Personality Theories And Trait Theories - 2232 Words

The entire notion of Personality rests upon a number of assumptions: 1) that traits and types exist 2) that traits and types are stable over time 3) that these traits and types are consistent across different situations. At least two of these assumptions are so problematic that they challenge the very existence of Personality. Critically evaluate this statement. Personality, a word first coined in the C14th, has so broad a meaning that its definition varies significantly depending on which theoretical approach or method of classification it is being used for. To the average individual, their personality is simply what guides and forms their emotions, cognitions and behavioural acts, yet psychologists have no universal definition and loosely apply it as an overall heading, whilst focusing on its role in personality theories. In order to write this essay it is important to establish the differences between Type Theories and Trait Theories. A personality type is a group of key qualities an individual possesses, that when established, may allow a rough prediction of human behaviour. Types are discrete and mutually exclusive- you are either Type X or Type Y. These types, and indeed traits, are thought to be constant as said by Tieger and Barron-Tieger in their book â€Å"Do what you are† -The Type to which you are born will be the one you take to your grave. Trait theories conversely identify qualities that people possess on a spectrum that can form part of a prediction as toShow MoreRelatedPersonality Traits And Theories Of Personality1513 Words   |  7 PagesThe term personality has been defined several times in different ways throughout the history of psychology. A definition that captures much of what is meant by personality was described as â€Å"more or less stable, internal factors that make one person’s behaviour consistent from one time to another, and different from the behaviour other people would manifest in comparable situations† by Child (1968) (Eysenck, 1994). This definition is very broad and it includes personality traits as well as intelligenceRead MoreThe Trait Theory Of Personality Essay778 Words   |  4 PagesESSAY TOPIC: Describe the trait theory of personality. Select one â€Å"factor† or â€Å"trait† from a prominent trait theory and discuss the relative strengt hs and weaknesses of someone who strongly exhibits this trait. 1. Introduction Traits are described as the unique and constant characteristic tendencies that shape and influence a person’s mood and behaviour (Ewen 2013, p. 110; Olesen, Thomsen O’Toole 2015, p. 45). Prominent personality psychologists Gordon Allport, authored the first American reviewRead MoreThe Theory Of Personality Traits1948 Words   |  8 PagesThe study of personality is very important in the field of psychology because it aims to provide an account for individuality of human beings (Pervin and John, 1999). There are many psychological definitions which attempt to explain personality in terms of characteristics or typical qualities of an individual. Gordon Allport, defined it as â€Å"a dynamic organization, inside the person, of psychophysical systems that create the person’s characteristic patterns of behavior, thoughts and feelings’ (AllportRead MoreBiological Personality Trait Theory753 Words   |  3 Pageswith a personality. This means that all individ uals have their own characteristics, moods, thoughts, feelings, and behaviors. Personality is both an individual experience, as each person experiences specific combinations that are unique, and a global experience, as humans often share similar traits (Encyclopaedia Britannica, 2014). As humanity has expanded, so has interest in discovering what causes the developments of specific personality traits. While some have believed that personality is strictlyRead MoreEssay on The Trait Theory of Personality2121 Words   |  9 PagesThe study of personality traits is beneficial in identifying the many variables that exist from human to human; the combinations of these variables provide us with a true level of individuality and uniqueness. In the field of psychology, trait theory is considered to be a key approach to the study of human personality (Crowne, 2007; Burton, Westen Kowalski, 2009). This paper aims to identify a number of significant contributors who have played crucial roles in both the development and applicationRead MoreCharacteristics Theories Of Personality Traits907 Words   |  4 Pages Traits perspectives The Five-Factor model is a condensed representation of different types of personalities. The emerging consensus is that the structure of personality may incorporate five superordinate factors (Carver Scheier, 2012). Traits, in general, have been used to denote consistent patterns of behavior, especially expressive or stylistic behavior (John Robins, 2008). Trait psychologists focus on the variety of traits. On the other hand, motive psychologistRead MoreTrait Theory and Brand Personality Framework1679 Words   |  7 Pagesabout Trait Theory and Brand Personality Framework in personality. Details of the two theories will be explained first, along with some real examples of how firms make use of personality traits to strengthen their brands. The shortcomings of the two existing theories will then be analyzed, and some measures developed by recent researchers will be introduced in order to overcome the weaknesses. I chose this topic because I am interested in psychology and p ersonality traits. Many personality testsRead MoreBig Five Theory Of Personality Traits955 Words   |  4 PagesAmong the many established trait theories, the most widely known and used is the Big Five Theory of Personality Traits. It is a five-factor model composed of the broad personality traits of openness to experience, conscientiousness, extraversion, agreeableness and neuroticism. There are a variety of ways to assess one’s broad dimensions of personality in these five categories. One of which is Psych Central’s personality assessment that consists of fifty questions in which there is a statement ofRead MoreEysenck s Personality Theory And Allport s Trait Theory Essay1563 Words   |  7 PagesPersonality distinguishes one individual different from another. Some personalities are more positive than others; however personality ultimately defines a person. Ample amounts of research and theories focus on personality. Researchers trust that investigation concerning personality provides a road map to truly understanding the individual. In an attempt to analyzing Michelle Obama’s personality, this paper will discuss the extrovert and introvert personality through using Eysenck’s PersonalityRead MorePsychology, Trait Theory And The Study Of Human Personality Essay1614 Words   |  7 PagesIn psychology, trait theory (also called dispositional theory) is an approach to the study of human personality. Trait theorists are primarily interested in the measurement of traits, which can be defined as habitual patterns of behavior, thought, and emotion.[1] According to this perspective, traits are relatively stable over time, differ across individuals (e.g. some people are outgoing whereas others are shy), and influence behavior. Traits are in contrast to states which are more transitory dispositions

Comparison Between Plato And Plato - 1101 Words

Over centuries theorists and philosophers and have been creating new ideas in order to help form society. The philosophers help determine why we obey, what morality is, how to create justice inside and outside society, the state of nature, equality, and the state of war. They distinguish how the people and government help create a well-oiled society. Comparing Plato to Rousseau, the beginning of philosophy to a more modern perspective. In Crito by Plato, Socrates continues a speech of the Laws of Athens by appealing to a social contract that exists between the Laws and the citizens. By living in Athens, one must abide by the Laws of Athens. Since Socrates is in prison, if he were to try to escape he would be breaking the Law. Socrates lived in Athens following the Athenian Law up to this point. Socrates dismissed the possibility of exile, saying he would rather die than live outside of Athens. Though they offered the exile freely, to flee Athens when the Law no longer permitted him t o do so. There is no reason or will for Socrates to break to Law now when he always agreed to follow them. The problem with this is that Socrates accusers have unjustly sentenced him by usig the Laws. The accusers viewed the Laws in their own perspective. By writing Crito, Plato hoped to distinguish them as a separate entity, making them something human toward which Socrates might be able to act unjustly. However, it may be hard to deem that the laws of a state from which the people who applyShow MoreRelatedComparison Between Plato And Plato732 Words   |  3 PagesThe analogy of the divided line that Plato proposed dealt with two sections divided into two more sections. The bottom part of the line can be labeled as what is not, here contains what is of the imagination or copies of the sensible and or images. Moving up the divided line, we then reach the top of the bottom sections, which contains the belief or the sensible. Entering the first part of the top section, what is thoug ht or the scientific forms are encountered. Following that section at the topRead MoreComparison Between Aristotle and Plato on Mimesis4881 Words   |  20 PagesiA comparison between Aristotle and Plato on mimesis 1. Introduction Mimesis, as a controversial concept starting from the 15th century, is among the oldest terms in literature and artistic theory, and is certainly among the most fundamental. Developing centuries, the concept of mimesis has been explored and reinterpreted by scholars in various academic fields. The word â€Å"Mimesis† developed from the root mimos, noun designating both a person who imitates and a specific genre of performance basedRead MoreDistinctions and Comparisons between Aristotle and Plato Essay1681 Words   |  7 Pagesideas introduced by Plato on the theory of forms, where deducted and critiqued by Aristotle. Both philosophers can be viewed as having opposing ideologies. Nonetheless, Plato and Aristotle are in agreement on certain factors of their philosophy. Many have scrutinized and compared the dissimilarities and similarities of Aristotles doctrine of categories and Platos theory of forms. The observations found are of an interesting nature. The beauty behind the writings of Plato is to not accept whatRead MoreComparison Between Plato And The Composition Of The Ideal City State1368 Words   |  6 Pages Plato and the Composition of the Ideal City-State in Parts I-III of The Republic Wei Ting Lee 500467076 Ryerson University Introduction Appearance versus reality is a pertinent theme in Plato’s dialogues. Yet, the precise nature of truth, the good and the beautiful all rely on contradiction, which the philosopher uses in his discussion of an ideal civil society. To properly understand Plato’s motivation, it is necessary to briefly explain his historical context: Athenian democracyRead MoreAristotle s Views Of Poetry Essay1671 Words   |  7 Pagesimitation and imagination in their poetic works, which limits the chances of poetry enhancing knowledge in the society. The branch points between poets and Socrates are imitation versus and imagination versus reason. Socrates was an influential Greek philosopher; however, he never wrote any book and his ideologies are mostly presented by Plato, who was his student. Plato explains Socrates’ attitude towards poetry in his books, the Republic and the Symposium. Afterward, he offers his perceptions and solutionsRead MorePlato s Interpretation Of Utopia1630 Words   |  7 PagesPlato and Aristotle shared many differences despite also sharing a teacher student relationship. This essay will strive to establish their understandings of reason and the role reason plays in their comprehensions of politics, differentiating between the kinds of reason and politics produced as a result. Plato is regarded as the first writer of political philosophy while Aristotle is recognised as the first political scientist. Plato’s interpretation of Utopia is founded upon the existence of threeRead MoreDefinition Of An Existence Of Absolute Truth783 Words   |  4 Pagesinterpretation , Plato indicates â€Å"Forms† as an existence of â€Å"Absolute Truth†. He doesn’t clearly define what â€Å"Forms† are, but he believes that â€Å"Forms† do exist. I personally under some circumstances believe in the existence of â€Å"Forms†. For example, during the class, Dr. Haney gave an example about the definition of â€Å"Largeness†. He mentions that each individual has his own definition of largeness, and this definition is unique for each person. Thus, all together, the â€Å"Largeness†, according to Plato, isn’t largeRead MoreAristotle: The Pursuit of Happiness1358 Words   |  6 PagesAristotle and Plato both are b oth well known for their focus on defining the purpose of being human. To them, humans have a particular characteristic that no other living thing possesses. That characteristic is that humans strive to achieve a level of goodness. Although they agree with each other that there is a highest good one must achieve in order to live a fulfilling life, they have different ideas on what that good is. On Aristotle’s search to find the highest good of a human being, he firstRead MoreAnalysis Of The Republic By Plato1111 Words   |  5 Pagesentering into the territory of the second metaphor enumerated by Plato in The Republic. The Image of the Line, once more is intended to give sustenance to the analyzation of goodness and is a direct relation to The Simile of the Sun. In this metaphor, Socrates describes a line which is to be unequally divided into four segments. The segments labeled A and B are to apportion for likenesses, or the visible realm. This, according to Plato, is a dangerous realm made for misconceptions and incompletenessRead MoreA Summary Of Plato And Aristotle818 Words   |  4 Pagesparticipate in and be involved with political activities. Plato and Aristotle are arguably two of the most prominent philosophers from ancient Greece. Although both Plato and Aristotle are great thinkers, their philosophical views of the role of women as potential rulers diff er very much from one another. In fact, many of Aristotle’s writings about the role of women contradict the beliefs of his professor, Plato. This paper will provide an in-depth comparison of the potential for women to be rulers in Aristotle’s

