Price Fixing and the FTC Essay Example for Free

Price Fixing and the FTC Essay The case was released in the mid-2006, where the Federal Trade Commission has declared that they are challenging the members of the Puerto Rico Association of Endodontists, Corporation or the PRAE (Commissions, 2006). This is because of alleged price-fixing collaborations that they would be charging on several insurance policies and dental services that they offer. They have collaborated and made agreements with 30 other competitors, wherein they fixed their prices at the expense of their consumers. Because of this, the FTC was forced to file a complaint against this company since it decreases the competition between these companies, thus higher costs will be imposed on the consumers. This is a clear violation of the Federal Trade Commission Act, Section number 5. In order for this matter to be resolved, The Puerto Rico Association of Endodontists, Corp. will have to refrain from involving in matters that promote anticompetitive conduct in the coming years.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Through this, the Federal Trade Commission will be able to make sure that these dental services and other necessary health care issues will be given and addressed for the consumers at prices that they could afford. Keeping a competitive environment in the aspect of health care will open up better opportunities for the people, along with lower competitive prices. Letting healthcare be monopolized will lead to higher pricing and less maintenance, and would really be a burden to the people, the consumers. That’s why these health care providers and producers should not act as one; they should not collaborate with each other in their pricing, because it takes away the aspect of competitiveness between them.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The complaints against Puerto Rico Association of Endodontists, Corporation shows that in the year 2003, the company has already began its bargaining with their competitors, thus resulting to the drastic increase in five dental plans already. Another increase occurred during 2004, wherein the prices also went up because of their bargaining. Because of these actions the ones who were jeopardized were the people; they were the ones who carried the burden of increased rates, since these health care issues is a necessity for everyone. The Federal Trade Commission analyzed that these drastic changes in prices have no whatsoever effect on the quality of services offered by the company, thus the additional prices were not really justifiable. It doesn’t lead to a better quality of health care, thus, it is only a waste in the part of the consumers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Given the situation, the Federal Trade Commission proposed a consent order which will be solve the problem at hand. This will hopefully relieve the impact of the alleged anticompetitive actions by the Puerto Rico Association of Endodontists, Corporation and further prevent it from happening again. It would then hinder the company to have any settlements or agreements with other endodontists and negotiate with any payor on the services that they offer, except properly arranged by the organization. Reference: Commissions, F. T. (2006). FTC Charges Puerto Rico Endodontists With Price Fixing.  Ã‚   Retrieved August 4, 2007, from http://www.ftc.gov/opa/2006/07/prendo.shtm

The Consequence Of The Bulger Case Criminology Essay

The Consequence Of The Bulger Case Criminology Essay Critically analyse the assertion that; Young people are framed as perpetrators, but rarely considered as victims, and it is the latter that is needed. tABLE OF CONTENTS Introduction The twentieth anniversary of James Bulgers death was observed on 12th February 2013. The kidnapping from a shopping mall in Bootle (Merseyside), and murdering of the two-year-old, established an entirely fresh precedent on the way in which juveniles are treated within the Criminal Justice System.  [1]  Due to the following moral panic, the case received too much public intention, which converted into a movement that commanded Robert Thompson and Jon Venables to be imprisoned forever.  [2]  This provided justification to the policy changes, which quickly assisted in reducing the age of criminal accountability to ten. The possibility that children could be victims themselves was disregarded. This essay will demonstrate the role of the media and the justice model in framing the youth in categories that assist in promoting popular thinking regarding a delinquent through prevailing social values, attitudes, and beliefsà ¢Ã¢â€š ¬Ã‚ ¦[that] change slowly over time andà ¢Ã¢â€š ¬Ã‚ ¦ reshape what people think and believe.  [3]  In essence, the youth are used as suitable vehicles to meet political agenda. This is detrimental to society, as it does not conform to the needs of the victimised delinquent. This paper contains, in this regard, an evaluation of the debates around the justice and welfare models, and highlights the urge to develop the latter. The concluding section will state how the politicisation of crime develops a punitive justice system that redefines the youth as the new folk devils. It sees them as perpetrators and not victims. There is a strong need to increasingly consider the youth as victims, as it is only then the benefits of such a welfare model can be experienced. The Consequence Of The Bulger Case Debatably, the publics response towards deteriorating social order permits the introduction of more punitive measures by political parties and policy-makers. This would aid constructing public opinion so that the enforced regulations are justified and legitimised in controlling crime. Such is not a new occurrence. Cohen, in 1964, studied the moral hysteria created by the Mods and Rockers,  [4]  the shaping of the young black mugger in the 1970s was researched by Hall,  [5]  the 1980s focused upon the punks, the hoodies emerged in the nineties and the new millennium exposed gang lifestyles.  [6]  Nonetheless, Smith and Seudas study involved a postmodernist perspective of the Bulger case, which they view as incomparable.  [7]  The fact that Bulger was murdered by Boy A and Boy B (both aged ten and not adults) fuelled the country with hate to a level that Britain was seen striving for the blood of Thompson and Venables.  [8]  Through negative broadcasting, the media relentlessly sought to further demonise the boys. The media maintained the nations hatred and even influenced the removal of the injunction against naming the boys publicly. The murderers were never promoted as victims themselves. In fact, it became obvious that framing Thompson and Venables was indefinitely an instrument to negate the boys so governmental agendas are met. Being depicted as evil killers of a cute child, both boys confronted masses outside the courts that taunted to hang them.  [9]  The entire focus was on the devastation caused and this justified lowering the criminal responsibility age. Individuals under fourteen were no longer considered to be doli incapax or unable to commit crime.  [10]  Before criticising the medias involvement, it is important to note that framing is not regarded as what the media covers but rather the way in which it does.  [11]  Morrison highlights how the media elicit[ed] public sympathy by, for example, describing the victim as little Jamie.  [12]  Such evidently influenced Justice Morland in sentencing the offenders to the compulsory eight years; equivalent to the undefined sentence under secti on 53(1) of the Children and Young Persons Act 1933. The Judge viewed the crime as à ¢Ã¢â€š ¬Ã‚ ¦cunning and very wicked and worthy of being imprisoned for à ¢Ã¢â€š ¬Ã‚ ¦very, very many years until maturation. Reflecting ideas of right realists (like American neo-conservative JQ Wilson), which view offenders as rational beings wilfully engaging in criminal behaviour, this ideology has gradually affected policy-making. It is incorrect to generalise children as it is certain that the age of maturity varies.  [13]  Also, the judges condition of being detained until you have matured emphasises the view that it is criminal not to have matured by ten. The judge can be regarded as being affected by external reactions. Each case should be decided on its merit, and equal attention should be given to punishing the crime and also dealing with the causes. The latter reflects the need to realise the perpetrators as victims suffering themselves. It is this welfare system that would provide economic and social security to individuals. Punishing the crime does not solve the problem as reoffending statistics highlight,  [14]  but rather the causes of crime should be eradicated. The judge, in the Bulger case, believed that eight years was very, very many years for a ten year old.  [15]  However four weeks later, Lord Chief Justice, Lord Taylor of Gosforth wanted to extend it to ten years so it would act as a deterrent. Nonetheless, such would again fall short of the authors argument that queries how a young mentally disturbed immature person could weigh up the consequence of his actions in such circumstances. It is not, for one second, being suggested to forgive murderers, but rather the state should recognise them also as victims and act to prevent future generations from suffering to the extent where they see such violent acts as rational. From a neutral perspective, it is apparent that the framing process provides a carte blanche to policy-makers to increase punishments and satisfy the communitys punitive urge. The Home Secretary, Michael Howard, was equipped with thousands of cuttings from the Suns movement steered by Bulgers parents to extend the se ntencing to whole life. In 1994, Howard increased it to fifteen years to calm the apprehensive public.  [16]  Such a move prohibited the recognition of the perpetrators as victims. It is evident that the victims family were stressed and wanted revenge, but if this request is completely adhered to by the state, this would detract completely from the welfare model and what is left is a system of solely crime and punishment. This is not a preventive model and would be ineffective in tackling problems faced by young offenders. Such has been supported by the English Court of Appeal  [17]  and the majority in the House of Lords,  [18]  who banned the ability of policymakers in deciding sentencing. Furthermore in T v UK and V v UK,  [19]  the European Court of Human Rights rightly recognised the unfair trial that resulted from the negative public opinion injected by the media. Lord Woolf cancelled the increased sentence and viewed the YOIs as too harsh. The boys were releas ed with new identities after serving the original eight years. James Bulgers mother warned the public to watch out for any unknown eighteen year olds residing in their area and advised that [t]hey got away with murder[and to] do what you can to get them out because theyre still dangerous. I know theyll kill again.  [20]  Being allowed to make defamatory assertions illustrates the framing process to be intact. Also, there was clearly no appreciation of the work in rehabilitating the offenders so they are not seen as a threat in community.  [21]  However, if it was given attention in the press then this, consequently, would have offended the victims family.  [22]  This is irrational. It is important to promote, to a certain extent, such rehabilitation work so it can educate the nation as to risks associated with disadvantaged children. This obviously will lower crime rates in the long run as crime-inducing factors would be dealt with; this is why Morrison argues the illogi cality by questioning whether its à ¢Ã¢â€š ¬Ã‚ ¦possible to imagine a place where the rehabilitation of lost and damaged children would be a matter for celebration, not outrage? However, too much attention would prove harmful, as this would promote a lenient criminal justice model catering to reform the young. Convinced to be looked after, immature individuals would commit crime. To be effective, the system employed should advertise both the stringent sentencing powers along with the welfare measures. But obviously, it is necessary for offenders to be classified as victims first. The Norwegian Example Outlining the James Bulger case was not simply due to its significance to present-day English and Welsh penal policy, but moreover to compare it with how other nations deal with the issue. Soon after, there was another murder that resembled the Bulger case.  [23]  Here, a six-year-old boy, along with two boys aged five, murdered five-year-old girl called Siljie.  [24]  Nonetheless even though she lost her daughter, the mother forgave à ¢Ã¢â€š ¬Ã‚ ¦the ones who killedà ¢Ã¢â€š ¬Ã‚ ¦ It is not possible to hate small children. They cant understand the consequences.  [25]  The offenders returned to normal schooling within two weeks and identities continue to be confidential.  [26]  They were not punished strictly but were initially seen by psychologists and welfare specialists. Obviously, the individuals were confronted with hardship but rather à ¢Ã¢â€š ¬Ã‚ ¦care, support, guidance and counselling was encouraged.  [27]  Such was not overtly welcomed in the Bulger ca se. A welfare model operated in Norway. Many scholars began to query the way in which one society strives towards the whole life punishment, whilst another favours implanting offenders back into their normal lives and hoping they will recover from events as if they were victimised.  [28]  29Both these approaches represent the two extremes of the spectrum. Norway is seen as soft on crime whereas embracing the harsh method of England and Wales would be disadvantageous in understanding crime. A hybrid adoption would serve well; whereby deserving punishment is given and also the offenders are recognised, overtly and impartially, as victims so society can be cured and not merely punished. Political Platform The right realist policies are far greater retributory in nature than those of other EU States.  [30]  31A political economy has an impact upon the methods of framing certain individuals not least to imprison them in the assurance of a present societal unanimity that would not query it. A platform was offered to Tony Blair who manipulated Bulgers death to attack the Conservative reign, which Marxism stated catered the desires of the elite.  [32]  As elections approached, Thatcher demanded the removal of anarchy and violence from society. After Bulger, Blair was also seen asserting there to be somethingà ¢Ã¢â€š ¬Ã‚ ¦ very sick at the heart of our society.  [33]  These statements are evidences of the use of juvenile crime to reach governmental agendas.  [34]  Furthermore, it also enables the introduction of more crime control methods that, along with attracting voters to political manifestos, moves away from the model of due process.  [35]  The focus is on punishin g crime rather than ultimately understanding it. It shifts towards a model that fails to recognise criminals as individuals with rights, and even a history of victimisation themselves. The UKs Attempts To Go Welfare There have been rare instances where attention has been given to juvenile delinquents, as hinted in the title. Immediately after Bulgers death, Home Secretary Kenneth Clarke proposed reforms that established new YOIs to support twelve to fourteen year-olds. These ran parallel with retributive programmes.  [36]  Although this depicts the justice methodology, the Bulger case did eventually query parental duties, increased state intervention and rehabilitation schemes within the framework of YOTs; diverting offenders from custodial sentencing to reparation with the sufferer and alternatively face community punishments. All questions were soon answered by the Crime and Disorder Act 1998. Nonetheless, the guidelines included have differing impacts on the procedures adopted by welfare performers as opposed to those of the justice approach. The year 1998 also introduced policies such as ASBOs, Parenting Orders, Dispersal Orders, Behaviour Agreements, Detention and Curfews.  [37]  Ho wever, despite being introduced to support them, the policies rather went on to adversely affect those appearing before the developing YOTs.  [38]  This is correct where multi-agency policies are intrinsic in programmes where society decides the juveniles consequence. Nonetheless when based upon evidence from quantitative research, there are problems since it claims that actors should closely follow procedures that are known to be successful. As seen in Section 93 of the Powers of Criminal Courts (Sentencing) Act 2000, [w]here a person aged under 21 is convicted of murderà ¢Ã¢â€š ¬Ã‚ ¦ the court shall sentence him to custody for life unless he is liable to be detained under section 90 above. In the words of John Pitts, we are far too concerned with their deeds and uninterested in their needs.  [39]   Contrary to the view expressed in the title, there have been attempts to unite justice and welfare to generate a more caring yet regulating attitude. This supports the idea that even though the individual is responsible for his action, the system does acknowledge the victimisation of that delinquent. For example, the restorative justice model enabled offender victim mediations whereby the offender meets the sufferer, apologises, displays sorrow and advances towards reparation. Such encounters are done with a volunteer who would, assisted by a script, monitor the procedure into a reasonable conclusion.  [40]   This was a great move but gradually, right wing views were injected into community sanctions and, as it became associated with custodial punishments, this defeated the objective. The proposed multi-agency system was further disordered with bifurcating approaches of the actors; largely police officers who are bias towards the youth (especially those from black/ethnic minorities). Feilzer and Hood, who discovered African-Carribean juveniles as being disproportionately represented in the youth justice system, have supported this assertion.  [41]  This can be explained by Hall et al and their study into the framing of black youths in Handsworth (Birmingham).  [42]  The delinquency is dissimilar but the manner in which the media reacted, and policy amendments that followed, is largely comparable. Three black youths attacked a male in 1973 and such a street crime would result in a six months sentence. However, they were found for a new crime called mugging.  [43]  The media exa ggerated and labelled all black men as muggers. This helped justify (following the 2011 UK riots) strategies like stop and search and sus laws contained in Code A of PACE (Police and Criminal Evidence Act 1984) whereby, in absence of reasonable basis, black men could be stopped.  [44]  Here also, photos of the offenders, one aged sixteen and two aged fifteen, were all over tabloids. Eventually, the oldest received twenty years of imprisonment and ten years were given to the other two.  [45]  Ultimately, the framing of the individuals, who were accountable for a lesser crime, initiated riots that consequently helped justify the severe punishments, police conduct and discretion. This can develop into a vicious cycle and would result in harsher forms of punishment that are justified with more severe criminal movements. Such can be prevented through actually treating the causes of criminality by, as this paper argues, increasingly identifying youths as victims themselves. The so-called developments in law are a result of children being used (as suitable vehicles) to construct media exaggerations even though children murdering children is not a new phenomenon. This in turn questions why previous practices of criminal justice were overwritten by Bulger. It was to distract the viewer from considering the youth as victims. In the case, Justice Morland questioned how à ¢Ã¢â€š ¬Ã‚ ¦two mentally normal boys aged 10 of average intelligence committed this terrible crime is very hard to comprehend.  [46]  Its obvious. They were mentally unstable as they were victims of brutality. Although experts evaluated them to be mature enough for an adult trial, they were not. In Norway, they would have been impartially recognised as victims, treated and sent back into their normal lives. Norways intentional homicide rates are exceptionally low with a rate of 0.6, as opposed to UKs 1.2, per hundred thousand in 2009.  [47]  Norways focus on rehabilitation is surely effective as seen in its low crime rate. The UK needs to increasingly consider the youth today as victims. This, in the long run, will address UKs problem of rising criminal behaviour. It is essential to understand the victimisation of youth as this would display societal defects that need attention. The first of three ways in which steps can be taken to avert juveniles from criminal conduct is by using Asset; where risks and defending factors are analysed to estimate the needs and improve matters of schooling, parenting, deficiencies or bullying for example.  [48]  Secondly, YOTs must concentrate on both the victim and offender. Where the community punishment is ineffective, the offender appears in court but the juveniles interests are at the heart of the process.  [49]  The other factor comprises of the monitoring order where checks are made to prevent re-offending, and also encourage attainment of goals. It is essential that such be actually followed through for reasons highlighted in this paper. However, history has taught us the opposite. In fact, the aftermath of Tony Blairs landslide victory did not prohibit the victimisation of vulnerable juveniles. Under Blairs government, the initial nine years created 3,023 criminal offences and these mostly were associated with regulating the youth.  [50]  Such an attitude is reflected with the positivist views enshrined in todays policy-making in support of crime control and policies promoting words like Zero Tolerance and Three Strikes. These openly conflict with the much-needed care of the welfare model. The main objective of introducing the Youth Justice System was to merge the justice and welfare models to tackle juvenile delinquency.  [51]  It aimed to understand juvenile offending and also punish the youth as adults, to offer protection to society. The equilibrium has not obviously been met and the United Nations Committee on the Rights of a Child was extremely concerned regarding the level of juvenile poverty in UK and described teen pregnancy and homelessness as its main concerns.  [52]  This highlights the inability of children to enjoy normal lifestyles and instead, resort to crime to fulfil basic requirements. It is necessary to primarily identify the youth as victims so that such issues can be addressed. In the YJB questionnaires for instance, 71% participants from college/school believe family members cared about them. Since they were questionnaires, interviewer bias was not relevant but this percentage is definitely an overrepresentation with children being inclin ed to answer positively. At least 29% were overtly not feeling protected; this is detrimental and needs to be recognised. Also when asked whether they stay away from home without asking,  [53]  73% denied this similarly another overrepresentation. Case Study: Joseph Scholes Overall, local authorities across the country are failing to provide proper assessments and care plans for vulnerable children.  [54]  This was seen in the Joseph Scholes case. Said to be well-mannered yet vulnerable by social workers, Scholes resided with mother Yvonne after a custody dispute.  [55]  Scholes had also experienced sexual abuse from an early age and this transformed into self-harming. After being handed into care, Scholes would go out and get drunk with friends. On one occasion, an assault and a theft of a mobile occurred. Despite being a spectator, Scholes was arrested since he was look[ing] after the stolen phone.  [56]  Scholes became tensed and inflicted self-harm by slitting furiously his face using knives. Scholes difficulties were discussed and all relevant documents were presented by psychiatrists, social workers and YOTs, which proposed non-custodial sentencing owing to Scholes suicidal tendency.  [57]  The problem however was that the defendan t pleaded guilty even though he was innocent to all intent and purpose.  [58]  The judge stressed his inability to depart from Lord Woolf s standpoint that every street robbery must receive immediate custodial sentencing.  [59]  He received a two-year custodial sentence.  [60]  Furthermore, a deficit in placements compelled the Board to situate Scholes at Stoke Heath Youth Offending Institution, where he needed care but only received a piece to cover his stripped body. After being shifted to the Health Care Wing, Scholes was found dead hanging from the window bars just nine days into his punishment. The observance of stringent rules has proved detrimental again. Research by Ofsted identified fifty cases where à ¢Ã¢â€š ¬Ã‚ ¦professionals [failed] to see the situation from the childs perspectiveà ¢Ã¢â€š ¬Ã‚ ¦ to see and speak to the children; to listenà ¢Ã¢â€š ¬Ã‚ ¦ to observeà ¢Ã¢â€š ¬Ã‚ ¦ to take serious account of their viewsà ¢Ã¢â€š ¬Ã‚ ¦ supporting their needs is probably the single most consistent failure in safeguarding work with children.  [61]   Conclusion Following the critical analysis of the assertion, it is obvious that the youth are largely seen as perpetrators of crime. The consideration towards the idea that the youth can be victimised is required in contemporary society to ensure the individual is protected as seen in the Buffer Model examined by Armstrong et al (2005). This paper relied upon the controversial debate surrounding the justice and welfare models. The author supports the view that the justice system should be relaxed to the point where the welfare model can be most effective. After all, an association found upon trust and care with individual assistance is much more economical and successful than imprisoning mentally scarred juveniles away from their lives. Framing individuals creates stereotypes, which promote negatively shaped identities.  [62]  This can be disadvantageous to offenders and ultimately disorders society further. Every case needs to be viewed as different from one another and, where victimisati on of the offender is recognisable, it must be identified and treated. Also, external factors, such as the media, should not be allowed to influence. It is only then the problems from a custodial sentence can be avoided and most importantly, the welfare model can function at its best. Realistically however, although there is a much greater need to consider the youth as victims, the use of children as suitable vehicles to meet political plans makes it highly unlikely for such recognition in todays society.

Risks in Social Networking Sites

Risks in Social Networking Sites A social network is a map of the relationships between individuals, ranging from casual acquaintance to close familial bonds. Virtual communities are built around affinity and similarity. Social networking sites allow people to gather online around shared interests or causes, like finding people who live nearby or who are in the same age range. It is also one of the most popular Internet activities among teenagers. Friends are everything to a teen. New technologies in the last few years have provided opportunities for teens to make cyber friends in addition to their real world friends. These sites allow teens to design their own personalized page on the Internet, much like an interactive scrapbook, that can include their favorite music clips, their choice of background designs or wallpaper, photos, favorite quotes and any other information about themselves and anyone else that they wish to include. The websites combine many Internet features into one: personal profiles, blogs (web logs like an online diary or journal), places for photos and videos, the latest news in pop culture about music groups or hot new products, opinion polls, user groups, and more. Some of the most popular social networking sites for teens include MySpace, Facebook, and Bebo. Social networking websites have potential for both negative and positive consequences. These are public websites. Which means people of all ages, interests, and backgrounds have access to them. Due to the information sharing nature of these sites, teens face on critical and dangerous problems caused by using their personal information from others. There are many positives things about these websites when used appropriately. Creation of a personal web page can be a very creative outlet for a teen. Frequent entries into an online blog can give teens practice in writing and expressing their thoughts and opinions, which would improve their communication and language skills. Through using technology, teens are learning how to play with and use large amounts of data and information. Teens are also learning skills needed to build a website and use other technologies. Some other positive facts of the social networking websites are that people who share the same interests interact. They make these site a meeting point. They share school research documents and develop artistic talents and experiments with other forms of content creation. While most of this online interaction is just for fun, there are dangers for teens. While todays teens may be more digitally savvy than their parents, their lack of maturity and life experience can quickly get them into trouble with these new social venues. On the other hand, abusing of the social networking websites occurs harassment, tormenting, or sexual advances. Some criminals locate person with only his/her last name and town. To protect the teens from these online predators we need to look into the reasons why like these sites. Why are teens so attracted to social networking websites? 