanalytical/psychodynamic and behavioural approaches. This discussion of treatment approaches will both reiterate and contradict previous evaluation of the same approaches that have attempted to explain the causes of gambling problems. Psychodynamic professionals look for an understanding of gambling by reflecting upon the motivation influences that come from our unconscious processes; they refer to it as the science of the mind and consider how these processes may be able to oppose cognition and emotion and turn them into a behaviour (Lesieur Blume, 1987). Although psychodynamic therapies and treatments have not proven to gain effective results, they are the most regularly used forms of treatment for problem gambling behaviour at this time. The psychodynamic perspective proposes that problem gambling is an expression or a symptom of an underlying issue within the psyche. The best way of helping gamblers at the moment is by attempting to make them understand their underlying issue and confront it (Rosenthal Rugle, 1994). While many other academics have recorded the significance of psychodynamic treatments relating to addiction, there are no controlled studies or research that investigates the efficiency of this approach in terms of treating a gambling problem. Moving onto a behavioural approach, treatments within this approach are more active, especially looking towards classical and operant conditioning theories as a solution or treatment. One known treatment that is currently used is aversion therapy. This involves a negative stimulus being applied to the patient while they are thinking about or participating in gambling behaviour, the negative stimulus us quite often small electric shock. Obviously, this method has many ethical drawbacks and is used only in severe cases and if the patient is mentally stable to agree to it (Epstein, 1994). A second example of a behaviourist treatment is a simple procedure called imaginable desensitization. It uses two stages in the process. First of all the patient is taught how to relax, once they are in a relaxed state, the behaviourist professional will ask them to imagine some situations related to gambling that they find stimulating. From this, the patient will learn to relax then they find themselves in situations where they are able to gamble, the relaxation will be a substitute to giving in to their addiction (Brown R. , 1987). This approach links closely to some psychodynamic theories, but initially is seen as a cognitive treatment. Methods It was decided that an online questionnaire would be used to conduct this research because they are quick and easy to create and collect data from. Choosing to conduct this questionnaire online proved to be the right choice also as it did not take up lots of time for either the researcher or for the participants. Online questionnaires are effective for a number of reasons, the main one being that they are inexpensive and easy to gain fast responses from a large sample size (Deutskens, Ruyter, Wetzels, Oosterveld, 2004). I designed my questionnaire based on previous research, drawing particularly from the 2007 British gambling prevalence survey which was conducted in order to gain understanding about the social impact of gambling and the costs and benefits (Orford, 2009). General lifestyle and demographic questions are at the beginning of the questionnaire in order to gain data of who is participating in the research. The main body of the questionnaire is the 14-item attitude scale o riginally produced by Orford (2009) who believed that it was vital that his survey about attitudes towards gambling should contain a dependable and legitimate scale that can reliably measure general attitudes towards gambling. This scale uses a straight forward format containing a sequence of statements which express either a specific negative or positive attitude, the participant would rate how much they disagreed or agreed with each statement using a lickert scale. My questionnaire used all 14 items in its attitude scale, 7 positive statements and 7 negative statements. Each statement was given a score from 1 to 5, 1 being strongly agree and 5 being strongly disagree. In order to gather the correct data for analysis, the scores of the positive statements was swapped in reverse in order to indicate the more approving attitudes for each item. The 14 items are individually scored and added together to create one score. This score is known as the attitude score. As there were 14 items and each rating which was neither agree nor disagree was scored at 3, the mid-point attitude score is 42, anything below this suggests an overall negative response and anything above therefore suggests an overall positive response. The aim was to have a sample size of 100, only 80 actual responses were recorded successfully. The participants age ranged from 17 52 making the mean age 24. The majority of participants were female with 37.5% being male and 62.5% being female. Due to the ethnic demographic of the area being predominantly White British, 81.2% of responses were from White backgrounds. The sample was collected online via email, Facebook and twitter accounts along with a description of the study and its purposes. None of the participants are excluded as all relevant questions were answered in every response. To eliminate social desirability, whereby the participant might purposely give the answers the researcher is looking for, the questionnaire aims were distorted slightly by asking general exercise, drinking and diet questions along with gambling questions. The second part of the questionnaire will be the main part used for analysis; this section will state that it is a control group questionnaire about gambling. The title of the questionnaire was explained to be assessing how the public perceive social behaviours, although the questionnaire aim was to measure how the public perceive only gambling behaviours. Ethical situations were taken into consideration in this instance and it was decided that slightly deceiving participants was needed in order to enable the study to gain more realistic results and validity. The next part of the questionnaire measured if each participant had a gambling problem, ever had a gambling problem or if theyre parents or guardians ever had a gambling problem, the results from this section are to be taken into consideration when analysing the final question. The final question is a vignette about a young males gambling problem and some trouble that gambling had got him into; participants were given a list of attitudes and feelings such as Anger sympathy empathy and were asked if they blamed the characters parents or himself. This section is relevant because those with positive attitudes towards gambling may relate to the character and therefore give a positive or sympathetic attitude towards the situation. A recent study about profiling problem gamblers shows that there is near enough a 50/50 weighting of female problem gamblers to female social gamblers. Also, there are a considerably higher amount of males at risk to problem gambling than when compared to women. When analysing demographic results, findings show that there was a significantly lower amount of problem gamblers in the 65 years and over age category. The second most at risk age group was found, in this case to be 35 49 year olds, leaving the most at risk category to be the 18 24 year olds (Department Of Justice, 2013). Demographic Analysis and Results The following results present demographic data collected from the primary survey conducted. The data contains the total number of responses returned for all questions and the representative percentage of responses for each modality available. If there were any non-responses to any questions, this will not be included in the charts and tables. If the value of representative responses is 0, this will not show in the charts, however will be shown in the tables. This chart shows the representative percentage age of all participants. Age ranges Frequencies % representative From 17 to 20 29 36.2% From 21 to 29 40 50.0% From 30 to 37 3 3.8% 38 and over 8 10.0% Total 80 100.0% This chart shows the representative percentage gender of all participants. Gender modality Frequencies % Representative Male 30 37.5% Female 50 62.5% Total 80 100.0% Etiological reports of problem gambling have commonly concentrated on men from Gamblers Anonymous (GA) men from the Veterans Administration hospital system (Lesieur Blume, 1987) Therefore, women are diagnostically underrepresented also. Numerous initial studies that did include women used small samples or case studies from Gamblers Anonymous (Lesieur Blume, 1991). These results show a much higher percentage of female respondents than men. Thus, it enables this type of research to be analysed for gender specific data if needed. This chart shows the representative percentage ethnicity of all participants. The table below shows all the modalities available for selection within the survey. Ethnicity modality Frequencies % Representative White 65 81.2% Mixed white and black Caribbean 7 8.8% Mixed white and black African 1 1.2% Mixed white and Asian 0 0.0% Any other mixed background 2 2.5% Asian indian 3 3.8% Asian Pakistani 0 0.0% Asian Bangladeshi 0 0.0% Any other Asian background 0 0.0% Black Caribbean 1 1.2% Black African 0 0.0% Any other black background 1 1.2% Chinese 0 0.0% Any other ethnic group 0 0.0% Total 80 100.0% Results frequency score and attitude score table The results shown in the table below indicates the response count to each modality and also to each option within that modality. The frequencies are shown to indicate how many responses were given, however any non-responses are not shown in the table. In place of a percentage score, an attitude score is present. An explanation of the attitude scores is presented below the table. Strongly agree agree neither agree nor disagree