Strategic Approaches Creativity and Innovation

Question: Discuss about the Strategic Approachesfor Creativity and Innovation. Answer: Introduction The managers today are capable of making strategies to utilize the present positions and alternatively explore new creative methods to enhance the efficiency of work force. They exploit the available resources and combine them with innovation and creativity. This strategic management helps them to align their performances with the requirements of the key stakeholders. Creativity and innovation helps the companies to generate new goods and services according to the needs of the key. Goal aligned creative and innovation power help companies to convert market challenges to opportunities and exploit them to earn higher profits (Wang, Tsai Tsai, 2014). The strategic managers combine exploitation and exploration of resources. Exploitation strategies of the firms help them to select and utilize their current resources like labour, materials, technology, knowledge and so on in an efficient way towards achievement of business objectives. The managers exploit these resources to carry out exploration of new innovations and creative ideas to bring about new products and variations in the existing products (Colombelli, Krafft Quatraro, 2014). The firms use these strategies to increase the efficiency of their processes in order to maximise profits. The companies today work on sustainable business models which require innovation increase efficiency of the resources. The innovative strategic business models today are designed according to the needs of the key shareholder groups like creditors, owners, government bodies, suppliers, union and the society (Bocken et al., 2014). For examples, managers today direct the resources towards following sustainable methods of production which benefits them by decreasing environment pollution. The strategic managers today combine the exploitation and exploration strategies to increase efficiency and maximise profits. These strategies enhance the efficiency of both processes and products. These strategies are used in sustainable ways to benefit the key shareholders of the companies. References: Bocken, N. M. P., Short, S. W., Rana, P., Evans, S. (2014). A literature and practice review to develop sustainable business model archetypes.Journal of cleaner production,65, 42-56. Colombelli, A., Krafft, J., Quatraro, F. (2014). High-growth firms and technological knowledge: do gazelles follow exploration or exploitation strategies?.Industrial and Corporate Change,23(1), 261-291. Wang, C. J., Tsai, H. T., Tsai, M. T. (2014). Linking transformational leadership and employee creativity in the hospitality industry: The influences of creative role identity, creative self-efficacy, and job complexity.Tourism Management,40, 79-89.

The Tennis Serve Essay Example For Students

The Tennis Serve Essay The tennis serve is the stroke that puts the ball in play and is often referred to as the most important stroke in the game of tennis. It has become a principle weapon of attack and is used to place the opponent on the defensive by forcing a return from the weak side or by moving the receiver out of position. A good strong serve can sometimes be the basis of winning a game of tennis. I have included eight picture sequences to illustrate the tennis serve. Represented in picture A is the stance of the serve. In this part of the serve, the person needs to take a position sideways to the net, about three or four feet to the right center mark behind the baseline. The left foot is two to three inches behind the line, the toes pointing toward the net post. The back foot is parallel to the baseline and spread conformably from the front. We will write a custom essay on The Tennis Serve specifically for you for only $16.38 $13.9/page Order now Pictures B and C represent the preparation phase. In these pictures, the execution of the ball toss is performed. The ball toss is the key to a well-executed serve: a good release consistently places the ball in the proper hitting position. A poor release can throw off timing and ultimately cause a bad serve. In pictures D-F the action phase is represented. In picture D of the action phase, the elbow reaches a position slightly higher than the shoulder, then the elbow bends and the racket head drops down behind the back into what is called the back scratching position. In picture E, the ball should be at its maximum height of the toss before striking it. In picture F, the last of the action phase, the movement of striking the ball is explosive in an upward and forward motion until contactPictures G and H represent the follow through. In the follow through the action is performed up and out, not down, in the direction of the intended target area. The follow through is a natural continuation of the stroke. A good follow through will help prepare for the next step in approaching the net for a return. Kinematics is defined as the study of motion. It is compiled of different bodily planes and different joint motions. In the beginning of the serve, during the stance (picture A), the feet are outwardly rotated. The hips and the trunk are extended. The left shoulder is slightly flexed along with the right shoulder and the shoulder girdles are slightly abducted. Both of the wrists are pronated with the elbows slightly flexed. During the preparation (pictures B and C) the feet are still in an outwardly rotated position. The hips slightly abduct with the trunk still in full extension. The shoulders are abducted, with slight elevation of the shoulder girdle. Both elbows are extended, but the right wrist stays in a pronated position and the left wrist is supinated. During the action (pictures D-F) the right foot inwardly rotates along with it performing planter flexion but the left foot stays in an outwardly rotated position. The hips are adducted but then they shift to abduction. The trunk starts in hyperextension then get fully extended and slightly rotate to the left. Both knees flex but the left knee extends while the right knee stays flexed. The left shoulder goes from flexion to extension while the right shoulder performs high diagonal adduction. The left elbow goes from extension to flexion and the right elbow goes from flexion to extension. The left hand goes from supination to pronation while the right hand stays in a pronated position. Finally, during the follow through (pictures G and H) the left foot inwardly rotates along with some planter flexion. The right foot inwardly rotates and goes back to a naturally flat position. Both hips are flexed along with the flexion of the trunk and its rotation. The left shoulder remains in an extended position but the right shoulder follows through with the high diagonal adduction, while both shoulder girdles perform abduction. The right elbow slightly flexes but the left elbow extends. The knees go from flexion to a greater degree of flexion. The kinematics of the tennis serve is a complicated thing, it consist of many laws and principles. One law is the law of inertia and the principles deal with motion, force and projectiles. These laws and principles can be applied to a skill, for example the tennis serve. The first principle deals with stability. This principle consist of smaller groups dealing with mass, friction, height of the center of gravity, position of the center of gravity, and base of support. The mass of the person in pictures A through H is of a certain weight. This mass or weight throughout the serve is considered to be constant. This observation is made because during the tennis serve the person performing the serve cannot gain or loss mass during the serve. Friction can be a major factor in a sport or game. The type of footwear available can help an althea to the point of better counter force when jumping or better traction for different surfaces. A tennis shoe does not need to have great counter force because there is not a lot of jumping but traction is important because of different surfaces like clay, grass, and concrete. Each surface performs differently for each athlete so there should be a traction on the shoe to benefit sprinting forward but also being able to move side to side. Height of center of gravity is one important factor in good equilibrium. In the stance position of the tennis serve (picture A), the height of gravity is in the middle around the navel. This remains constant through the prep phase (picture C), but when the action phase starts (pictures D F) the height of gravity moves up with the extension of the racket arm and trunk. Then in the follow through (picture G, H) height of gravity starts to go down because of the descending motion of the racket arm and trunk. Position of center of gravity is another important part in good equilibrium. In the stance position of the tennis serve (picture A) the position of gravity is about two inches above the belt. Then in the prep phase (picture C) it moves upward about four inches above the navel. Next, in the action phase (pictures D F) center of gravity moves three inches to the right of the navel and about four inches above the navel. In the follow through (picture G, H) the center of gravity is about four inches outside the body parallel to the belt line. Base of support is the area formed by the outer most region of contact between the body and a support surface. During the serve (pictures A D) the base of support is pretty much constant. It is just enough not to fall but good enough to push off of the surface. In picture E the base narrows a little because of the force of pushing off with the left foot. Pictures F and G, the base is wider then narrows and drops down and forward, this is because of momentum pulling the body forward into the follow through. At the end the base of support is narrowed to bring the feet under the body for better equilibrium because the center of gravity is outside the body, this is to keep the body from falling. The first law of kinematics is the law of interia. This law has principles that deal with motion. Translatory motion is defined as motion moving in a straight line. Rotary motion is defined as motion moving in a circle. Combining translatory and rotary motion in the tennis serve is shown by the rotary motion of the racket arm and the motion of the trunk in the follow through. Translatory motion is shown by the stepping forward of the trunk, legs, and partially of the racket arm. Continuity of motion is shown during the action phase (pictures D F) with the tossing of the tennis ball while bringing the racket into a striking position and also extended the trunk and legs. This is all performed at the same time with no pause. If there was pause in any of these motions there would not be enough momentum to create a very effective serve. .u67dfcb6dab35963dfce55fe9adfde210 , .u67dfcb6dab35963dfce55fe9adfde210 .postImageUrl , .u67dfcb6dab35963dfce55fe9adfde210 .centered-text-area { min-height: 80px; position: relative; } .u67dfcb6dab35963dfce55fe9adfde210 , .u67dfcb6dab35963dfce55fe9adfde210:hover , .u67dfcb6dab35963dfce55fe9adfde210:visited , .u67dfcb6dab35963dfce55fe9adfde210:active { border:0!important; } .u67dfcb6dab35963dfce55fe9adfde210 .clearfix:after { content: ""; display: table; clear: both; } .u67dfcb6dab35963dfce55fe9adfde210 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u67dfcb6dab35963dfce55fe9adfde210:active , .u67dfcb6dab35963dfce55fe9adfde210:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u67dfcb6dab35963dfce55fe9adfde210 .centered-text-area { width: 100%; position: relative ; } .u67dfcb6dab35963dfce55fe9adfde210 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u67dfcb6dab35963dfce55fe9adfde210 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u67dfcb6dab35963dfce55fe9adfde210 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u67dfcb6dab35963dfce55fe9adfde210:hover .ctaButton { background-color: #34495E!important; } .u67dfcb6dab35963dfce55fe9adfde210 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u67dfcb6dab35963dfce55fe9adfde210 .u67dfcb6dab35963dfce55fe9adfde210-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u67dfcb6dab35963dfce55fe9adfde210:after { content: ""; display: block; clear: both; } READ: The Matrix (1018 words) EssayMomentum is the product of a bodys mass and linear velocity. Momentum can be changed by changing direction. To produce an effect of momentum during the serve, since mass is constant, the velocity of the body must be increased. This is done by the extension of the racket arm along with the trunk and moving the center of gravity forward to produce a good momentum in striking the tennis ball, this intern with the racket striking the ball turns it into a force, this force is equal to the momentum of the body. During the action phase of the serve (pictures D F) transfer of momentum is achieved by extending the legs, trunk, and racket arm. This is d one because mass remains constant, so to increase speed the body must become longer to help contribute to the total body momentum. In the tennis serve acceleration is proportional to force because mass in the body of the server is constant. So if the server has a great amount of acceleration then there will be a great amount of force when striking the tennis ball with the racket. Maximum acceleration is achieved by moving the whole body in a forward motion with continuity and timing. There are really no extraneous movements because most movements like the extension of the legs, trunk, racket arm, and the moving forward of the body are all extended to create greater body momentum. Timing is very important and should be practiced because it is probably the hardest thing to get down to create maximum acceleration and effective motion. In the serve the bodys radius is lengthened so according to the principle the rotation is shortened during the follow through phase, this is because with a lengthened radius the body has more area to cover. This is sacrificed because greater momentum to where the ball must be hit is more important then rotational speed. This is illustrated in the action phase (pictures D F) with the extension of the legs, trunk and racket arm. This shows the lengthening of the bodys radius. During the action phase of the serve never unsupported as seen in the pictures D F. Both feet seem to be on the ground in constant support of the body, so this principle does not apply to this particular serve. Although some people might actually, force a split second, become airborne during the serve, then this principle would apply. There are three major surface variations in tennis all with different counter force. Clay is the first surface, although it is somewhat soft is does not contain good counter force because it has a bad coefficient of restitution, which means it does not bounce back to original shape very well. Clay is also somewhat slippery so players must slide to position to hit the ball. Grass is another form of surface variation, it is also somewhat soft and does not have a very good coefficient of restitution but it is better then clay. Grass also has a degree slipperiness and also requires the sliding into position. Finally, concrete is the last surface variation, it has no counter force because there is no give and no coefficient of restitution but concrete is not as slippery as the other two surfaces. During the action phase of the tennis serve (pictures D F), the direction of counter force is projected down and back which in turn propels the server up and forward. This is done in a perpendicular manner to the surface so there will be no slippage. When the racket strikes the ball there are counter forces. When the ball is in contact with the racket, the racket has momentum but there is one possibility in the make of the racket to help contribute to counter force. If a player has a stiff racket with loss strings the give of the racket is not as great as the strings but when both their coefficients of restitution are activated, they perform in created more force for the striking of the ball. The ball itself also has a coefficient of restitution to help propel itself off the racket. The player also must have a firm grip at impact to reduce of eliminate give at the grip. Temporarily stored counter force can be found in many parts of the tennis serve. For one, the ball itself has it own ability to spring back to original shape, this all depends on the make of the ball. Next is the racket and the strings, each have a coefficient of restitution which results in temporarily stored counter force. A stiff racket like tightly wound strings have high restitution unlike a flexible racket and loss strings. Finally the shoes an athlete wears can have stored counter force depending on make and material. In the tennis serve as observed in pictures D F, during the sticking motion both feet are in contact with the ground to provide maximum to the ball, even though the bodies extended and looks like it could go airborne. Total force is equal to the sum of the forces of each body segment contributing to the act, if the forces are applied in a single direction and in the proper sequence with correct timing. If the variables sequence, timing, and direction are not all applied correctly together the total force will be minimal. During the action phase, pictures D-F, in the tennis serve total force is achieved by the extension of the arms, legs and trunk along with the timing of the movement of the racket arm in striking the ball, and also the leaning forward of the body. Force applications should be constant and as even as possible. The force applications should be this way so that maximum force can be used to overcome the resistance of gravity and air or water, and minimum force can be us ed to overcome inertia. The relationship between constant force over a greater distance and resulting velocity is a positive one. When the distance over which a force is applied increases, so does the velocity. During the prep phase, pictures A-C, the extension of the racket arm is done to create the distance in which greater velocity will occur and this resulting in a greater striking force of the tennis ball. Resulting movement depends on the direction and magnitude of the acting forces. If two of these forces act in the same general direction, the direction of the resulting force is somewhere between the two, and the magnitude of the resulting force is more than either, but not as much as the total of the two contributing forces. During the action phase, pictures D-F, the force of the arm, body and racket hitting the ball forward along with gravity pulling it downward, the balls flight, although going forward is also going down. This path of the ball is the between result of the two forces acting upon it. The relationship of muscle length and resulting force is that, the longer the muscle is, the greater the increase in force of that muscle. During the prep phase, pictures A-C, the muscles in the body and the racket arm are tensed or put on stretch to increase the length of the muscle to produce greater force. The relationship of linear speed to lever length is positive. This means that when a lever gets longer the linear speed gets faster, thus increasing the striking force. During the action phase, pictures D-F, the extension of the levers of the body and racket arm increases the linear speed, resulting in greater striking force of the tennis ball. .u67db1a3465e532db8c5372f777d61e1e , .u67db1a3465e532db8c5372f777d61e1e .postImageUrl , .u67db1a3465e532db8c5372f777d61e1e .centered-text-area { min-height: 80px; position: relative; } .u67db1a3465e532db8c5372f777d61e1e , .u67db1a3465e532db8c5372f777d61e1e:hover , .u67db1a3465e532db8c5372f777d61e1e:visited , .u67db1a3465e532db8c5372f777d61e1e:active { border:0!important; } .u67db1a3465e532db8c5372f777d61e1e .clearfix:after { content: ""; display: table; clear: both; } .u67db1a3465e532db8c5372f777d61e1e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u67db1a3465e532db8c5372f777d61e1e:active , .u67db1a3465e532db8c5372f777d61e1e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u67db1a3465e532db8c5372f777d61e1e .centered-text-area { width: 100%; position: relative ; } .u67db1a3465e532db8c5372f777d61e1e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u67db1a3465e532db8c5372f777d61e1e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u67db1a3465e532db8c5372f777d61e1e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u67db1a3465e532db8c5372f777d61e1e:hover .ctaButton { background-color: #34495E!important; } .u67db1a3465e532db8c5372f777d61e1e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u67db1a3465e532db8c5372f777d61e1e .u67db1a3465e532db8c5372f777d61e1e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u67db1a3465e532db8c5372f777d61e1e:after { content: ""; display: block; clear: both; } READ: The New Liberal Arts EssayEmphasis on proper follow through eliminates the tendency to decelerate a throwing or striking action prior to its completion. Some other benefits of a proper follow through would be to maintain balance and to protect the joint by gradually slowing the body parts. In any case, once contact is broken with the object, follow through actions has no influence on the flight of the object. There are some external forces that can be used to benefit performance, like water resistance, friction, gravity, and air resistance. Having the correct shoe for the correct playing surface can be very helpful because it could help reduce friction resulting in greater speed. Using gravity and air resistance when striking the tennis ball could be used in the placing of the ball to make it harder for the opponent to hit it. The relationship of air/water resistance and velocity is that if the velocity at which a body travels is increased by two, the air/water resistance against it will increase by four. During the action phase, pictures D-F, when the tennis ball travels at a certain speed the air resistance is squared. This intern can affect the flight of the ball. Centrifugal force is only experienced during a rotational (angular) or curvilinear motion. It results from the tendency for an object to continue in a straight line instead of a curved path. It is counteracting by forces (usually muscular) which, if effective, equal or exceed the centrifugal force and tend to maintain the object to continue in its curved path. This counteracting force is centripetal force. In the case of a freely moving body, as velocity increases, centrifugal force increases. Additional weight also increases centrifugal force. The smaller the radius of a curved path, the greater the centrifugal force with the same velocity. During the action phase, pictures D-F, the half circle motion of the racket arm, when in the process of hitting the ball, wants to go in a straight line but the muscles keep it from doing that. Instead, it brings the racket around to strike the ball at the peak height of the ball toss. A force from a blow can be diminished by distributing the force over either a greater time (and distance) or area, or both. During the action phase, pictures D-F, the size of the racket head determines the distributing of the force of the tennis ball. The bigger the racket head the more the force of the ball is diminished. In catching an object, the objects momentum is dissipated by eccentric muscular contractions allowing the joints to move through controlled flexion; and while momentum is being reduced, body parts flex to grasp the object securely. This principle is not found in the tennis serve because there is no object being caught. If the application is directly through the projectiles center of gravity, only linear motion results from the force. As the projecting force is moved farther from the center of gravity, rotary motion of the object increases at the expense of linear motion. If the force is below the objects center of gravity, backspin results. If the force is above the objects center of gravity, topspin results. The striking of the ball above or below its center of gravity which can intern result in topspin or backspin which can change the direction of the ball when it hits the court and also in the air. The force of gravity on a object starts to diminish its vertical velocity as soon as contact is broken. The factors that determine how soon gravity will cause the object to descend are weight, amount of force driving it upward, and the effect of air resistance on the object. The relationship of speed and air resistance is that as speed increases air resistance plays a more significant role. Objects that are less dense and streamlined are influenced less by air resistance, and the less surface area an object presents, the less will be the effect of air resistance on the object. The tennis ball being somewhat small, round, hollow, and fuzzy, makes it less dense, more streamlined, and it presents less surface area. This all intern makes the tennis ball a pretty streamlined. The optimal angle for maximum distance when the beginning and end points are at the same level is 45 degrees. The effects of a less than optimal angle results in little distance. The effect of a greater then optimal angle can also result in little distance. When starting points are above or below ending points, reduce angle to get maximum distance. Since the greatest angle for projection is 45 degrees, the tennis serve is struck downward as close to 45 degrees as possible. The relationship of the angle of incidence to the angle of reflection is equal. This means that the angle at which the object approaches a surface is equal to the angle at which it leaves that surface. The factors that could change this would be irregular shapes of the two colliding surfaces, the force resulting from elasticity of the object, and the spin of the object both during and after contact. If all else is constant , the angle the tennis ball hits the ground is the angle it will project of the ground. Also in tennis spin will effect the angle. A highly elastic object will quickly spring back to its original shape after being compressed. The compression of the tennis ball is somewhat moderate but there is also what is called a high compression ball on the market. The elasticity is really high because the ball is made out of rubber, which has a good restitution. The greatest rebound results from a moderately compressed ball with high elasticity. For tennis, a stiff racket and loose strings will produce the greatest elasticity of the ball because the racket if loose does not have great restitution as well as the strings do. Also the ball is highly compressed and has a lot of elasticity to it, to help propel it fast. An object propelled without spin tends to waver because of air resistance against the objects irregular surface. A small amount of spin on an object produces a stabilizing effect which tends to hold it on its line of flight. Increased spin will tend to cause the object to curve in the same direction as the spin because of unequal air pressure cause by the spinning. During the serve or contact with the ball spin is added to the ball to throw the opponent off guard. The effect of the spin is to make the opponent change direction very quickly. To cause an object to spin in the desired direction, the striking implement should be drawn across the object in the direction of the desired spin. Topspin is caused by an implement striking forward-upward. Backspin is produced when the strike is made forward-downward. In the serve topspin is added to draw the ball out or make it jump up. Backspin is added to make the ball fall short, so to make the opponent run to the net. Topspin causes a lower angle of rebound, a longer bounce, and more roll. Backspin causes a higher angle of rebound, a shorter bounce, and less roll. In the serve these spins are used to throw the opponent off guard and to make them make a quick decision and mess up. The effects on a vertical surface are different than on a horizontal surface. Topspin causes a higher rebound , backspin causes a lower rebound, right spin causes a rebound to the left, and left spin causes a rebound to the right. Tennis serve does not happen on a vertical surface at all. The serve is the most important part of tennis, it starts the game and sets the tone for the match. Many of the professionals today have mastered most of theses principles, and these principles can be seen by just watching a match by a valid tennis player. BiomechanicsThe Tennis Serve.

Equality in America during the 1830s to 1860s essays

Equality in America during the 1830's to 1860's essays Alexis de Tocqueville's description of America as a land of equality was an inaccurate one, as his opinion came out of dealings exclusively with upper society and he concurred with the majority of the population that the treatment of blacks, women, andundesirables? as second-class citizens was not a contradiction to the principles of democracy. The time period in which Tocqueville lived was one of rapid change not only within the United States, but also worldwide. The monarchies of Europe were leaning towards becoming republics, and Tocqueville set out to dispute the European notion that a republic would end up as little more than mob-rule by using the United States as the example of the success of the republic. Unfortunately, while the United States achieved much in the way of progress, Tocqueville's descriptions were full of exaggeration and ignorance. Slavery still existed in the land that was based on the belief that,all men are created equal.? Women were being viewed as the epit ome of gentleness and morals but were still denied the right to vote, own property if they were married, or even to sign their own wills. Undesirables such as the insane were locked up in institutions where the conditions were not fit for livestock let alone human beings. These factors represented the failures of democracy, but were ignored or written off by Tocqueville. It may be that he was truly blind to these inequalities because he was raised in a world that assumed that women and black people were not created equal to white men and were therefore not entitled to share in democracy. When one thinks of the 19th century within America, the wordprogress? comes to mind. Indeed, the industrialization of the United States did represent progress in the world, as goods could now be made cheaper and faster. Unfortunately, the mechanization of manufacturing also meant an increase in the demand for raw materials. A majority of the population at this time there...

Top 10 Ways to Waste Time in College

Top 10 Ways to Waste Time in College College life is hard. As a student, you most likely balance your classes, homework, finances, a job, friends, a social life, a relationship, cocurricular involvement, and ten million other things all at the same time. Its no wonder, then, that you may need to just spend time, well, wasting time now and then. But how can you tell if youre wasting time in a productive or nonproductive way? 1. Social Media Productive uses: Catching up with friends, socializing, connecting with family and friends, connecting with classmates, relaxing in a fun way.Nonproductive uses: Gossiping, snooping out of boredom, obsessing over old friends or partners, getting information out of jealousy, trying to start drama. 2. People Productive uses: Relaxing, hanging out with friends, socializing, getting to meet new people, engaging in interesting conversations, experiencing new things with good folks.Nonproductive uses: Malicious gossip, looking for people to hang out with because youre avoiding a task, feeling like you have to be part of the crowd when you know you have other things to do. 3. The Internet Productive uses: Doing research for homework, learning about topics that are interesting, catching up on current events, looking into academic opportunities, looking for employment opportunities, booking travel to visit home.Nonproductive uses: Stumbling around just to keep boredom at bay, looking at sites you werent interested in in the first place, reading about people and/or news that have no connection or impact on your time in school (or your homework!). 4. The Party Scene Productive uses: Having fun with friends, letting yourself relax during the evening, celebrating a special event or occasion, socializing, meeting new people, building friendships and community at your school.Nonproductive uses: Engaging in unhealthy behaviors that impede your ability to do things like homework and going to work on time. 5. Drama Productive uses: Getting help for your friend or yourself during a time of need, connecting a friend or yourself to other support systems, building and learning empathy for others.Nonproductive uses: Making or being involved with drama that is unnecessary, feeling the need to fix problems that arent yours to fix and that cant be fixed by you anyway, getting sucked into drama simply because you were at the wrong place at the wrong time. 6. Email Productive uses: Communicating with friends, catching up with family, contacting professors, exploring job or research opportunities, dealing with administrative offices (like financial aid) on campus.Nonproductive uses: Checking email every 2 minutes, interrupting work every time an email comes in, emailing back and forth when a phone call might better suffice, letting emails take priority over other things you need to do at your computer. 7. Cell Phone Productive uses: Communicating with friends and family, dealing with timely matters (like financial aid deadlines), calling to solve problems (like bank errors).Nonproductive uses: Texting every 10 seconds with a friend while trying to do another task, using your phone as a camera/video camera all the time, checking Instagram at bad times (in class, in conversation with others), always feeling like its the priority instead of your task at hand. 8. Movies and YouTube Productive uses: Using to relax, using to get into a mood (before a Halloween party, for example), just hanging out with friends, socializing, watching for class, watching a clip or two for fun, watching videos of friends or family, watching impressive feats or performances, watching snippets on a topic for a paper or project.Nonproductive uses: Getting sucked into a movie you didnt have time to watch in the first place, watching something simply because it was on TV, watching for just a minute that turns into 2 hours, watching videos that add nothing to your own life, using as an avoidance from the real work you need to do. 9. Video Games Productive uses: Letting your brain relax, playing with friends (near or far), socializing, learning about new games while meeting new people.Nonproductive uses: Losing sleep because youre playing too late at night, playing for too long when you have homework and other work to do, using video games as a way of avoiding the realities of your college life, not meeting new people because youre alone in your room playing video games too much. 10. Not Getting Enough Sleep Productive uses (are there really any?): Finishing a paper or project that took longer than expected, engaging with other students about something so exciting its worth missing a little sleep over, meeting a scholarship deadline, doing an activity instead of sleeping that truly enriches your college life.Nonproductive uses: Staying up too late on a regular basis, missing so much sleep that you arent functional during the time you are awake, having your academic work suffer, having your physical, mental, and emotional health suffer from lack of sleep.

Top 10 Ways to Waste Time in College

Top 10 Ways to Waste Time in College College life is hard. As a student, you most likely balance your classes, homework, finances, a job, friends, a social life, a relationship, cocurricular involvement, and ten million other things all at the same time. Its no wonder, then, that you may need to just spend time, well, wasting time now and then. But how can you tell if youre wasting time in a productive or nonproductive way? 1. Social Media Productive uses: Catching up with friends, socializing, connecting with family and friends, connecting with classmates, relaxing in a fun way.Nonproductive uses: Gossiping, snooping out of boredom, obsessing over old friends or partners, getting information out of jealousy, trying to start drama. 2. People Productive uses: Relaxing, hanging out with friends, socializing, getting to meet new people, engaging in interesting conversations, experiencing new things with good folks.Nonproductive uses: Malicious gossip, looking for people to hang out with because youre avoiding a task, feeling like you have to be part of the crowd when you know you have other things to do. 3. The Internet Productive uses: Doing research for homework, learning about topics that are interesting, catching up on current events, looking into academic opportunities, looking for employment opportunities, booking travel to visit home.Nonproductive uses: Stumbling around just to keep boredom at bay, looking at sites you werent interested in in the first place, reading about people and/or news that have no connection or impact on your time in school (or your homework!). 4. The Party Scene Productive uses: Having fun with friends, letting yourself relax during the evening, celebrating a special event or occasion, socializing, meeting new people, building friendships and community at your school.Nonproductive uses: Engaging in unhealthy behaviors that impede your ability to do things like homework and going to work on time. 5. Drama Productive uses: Getting help for your friend or yourself during a time of need, connecting a friend or yourself to other support systems, building and learning empathy for others.Nonproductive uses: Making or being involved with drama that is unnecessary, feeling the need to fix problems that arent yours to fix and that cant be fixed by you anyway, getting sucked into drama simply because you were at the wrong place at the wrong time. 6. Email Productive uses: Communicating with friends, catching up with family, contacting professors, exploring job or research opportunities, dealing with administrative offices (like financial aid) on campus.Nonproductive uses: Checking email every 2 minutes, interrupting work every time an email comes in, emailing back and forth when a phone call might better suffice, letting emails take priority over other things you need to do at your computer. 7. Cell Phone Productive uses: Communicating with friends and family, dealing with timely matters (like financial aid deadlines), calling to solve problems (like bank errors).Nonproductive uses: Texting every 10 seconds with a friend while trying to do another task, using your phone as a camera/video camera all the time, checking Instagram at bad times (in class, in conversation with others), always feeling like its the priority instead of your task at hand. 8. Movies and YouTube Productive uses: Using to relax, using to get into a mood (before a Halloween party, for example), just hanging out with friends, socializing, watching for class, watching a clip or two for fun, watching videos of friends or family, watching impressive feats or performances, watching snippets on a topic for a paper or project.Nonproductive uses: Getting sucked into a movie you didnt have time to watch in the first place, watching something simply because it was on TV, watching for just a minute that turns into 2 hours, watching videos that add nothing to your own life, using as an avoidance from the real work you need to do. 9. Video Games Productive uses: Letting your brain relax, playing with friends (near or far), socializing, learning about new games while meeting new people.Nonproductive uses: Losing sleep because youre playing too late at night, playing for too long when you have homework and other work to do, using video games as a way of avoiding the realities of your college life, not meeting new people because youre alone in your room playing video games too much. 10. Not Getting Enough Sleep Productive uses (are there really any?): Finishing a paper or project that took longer than expected, engaging with other students about something so exciting its worth missing a little sleep over, meeting a scholarship deadline, doing an activity instead of sleeping that truly enriches your college life.Nonproductive uses: Staying up too late on a regular basis, missing so much sleep that you arent functional during the time you are awake, having your academic work suffer, having your physical, mental, and emotional health suffer from lack of sleep.

Are all waste products simply resources that have not been used yet Essay

Are all waste products simply resources that have not been used yet - Essay Example Waste products are made resources by the process of section, transportation, recycling and treatment. In addition, the system disposal is applied in determination of the number of recycle bins required to facilitate garbage collection at the curb. Nevertheless, the paper focuses on determining whether the waste products can be considered resources that have not been exploited. There has been a significant growth of governmental investment, among industrial sectors leading to increases of interest concerning Municipal Solid Waste MSW management projects. In this case, MSW management offers a vital opportunity for conversion of waste materials to resources. On the other hand, in order to convert waste materials to resources, there is need to understand the current situation experienced in MSW management (Hongtao & Yongfeng, 2001, 255). In fact, there are substantial factors playing a vital role in generation of MSW, which entail economic development, consumption rates, administrative s ystems, urban population and geographic location. However, the most important factors include the urban population and economic situation, which are considered a contributor to improvement of MSW quality. Waste products have been converted to resources through MSW for the last twenty years, thereby resulting to a change in the waste composition and an increase for waste. Therefore, value of waste based on increases of reusability is influenced by impacts of MSW components. Moreover, this entails domestic fuel used and other living standards, which are associated with the levels of composition. Some of identified sources of MSW include residential, municipal, institutional, commercial, and other attributes of the city that entail size, location and economic condition. There are high recyclable content gathered through MSW in exclusive residential districts; for instance, there are percentages of kitchen waste, ash and dirt, which are lesser than regular to inhabited district (Hongtao & Yongfeng, 2001, 259). On the other hand, there are other fractions of kitchen residue, thereby making up a higher portion of waste disposed by residential district. There is waste gathered from neighborhood as a high moisture content that has a lower calorific value. Historically, there is influence of waste composition based on the living standards of people living is various regions. Therefore, management of MSW has become a global issue due to its significance based on judgment made by mayors, county executives and city and country council broads. In fact, this decisions made by these actors has led to a significant impact on the emissions of greenhouse gas (GHG), thereby contributing to climatic changes (Weitz, Thorneloe, Nishtala, Yarkosky & Zannes, 2002, 1001). Waste caused CH4 emissions emanating from decomposition of biodegradable elements present in waste streams such as food scraps, yard trimming and papers, they have led to increased potential for global climatic chang es (Weitz, Thorneloe, Nishtala, Yarkosky & Zannes, 2002, 1002). Moreover, this is associated by the release of GHG, which is debated in the country and in other countries around the world. MSW management program is applied as a resource for reduction of GHG emission, whereby it is

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

On Primark - Research Paper Example Therefore, it is quite apparent that the research approaches and methods radically influence the research content. Research philosophy is a belief about the way in which data about a phenomenon should be gathered, analyzed and used. This thesis is a qualitative case study which focuses on an analysis of the HR policies prevailing in Primark. To carry out such a study in general we resort to two main approaches; Deductive reasoning; which works from the more general to the more specific subjects. Sometimes this is informally called a "top-down" approach. In such approach we take up the 'theory' and then try to apply it to the hypotheses that we intend to test. Gradually we narrow down to the testing of data and observations for their applicability to the theory/ theories to arrive at a confirmation of its applicability or not. Such an approach require that we enlist the HR principles concerning effective management, motivation, customer relationship management, employees turnover etc. and then see how the ideal situation applies to Primark, by taking relevant data from the company. The Inductive approach on the other hand begins with collecting data, specific observations, which then lead to broader generalization and theories. Such an approach in called as "bottom up" approach. The patterns thus detected are formulated into tentative hypotheses and we can therefore arrive at some general conclusion about our subject. This appears to be a more practical approach, as we need to collect data from different sources and then come out with the inferences after taking a look at the things projected by data. For example if we find that most of the employees are new to the company that effectively points towards a high employees' turnover. Similarly, if most of the employees express their resentment with the way staff matters are handled by the company, that goes on to indicate about lack of proper motivational strategies in the company. However this study is undertaken with a balanced mix of both these approaches so that we get to analyze the organization as well as established theories. Data Collection Requirements For this study, we need main input from the people working for Primark, for which one method is to take the company reports. But these annual reports mainly highlight the financial aspects and do not contain much info about the employees' issues. Secondly, the company's HR records could form the basis for setting up the record structure, but the company will surely not be forthcoming with their official requirements until it is a statutory requirement. This study is purely for academic purposes, so we'll have to look for other means of collecting data. Therefore, while secondary data can be had from earlier similar studies, books and annual reports, making use of questionnaire therefore appears to be the best option for collecting Primary data. Justification of Strategy Collecting data using a questionnaire seems to be the best approach under the circumstances, because with its help we will have detailed answers to some of our curious questions. Going over to each individual and then asking him/her the questions might not be a viable option because it requires enough time on the part of the respondent as well as on the part of th

Sufficient Budget for K-12 Inner City Schools Essay Example for Free

Sufficient Budget for K-12 Inner City Schools Essay Catherine Gewertz (2008) in â€Å"Pennsylvania Lawmakers Eyeing Cost of School Finance Revamp† outlines the recent legislature actions over the education sector. A 2007 legislative costing-out study released in November reveals that, to deliver quality education, $2,500 more is needed for every child in the Keystone State. The 2008 fiscal budget amounting to $27. 2 billion provides $9. 4 billion for pre-collegiate education, 6. 1 percent more than the previous year. It also provides $75 million for 11,000 preschool students and $20 million for the expansion of full-day kindergarten programs. Other expansion measures include: providing laptops for high school students, boosting high school coursework, expanding dual-enrollment options and foundation funding. The state board of Pennsylvania is seeking to require high school students to pass three competency exams before graduating beginning 2008. Schools need financial resources in acquiring the needed school facilities and paying teachers’ salaries. Donations from other individuas may add to the resources of schools but they are not substantially enough in the long run. The struggles are even tougher for inner city schools where students fare less in terms of economic status compared to students studying in private learning institutions. For the most part, inner city schools depend on the financial aid mandated by the law. The United States Congress plays a key role in determining the portion of the fiscal budget that will go to the funding necessary to run public schools such as those situated in inner cities. With the growing number of prospective student, it is important to foresee the financial support and other resources needed to address the rise in the demand for education. More importantly, financial support is direly needed in expanding the quality of education in inner city schools so that students will be able to learn substantially instead of learning minimally due to severe limitations in education resources. For K-12 inner city schools, a lot of budget cuts in the education sector will affect our available resources. The most immediate consequence is the deterioration in teaching facilities’ number or quality. A limited funding deprives students of learning materials such as books. Another result is that K-12 schools become unable to acquire at least a decent number of computers for their students. Both books and computers greatly assist students in their learning endeavors; the inability to make use of them will only make the learning process tougher. While it may be difficult for Congress to guarantee that a computer is devoted for every student in K-12 schools, it is more disheartening if Congress still remains unable to allocate budget for at least a few computers for every K-12 school. Few available computers are better than nothing at all because students can just take their turns in using them. For K-12 school teachers, the lack of the most relevant and updated books can hamper the ease of facilitating student learning. When teachers use outmoded books because there are no other options, it becomes more difficult for them to hand-out the most accurate information possible. Teachers cannot easily create informative lesson plans suitable to their students. With books being the primary teaching material resource, outmoded books will negatively affect the content of the lesson plans that teachers are required to make. The article of Gewertz (2008) provides information on some of the recent developments in the education sector insofar as the Congressional budget allocation is concerned. The 2008 pre-collegiate education budget amounting to $9. 4 billion—6. 1 percent more from the previous allocation—may not be enough to cover all the financial needs of all K-12 schools across America. Nevertheless, the budget can fill some of the basic but urgent needs of these schools including my school. Part of the budget surplus can be used to purchase additional chairs or blackboards. The increase in the budget allocation for pre-collegiate education also translates to better quality of education for K-12 students. More relevant and up-to-date books can be purchased given the same number of students. Similarly, it also translates to more students accommodated in K-12 schools. Another benefit is the possibility of raising the compensation for teachers who are qualified for the job, thereby attracting potential teachers who can deliver quality education to students. The $20 million for the expansion of full-day kindergarten programs is a helping hand for inner city schools. The same holds true for the $75 million budget allocation for 11,000 preschool students. As for the school where I am currently teaching, the budget increase can mean more kindergarten students who will enjoy their full right to quality education. It also means that current kindergarten programs in my school will be preserved instead of being temporarily or permanently suspended. Although more students signify more work for teachers, it also means that kindergarten students will have more fellow students to interact with. Consequently, students will not only gain formal learning; they will also have social development within the premises of the school. Part of the prospects Congress looks into is the plan to provide laptops for high school students. Even though that plan requires higher funding, I think it is only proper. I personally think that students in my school will learn more if they are able to use laptops or, at the least, desktop computers as part of their academic pursuits in Information Technology. My students may find the use of modern computers with internet connection as a whole new territory. Nevertheless, it is just a small price to pay compared to the immense increase in the learning capabilities that they will have. With computers connected to the internet or school database, my students will gather more information most relevant to their academic requirements. Research will become easier as more sources of information are made available and access to them becomes faster. I think acquiring more computers for my school is a two-fold adjustment. On one hand, students will enjoy the benefits of gathering more information faster. On the other hand, our students will first have to be oriented and taught about the basic skills needed to make the most out of computers, let alone operate them. The challenge for teachers’ including myself is not only to ensure that our students are able to learn many educational things out of using computers but also to ensure that they understand the basic processes behind such use. Reference Gewertz, C. (2008). Pennsylvania Lawmakers Eyeing Cost of School Finance Revamp. Education Week, 27(19), 14.

Lester Pearson :: essays research papers

Lester Pearson Lester B. Pearson lived from 1897-1972. He was born on April 23 1897, in Newtonbrooke Ontario (now part of Toronto). He died on December 27 1972. He was born the son of a Methodist parson. As a child he worked very hard in school, and he became one of the minority of high school graduates who went on to college. In his studies he went to Victoria College and the Methodist College inside the University of Toronto. In his free time he played hockey and baseball. He then became a medical doctor in the Royal Flying Corps. He was Private Pearson in the Canadian Army Medical Corps. This took him to numerous foreign countries from 1915-1917. When he returned he went to Oxford University under the guidance of the poet Robert Graves. When he graduated he enrolled for the assignment of the Royal Flying Corps. He then began taking flight training but as fate would have it he was hit by a London Transport Bus. He remained in the hospital until he revived in the spring of 1918. In November 1918 he enrolled in the University of Toronto again. On June 5 1919 he graduated. Like many other young veterans he was at a loss for something to do. Law was a respectable profession at the time so he ground away at the ungrateful task of articling for law. After a week he decided that business was more promising. He worked at a number of places but in the end he decided to teach at the University of Toronto. He taught history in the University of Toronto from 1924-1928. All his students said he was a very unique teacher. In March 1924 one of his students, Maryon Moody decided to ensure getting her degree by becoming engaged to her teacher. And it worked. On August 22, 1925 Lester Pearson and Maryon Moody got married in Winnipeg. From there on they lived just outside of Toronto. Later he signed up for a position in The Canadian External Affairs Department. The government officials at first thought he had some sort of mental disorder due to the way he dressed and acted. In 1928 he got a position in the Canadian Department of External Affairs despite their beliefs. At the time Pearson had a very important position because Canada had finally achieved a feeling of nationalism. Canada also had hardly any diplomatic relations with other countries because Great Britain still handled most of it's affairs. For that reason when Great Britain went to war with Germany, so did Canada.

Nursing Effectivness Concept Paper Essay

Walker & Avant’s methodology (2005) is used to analyze the concept of the word effective; this provides clarity to the meaning of the concept and identifies its unique attributes, particularly in relation to medical treatment. Antecedents and consequences of presumed effective medical treatment are discussed followed by empirical referents, which aid in illuminating the concept of effectiveness. Assumedly, â€Å"effective† is an adjective most healthcare professionals and their patients would hope to use in describing the outcome of the treatment or the care provided. The purpose of this concept analysis is to understand that for physicians and nurses to provide truly effective treatment, it must attend to multiple needs of the patient, not just their illness. Not only is it important for healthcare providers to construct and implement a treatment plans, but also to involve patients in medical decision making about their treatment. To determine effectiveness, healthcare providers must assess how treatment of the illness effects the patient in addition to their own evaluation of treatment. The dictionary definitions of effective are (a) adequate to accomplish a purpose, producing the intended or expected result; (b) in operation or in force, functioning; (c) producing a deep or vivid impression; (d) prepared and available for service; and (e) a member of the armed forces fit for duty or active service (â€Å"Effective†, n.d. a). According to Stedman’s Medical Dictionary (2006), the medical definitions of effective are (a) the extent to which a treatment achieves its intended purpose; (b) A measure of the accuracy or success of a diagnostic or therapeutic technique when carried out in an average clinical environment. According to Wikipedia (n.d. b), the usage of effective includes (a) mathematics, can be used as a synonym of algorithmically computable; (b) physics, an effective theory is, similar to a phenomenological theory, a framework intended to explain certain effects without the claim that the theory correctly models the underlying processes; (c) heat transfer, effectiveness is a measure of the performance of a heat exchanger; (d) business/management, effectiveness relates to getting the right things done; (e) human–computer interaction, the accuracy and completeness of users tasks while using a system; and (f) medicine, effectiveness relates to how well a treatment works in practice. This concept analysis will focus on effectiveness in relation to treating an illness and patient outcome. As previously stated, it is important to consider how treatments can also have an effect on the patient. A patient’s illness must acutely be treated, but it is imperative to also set long term goals so the most effective and desired outcome can be achieved. Walker & Avant (2005) describe defining, or critical attributes as the characteristics that are most frequently associated with a concept. These attributes are key factors that must be present in defining the concept that is analyzed. Literature reviewed helped determine the characteristics attributed to the concept of effective in terms of nursing and medical treatment including, being free of disease or illness, decreased discomfort and suffering, scientific support, and improved quality of life. Another characteristic of effective nursing and medical treatment that should be considered is cost. Patients are sometimes informed about optional medical treatments that are available, but experimental and not yet approved by the FDA, nor covered by one’s medical insurance. There are many experimental treatments that have proven to be effective in curing illness but sadly, most cannot afford to pay for these treatments. This also applies if a person’s insurance does not cover a specific test, medicine, or treatment. A patient’s personal experience should also be taken into consideration; people with the same illness could receive the same therapy or treatment, but have different outcomes. An 11 year old boy presents to the emergency department with an obvious deformity to his left lower leg after falling off his bike, he is triaged and quickly seen by a physician for treatment. The physician puts a cast on his leg and informs the boy’s parents that his injury is not indicative of surgery and the bone should heal properly while casted. They are told to return in six weeks to have the cast removed and to evaluate the healing progression. The boy’s parents are then advised of activity restrictions, given a prescription for as needed pain medication and discharged home. They returned six weeks later and reported compliancy with the activity restrictions and he that only complained of pain the first couple days following the injury, which was managed well by the prescribed pain medication. The physician’s reassessment of the patient’s leg indicated optimal healing had occurred and the cast was removed, thus achieving the desired outcome. This case identifies that the patient’s pain was well managed and restrictions on activity were followed. The outcome identifies the patient is free of injury and discomfort, and quality of life was not affected, modeling all the critical attributes indicative of effective treatment. An 18 year old male is transported to a hospital via ambulance for an injury he sustained while playing in his high school’s football game. It was is reported to the healthcare team that he was tackled to the ground by an opposing player and Due to the risk of injury to his spinal cord and the patient complaining of sever back pain, radiological tests were performed. Tests showed in addition to the injury sustained during the game, he also suffered from some degree of spinal stenosis. The physicians explained a need for immediate treatment as it was imperative to surgically repair the damage to his spine by undergoing a spinal fusion. The physicians also inform them in order to achieve optimal healing and reduce the risk of further, irreversible long term damage, he will be unable to play football again. This news is very upsetting for the patient because not only is he unable to play again, it was his dream to make football a career and was already accepted to college on a football scholarship. This patient was discharged from the hospital a week after his surgery with outpatient physical therapy sessions if needed and a prescription for pain medication. The healthcare team explained to the patient, despite the possibility of mild back pain, the surgical treatment he underwent was effective. The concept of effective treatment related to this patient’s injury is that of a borderline case. Although the outcome of his treatment restricts his physical activity, healthcare providers were able to successfully treat his injury with surgical intervention. Pain medication was prescribed to decrease any discomfort or pain that may occur because from experience and scientific data, healthcare providers are able to recognize what treatments are proven successful to achieve the best outcome for the patient. A 17 year old girl, suffering from anorexia and bulimia, is admitted to the hospital for the fifth time in seven months. Every admission, including this one, she has received enteral feedings to improve caloric intake and hemodynamic status. The psychological status of this patient is also evaluated by a hospital therapist in addition to ongoing outpatient treatment for her eating disorder. The patient’s parents voice their concerns to the healthcare team about her deteriorating health status and frustrations with outpatient therapy not being effective. They are concerned because even though her health status improves with the treatment she receives in the hospital, outpatient therapy is not helping her maintain it. The physicians recognize with her parent’s concerns and agree she needs intensive therapy from an inpatient facility that specializes in eating disorders. However, the patient’s insurance will not cover extended inpatient treatment and is too expensive for her parents to pay out of pocket, so they must continue treatment that has been seemingly ineffective to her recovery. The outcome in this scenario is that of a contrary case of effective nursing or medical treatment. Although this patient is always acutely treated, she is not free of her disease because she continues to purge food or not eat at all. Her quality of life is also effected due to multiple hospital admits and her daily struggle with food. This patient’s outpatient therapy shows to be ineffective and sadly she continues to suffer with a n eating disorder. It is essential to discuss related framework to identify and clarify the meaning of an analyzed concept. Walker & Avant (2005) define antecedents as events that must occur prior to the occurrence of the concept. In order for a therapy or treatment to be effective, there first must be a person with an injury or illness who seeks medical care. After an individual has gone to an emergency department, urgent care, or physician’s office, they are evaluated by a healthcare team that includes a physician and nurse. Then, the healthcare team diagnosis’s the patient before deciding on the type of treatment warranted to treat their injury or illness. It’s imperative to include the patient in deciding treatment as â€Å"active patient involvement in medical decision making improves their quality of life and outcomes from treatment† (Egger, 1995. p. 384). When a type of treatment has been determined, it may require the patient to legally consent. The patient’s healthcare team is responsible for informing them about the treatment and any associated risks that may occur as a result. Once the patient’s treatment is completed they will be evaluated by the healthcare team, thus resulting in a patient outcome. The consequences, or events that occur as a result of, are the outcomes of a concept (Walker & Avant 2011). The consequences effective medical treatment are improved health status, decreased need for health services, increased patient satisfaction, and healing. All of these outcomes are desired by the patient as well as the healthcare team. These outcomes can have a huge influence on healthcare by providing data for healthcare providers and individuals researching treatment options. â€Å"Outcomes are the ultimate test of the effectiveness of medical care. Patient outcomes are clinical endpoints, functional status, general well-being, and satisfaction with medical care† (Coyle & Battles, 1999. p. 5). Empirical referents can be described as actual phenomena that by their actual existence or presence demonstrated the occurrence of a concept, in which is proven useful in instrument development (Walker & Avant, 2005). It is important to note that empirical referents measure and relate to the defining attributes of effective, not just the concept itself (Walker & Avant, 2011). Since effective (medical treatment) is subjective as well as objective, it is essential to consider both phenomena that occur with this concept. Improved health status is the most significant phenomena associated with effective health treatment, both subjectively and objectively, relating to the attribute of being free from illness or injury and quality of life. The healthcare team objectively considers a patient’s treatment as effective if it has cured illness, resolved injury, or improved quality of life. Scientific research provide healthcare providers with support in determining what medical treatment has proven effective. For patients, aside from being free of illness or injury, quality of life is typically the most important. There are many different treatments that cure illnesses, but sometimes alter a person’s quality of life. A patient can be in remission from cancer by receiving radiation and chemotherapy, but also causing a negative impact on their functionality, appearance, and general well-being. In order to determine how treatment has effected a patient’s quality of life, healthcare providers must formulate their own opinion based off of their knowledge of the patient and assess how the patient feels the treatment has impacted their life. Lastly, a patient’s use of medical services will be decreased or not needed at all. This analysis of the concept of effective medical treatment is defined as an outcome producing the intended or desired outcome. This concept has also shown to be complex, being that it is subjective as well as objective. Healthcare providers and patients must agree that the treatment was effective to the illness or injury. Effective medical treatment is achieved after a person with an illness or injury seeks medical attention and receives treatment for it. A review of literature on this concept concludes that to improve quality of life and patient satisfaction, the healthcare team must integrate the patient’s values and preferences about the intended treatment or therapy (Egger, 1995). References Coyle, Y. M., & Battles, J. B. (1999). Using antecedents of medical care to develop valid quality of care measures. International Journal for Quality in Health Care, 11(1), 5-12. Effective. (n.d. a). In Definitions.net. Retrieved from http://www.definitions.net/definition/effective Effective. (n.d. b). In Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Effective Egger, M. (1995). Systematic reviews in health care: Meta-analysis in context. London: Wiley. Stedman’s Medical Dictionary. (2006). Effectiveness. Retrieved from http://www.medilexicon.com/medicaldictionary/effectivness Walker, L., & Avant, K. (2005). Strategies for theory construction in nursing. (4th ed.). United States of America: Prentice Hall. Walker, L., & Avant, K. (2011). Strategies for theory construction in nursing. (5th ed.). United States of America: Prentice Hall. View as multi-pages

Styles and Themes of Samuel Richardson

Styles and Themes of Samuel Richardson Samuel Richardson wrote his novels using the epistolary novel style, in which all the books are made up of letters. These letters are meant to be written during the time that the stories take place by the main character. They either described a scene or dialogue within the scene (Brophy 245). The stories used the themes of female dominance over the emotions of a man, and male dominance over the physicality of a woman. Also, many women in his stories are put under a great amount of distress, which takes up most of the plot of the novel (â€Å"Richardson Criticism†). Little is known of Richardson's early years beyond the few things that Richardson was willing to share. Although he was not forthcoming with specific events and incidents, he did talk about the origins of his writing ability; Richardson would tell stories to his friends and spent his youth constantly writing letters. One such letter, written when Richardson was almost 11, was directed to a woman in her 50s who was in the habit of constantly criticizing others (Brissenden 2). â€Å"Assuming the style and address of a person in years†, Richardson cautioned her about her actions. However, his handwriting was used to determine that it was his work, and the woman complained to his mother (Harris 68). The result was, as he explains, that â€Å"my mother chides me for the freedom taken by such a boy with a woman of her years† but also â€Å"commended my principles, though she censured the liberty taken (Brophy 245). † Pamela was immediately and extremely popular with the reading public. Richardson initially also enjoyed critical acclaim and was considered one of the most important English novelists. His contemporaries focused almost exclusively on his moral teachings, and most praised the author for his judgment and honesty. Richardson's stated purpose in his works was moral instruction and thus when his sincerity was eventually questioned, and his work attacked by Fielding in parodies including Shamela, Richardson defended himself with explanations and revisions, particularly in the third edition of Pamela. Fielding ridiculed Pamela's obsession with chastity and her tendency to measure the rewards of virtue in material terms (Harris 87). Fielding's interpretation of Pamela established the opposition between â€Å"Pamelist† and â€Å"anti-Pamelist† which has persisted to the present day (Brissenden 32). Richardson's popularity rapidly diminished in the nineteenth-century until he was generally neglected. However, critics would on occasion mention him as historically important for advancing the epistolary form. William Hazlitt perceptively wrote that his works combine the romance of fiction with the â€Å"literal minuteness of a common diary. † Twentieth-century critics have emphasized Richardson's concept of self (Brissenden 12). His character's extreme self-awareness can be read at different levels; according to both Richardson and critics, the characters are not as bound to the truth as they continually claim. Elements of Richardson's work have often been praised in spite of their author; critics suggested that the depths of his work were present unconsciously or even by accident (Brissenden 32). Scholar A. D. McKillop argued convincingly to the contrary, that Richardson was a skilled, deliberate craftsman conscious of his work, its layers, and its meanings. Further rehabilitation to Richardson's reputation was gained from W. M. Sale's painstaking bibliographic study and Ian Watt's discussion of background and technique. Richardson is studied today as a psychological novelist and as a social historian for his descriptions and insight in regard to the relationships of the sexes in a patriarchal society, and to sexual themes in general (Brissenden 32).. While working for Wilde, he met a rich gentleman who took an interest in Richardson's writing abilities and the two began to correspond with each other. When the gentleman died a few years later, Richardson lost a potential patron, which delayed his ability to pursue his own writing career. He decided to devote himself completely to his apprenticeship, and he worked his way up to a position as a compositor and a corrector of the shop's printing press. In 1713, Richardson left Wilde to become â€Å"Overseer and Corrector of a Printing-Office†. This meant that Richardson ran his own shop, but the location of that shop is unknown. It is possible that the shop was located in Staining Lane or may have been jointly run with John Leake in Jewin Street (Brophy 245). In 1719, Richardson was able to take his freedom from being an apprentice and was soon able to afford to set up his own printing shop, which he did after he moved near the Salisbury Court district close to Fleet Street. Although he claimed to business associates that he was working out of the well-known Salisbury Court, his printing shop was more accurately located on the corner of Blue Ball Court and Dorset Street in a house that later became Bell's Building (Brissenden 12). On 23 November 1721 Richardson married Martha Wilde, the daughter of his former employer. The match was â€Å"prompted mainly by prudential considerations†, although Richardson would claim later that there was a strong love-affair between him and Martha. He soon brought her to live with him in the printing shop that served also as his home (Brissenden 14). One of Richardson's first major printing contracts came in June of 1723 when he began to print the bi-weekly The True Briton for Philip Wharton, 1st Duke of Wharton. This was a Jacobite political paper which attacked the government and was soon censored for printing â€Å"common libel (Brophy 245). However, Richardson's name was not on the publication, and he was able to escape any of the negative fallout, although it is possible that Richardson participated in the papers as far as actually authoring one himself. The only lasting effect from the paper would be the incorporation of Wharton's libertine characteristics in the character of Lovelace in Richardson's Clarissa, although Wharton would be only one of many models of libertine behavior that Richardson would find in his life. In 1724, Richardson befriended Thomas Gent, Henry Woodfall, and Arthur Onslow, the latter of those would become the Speaker of the House of Commons (Kinkead-Weekes 667). In 1733, Richardson was granted a contract with the House of Commons, with help from Onslow, to print the Journals of the House. The twenty-six volumes of the work soon improved his business. Later in 1733, he wrote The Apprentice’s Vade Mecum, urging young men like him to be diligent and self-denying (Brophy 245). The work was intended to â€Å"create the perfect apprentice. Written in response to the â€Å"epidemic Evils of the present Age†, the text is best known for its condemnation of popular forms of entertainment including theatres, taverns and gambling. The manual targets the apprentice as the focal point for the moral improvement of society, not because he is most susceptible to vice, but because, Richardson suggests, he is more responsive to moral improvement than his social betters. His tota l staff during the 1730s numbered 7, as his first three apprentices were free by 1728, and two of his apprentices, Verren and Smith, died soon into their apprenticeship (Brophy 245). The loss of Verren was particularly devastating to Richardson because Verren was his nephew and his hope for a male heir that would take over the press (Kinkead-Weekes 67). Work continued to improve, and Richardson printed the Daily Journal between 1736 and 1737, and the Daily Gazetteer in 1738. During his time printing the Daily Journal, he was also printer to the â€Å"Society for the Encouragement of Learning†, a group that tried to help authors become independent from publishers, but collapsed soon after. In December 1738, Richardson's printing business was successful enough to allow him to lease a house in Fulham. This house, which would be Richardson's residence from 1739 to 1754, was later named â€Å"The Grange† in 1836. In 1739, Richardson was asked by his friends Charles Irvington and John Osborn to write â€Å"a little volume of Letters, in a common style, on such subjects as might be of use to those country readers, who were unable to invite for themselves. † While writing this volume, Richardson was inspired to write his first novel (Brophy 245). Richardson made the transition from master printer to novelist on 6 November 1740 with the publication of Pamela: or, Virtue Rewarded. Pamela was sometimes regarded as â€Å"the first English novel. † Richardson explained the origins of the work (Brophy 245). In the progress, writing two or three letters to instruct handsome girls, who were obliged to go out to service, as we phrase it, how to avoid the snares that might be laid against their virtue, and hence sprung Pamela†¦ Little did I think, at first, of making one, much less two volumes of it†¦ I thought the story, if written in an easy and natural manner, suitably to the simplicity of it, might possibly introduce a new species of writing, that might possibly turn young people into a course of reading different from the pomp and parade of romance-writing, and dismissing the improbable and marvelous, with which novels generally abound, might tend to promote the cause of religion and virtue (Kinkead-Weekes 47). After Richardson started the work on 10 November 1739, his wife and her friends became so interested in the story that he finished it on 10 January 1740. Pamela Andrews, the heroine of Pamela, represented â€Å"Richardson's insistence upon well-defined feminine roles† and was part of a common fear held during the 18th century that women were â€Å"too bold. † In particular, her â€Å"zeal for housewifery† was included as a proper role of women in society. Although Pamela and the title heroine were popular and gave a proper model for how women should act, they inspired â€Å"a storm of anti-Pamelas† (like Henry Fielding's Shamela and Joseph Andrews) because the character â€Å"perfectly played her part (Brophy 243). † Later that year, Richardson printed Rivington and Osborn's book which inspired Pamela under the title of Letters written to and for particular Friends, on the most important Occasions. Directing not only the requisite Style and Forms to be observed in writing Familiar Letters; but how to think and act justly and prudently, in the common Concerns of Human Life. The book contained many anecdotes and lessons on how to live, but Richardson did not care for the work and it was never expanded even though it went into six editions during his life. He went so far as to tell a friend, â€Å"This volume of letters is not worthy of your perusal† because they were â€Å"intended for the lower classes of people. In September 1741, a sequel of Pamela called Pamela's Conduct in High Life was published by Ward and Chandler. Although the work lacks the literary merits of the original, Richardson was compelled to publish two more volumes in December 1741 to tell of further exploits of Pamela, the title heroine, while â€Å"in her Exalted Condition. † The public's interest in the characters was waning, and this was only furthered by Richardson's focusing on Pamela disc ussing morality, literature, and philosophy. After the failures of the Pamela sequels, Richardson began to compose a new novel. It was not until early 1744 that the content of the plot was known, and this happened when he sent Aaron Hill two chapters to read. In particular, Richardson asked Hill if he could help shorten the chapters because Richardson was worried about the length of the novel. Hill refused, saying, You have formed a style, as much your property as our respect for what you write is, where verbosity becomes a virtue; because, in pictures which you draw with such a skillful negligence, redundancy but conveys resemblance; and to contract the strokes, would be to spoil the likeness (Kunitz 60). In July, Richardson sent Hill a complete â€Å"design† of the story, and asked Hill to try again, but Hill responded, â€Å"It is impossible, after the wonders you have shown in Pamela, to question your infallible success in this new, natural, attempt† and that â€Å"you must give me leave to be astonished, when you tell me that you have finished it already. † However, the novel wasn't complete to Richardson's satisfaction until October 1746. Between 1744 and 1746, Richardson tried to find readers who could help him shorten the work, but his readers wanted to keep the work in its entirety (Kunitz 60). A frustrated Richardson wrote to Edward Young in November 1747: What contentions, what disputes have I involved myself in with my poor Clarissa through my own diffidence, and for want of a will! I wish I had never consulted anybody but Dr. Young, who so kindly vouchsafed me his ear, and sometimes his opinion (Brissenden 32). Richardson did not devote all of his time just to working on his new novel, but was busy printing various works for other authors that he knew. In 1742, he printed the third edition of Daniel's Tour through Great Britain. He filled his new few years with smaller works for his friends until 1748, when Richardson started helping Sarah Fielding and her friend Jane Collier to write novels. By 1748, Richardson was so impressed with Collier that he accepted her as the governess to his daughters (Brophy 243). In 1753, she wrote An Essay on the Art of Ingeniously Tormenting with the help of Sarah Fielding and possibly James Harris or Richardson, and it was Richardson who printed the work (Kunitz 60). But Collier was not the only author to be helped by Richardson, as he printed an edition of Young's Night Thoughts in 1749. By 1748 his novel Clarissa was published in full: two volumes appeared in November 1747, two in April 1748 and three in December 1748. Unlike the novel, the author was not faring well at this time. By August 1748, Richardson was in poor health. He had a sparse diet that consisted mostly of vegetables and drinking vast amount of water, and was not robust enough to prevent the effects of being bled upon the advice of various doctors throughout his life. He was known for â€Å"vague ‘startings' and ‘paroxysms'†, along with experiencing tremors. Richardson once wrote to a friend that â€Å"my nervous disorders will permit me to write with more impunity than to read† and that writing allowed him a â€Å"freedom he could find nowhere else (Brissenden 32). † However, his condition did not stop him from continuing to release the final volumes Clarissa after November 1748 (Brophy 243). To Hill he wrote: â€Å"The Whole will make Seven; that is, one more to attend these two. Eight crowded into Seven, by a smaller Type. Ashamed as I am of the Prolixity, I thought I owed the Public Eight Vols. n Quantity for the Price of Seven† Richardson later made it up to the public with â€Å"deferred Restorations† of the fourth edition of the novel being printed in larger print with eight volumes and a preface that reads: â€Å"It is proper to observe with regard to the present Edition that it has been thought fit to restore many Passages, and several Letters which were omitted in the former merely for shortening-sa ke (Brophy 243). † The response to the novel was positive, and the public began to describe the title heroine as â€Å"divine Clarissa. It was soon considered Richardson's â€Å"masterpiece,† his greatest work, and was rapidly translated into French in part or in full, for instance by the Antoine Francois Prevost, as well as into German. In England there was particular emphasis on Richardson's â€Å"natural creativity† and his ability to incorporate daily life experience into the novel (Brissenden 32).. However, the final three volumes were delayed, and many of the readers began to â€Å"anticipate† the concluding story and some demanded that Richardson write a happy ending. One such advocate of the happy ending was Henry Fielding, who had previously written Joseph Andrews to mock Richardson's Pamela. Although Fielding was originally opposed to Richardson, Fielding supported the original volumes of Clarissa and thought a happy ending would be â€Å"poetical justice (Brissenden 34). Others wanted Lovelace to be reformed and for him and Clarissa to marry, but Richardson would not allow a â€Å"reformed rake† to be her husband, and was unwilling to change the ending. In a postscript to Clarissa, Richardson wrote: If the temporary sufferings of the Virtuous and the Good can be accounted for and justified on Pagan principles, many more and infinitely stronger reasons will occur to a Christian Reader in behalf of what are called unhappy Catastrophes, from a consideration of the doctrine of future rewards; which is everywhere strongly enforced in the History of Clarissa (Brissenden 36). Although few were bothered by the epistolary style, Richardson feels obligated to continue his postscript with a defense of the form based on the success of it in Pamela. However, some did question the propriety of having Lovelace, the villain of the novel, act in such an immoral fashion. The novel avoids glorifying Lovelace, as Carol Flynn puts it, But Richardson still felt the need to respond by writing a pamphlet called Answer to the Letter of a Very Reverend and Worthy Gentleman (Peden 236). In the pamphlet, he defends his characterizations and explains that he took great pains to avoid any glorification of scandalous behavior, unlike the authors of many other novels that rely on characters of such low quality (Brissenden 32).. In 1749, Richardson's female friends started asking him to create a male figure as virtuous as his heroines â€Å"Pamela† and â€Å"Clarissa† in order to â€Å"give the world his idea of a good man and fine gentleman combined. † Although he did not at first agree, he eventually complied, starting work on a book in this vein in June 1750. Near the end of 1751, Richardson sent a draft of the novel The History of Sir Charles Grandison to Mrs. Dunnellon, and the novel was being finalized in the middle of 1752. When the novel was being printed in 1753, Richardson discovered that Irish printers were trying to pirate the work (Brissenden 32).. He immediately fired those he suspected of giving the printers advanced copies of Grandison and relied on multiple London printing firms to help him produce an authentic edition before the pirated version was sold. In Grandison, Richardson was unwilling to risk having a negative response to any â€Å"rakish† characteristics that Lovelace embodied and denigrated the immoral characters â€Å"to show those mischievous young admirers of Lovelace once and for all that the rake should be avoided (Brissenden 32). † At the same time as he was associating with important figures of the day, Richardson's career as a novelist drew to a close. Grandison was his final novel, and he stopped writing fiction afterwards. However, he was continually prompted by various friends and admirers to continue to write along with suggested topics. Richardson did not like any of the topics, and chose to spend all of his time composing letters to his friends and associates (Peden 236). The only major work that Richardson would write would be A Collection of the Moral and Instruction Sentiments, Maxims, Cautions, and Reflexions, contained in the Histories of Pamela, Clarissa, and Sir Charles Grandison. Although it is possible that this work was inspired by Johnson asking for â€Å"index rerum† for Richardson’s novels, the Collection contains more of a focus on â€Å"moral and instructive† lessons than the index that Johnson sought. Richardson was a skilled letter writer and his talent traces back to his childhood. Throughout his whole life, he would constantly write to his various associates (Peden 236). Richardson had a â€Å"faith† in the act of letter writing, and believed that letters could be used to accurately portray character traits. He quickly adopted the epistolary novel form, which granted him â€Å"the tools, the space, and the freedom to develop distinctly different characters speaking directly to the reader. † The characters of Pamela, Clarissa, and Grandison are revealed in a personal way, with the first two using the epistolary form for â€Å"dramatic† purposes, and the last for â€Å"celebratory† purposes (Peden 236). In his first novel, Pamela, he explored the various complexities of the title character's life, and the letters allow the reader to witness her develop and progress over time. The novel was an experiment, but it allowed Richardson to create a complex heroine through a series of her letters. When Richardson wrote Clarissa, he had more experience in the form and expanded the letter writing to four different correspondents, which created a complex system of characters encouraging each other to grow and develop over time (Kunitz 60). However, the villain of the story, Lovelace, is also involved in the letter writing, and this leads to tragedy (Brissenden 32). Leo Braudy described the benefits of the epistolary form of Clarissa as, â€Å"Language can work: letters can be ways to communicate and justify. † By the time Richardson writes Grandison, he transforms the letter writing from telling of personal insights and explaining feelings into a means for people to communicate their thoughts on the actions of others and for the public to celebrate virtue. The letters are no longer written for a few people, but are passed along in order for all to see (Brophy 243). Works Cited Brissenden, R. F. â€Å"Samuel Richardson. † British Writers. Ed. Ian Scott-Kilvert. Vol. 3. New York: Scribner, 1987. Print. Brophy, Elizabeth Bergen. Samuel Richardson: The Triumph of Craft. Knoxville: U of Tennessee P, 1974. Print. Eaves, T. C. Duncan, and Ben D. Kimpel. Samuel Richardson: a Biography. Oxford: Clarendon, 1971. Print. Harris, Jocelyn. Samuel Richardson. Cambridge: Cambridge UP, 1987. Print. Kearney, A. M. Samuel Richardson. London, Routledge & K. Paul: Northumberland Limited, 1968. Print. Kinkead-Weekes, Mark. Introduction. Pamela. By Samuel Richardson. Vol. 1. London: J. M. Dent & Sons, 1962. Print. —. Samuel Richardson: Dramatic Novelist. Ithaca, NY: Cornell UP, 1973. Print. Kunitz, Stanley J. , and Howard Haycraft, eds. â€Å"Samuel Richardson. † British Authors Before 1800: A Biographical Dictionary. New York: H. Wilson, 1952. Print. Peden, William. â€Å"Samuel Richardson. † Critical Survey of Long Fiction. Ed. Carl E. Rollyson. Vol. 6. Pasadena, CA: Salem, 2000. Print. â€Å"Samuel Richardson Criticism. † ENotes – Literature Study Guides,