1. Consider the world in which todays teens have grown up. The media has made very public the personal lives of well known people from entertainment, sports, and political circles. Celebrities live out their lives in the limelight. Other examples are TV reality shows many of which are popular with teens. As mentioned earlier, friends are everything to a teen. As todays teens are growing up, they view the Internet as a place to hang out just as real world places are. Using the Internet to connect to friends they know in person and to make new friends is a natural step its just another way to communicate. Todays teens are a self-publicizing generation. It is natural for them to put information out there. A normal developmental task for teens is figuring out their identity. For example, it is typical for teens to try on different identities through their clothing and hairstyle choices. Designing a webpage complete with favorite symbols, quotes, and pictures can also be viewed as a way to try on an identity, test an image, and get feedback from others. 2. These sites expose teens to the world. They enable teens to access people living anywhere in the country or in foreign countries, as well as their peers from school. Its a place where they can create and showcase who they are and also keep tabs on all of their friends. Unless under a hidden view or setting, profile pages are open for all to see. But teens love social networking sites because its their space. There is a sense of empowerment attached to controlling a piece of their own world and this is typically a world where parents are not present. Privacy and Security Issues in Social Networking There are very serious privacy and safety issues with regard to social networking sites. Anyone worried by privacy issues on social networking sites should ask themselves the question: is the next generation even going to be bothered by online security? A survey in the U.K. has discovered that 25% of teenagers have either hacked or attempted to hack their mates Facebook accountsdespite four out of five of them admitting that they knew they were doing wrong. Most of the 1,150 under-19-year-olds, who were questioned anonymously, said that they tried to crack their friends passwords for fun. Some 21% said that they hoped to cause disruption (as Facebooks founder Mark Zuckerberg allegedly did at Harvard). A successful hack, however, was harder to manage than the kids had envisaged, with 82% saying they hadnt succeeded. As regards Facebook and privacy issues, theres been a fair amount of keyboard pounding. The problem, its implied, is with Zuckerbergs company ethos as he strives to eke as many dollars as possible out of the site. However, perhaps there is some meat in the argument that kids are less bothered about what actually constitutes a persons right to keep his private stuff just that. Tufin Technologies, the firm that commissioned the study, claims that it demonstrates that kids needed educating about what is and isnt acceptable with online privacy. Playing around with computers and trying to understand the system can be leveraged for good and bad purposes, said Reuven Harrison, one of the co-founders of Tufin. Theres a fine line at which point it becomes something bad. Children dont always understand where that line is. Risks associated to the use of social network services identified up to now include the following: The notion of oblivion does not exist on the Internet. Once stored it stays there forever. Data, once published, may stay there forever, even when the data has been deleted them from the original site, there may be copies with third parties. Additionally, some service providers refuse to speedily comply with user requests to have data, and especially complete profiles, deleted. The misleading nature of the community. If users are not openly informed about how their profile information is shared and what they can do to control how it is shared, they may by the misled into thoughtlessly sharing their personal data they would not otherwise. The very name of some of these sites like MySpace creates the illusion on the web. Free of charge may in fact not be for free. Many social networking providers make money by selling user data such as email to service providers for marketing purposes, e.g. for (targeted) marketing. Traffic data collection by social network service providers, some providers have an ability to collect and record every single move by a user. Some details like IP address are given to third parties for advertising. Note that in many jurisdictions these data will also have to be disclosed to law enforcement or secret services upon request, including maybe also foreign entities under existing rules on international cooperation. For many of the social networking site user data are only the thing they have to make profit. So they use it to maximize their profits. Giving away more personal information than we think. For example, photos and, social graph functionalities popular with many social network services do reveal data about the relationships between different users. Misuse of profile data by third parties: This is probably the most important threat potential for personal. Depending on available privacy settings profile information, including pictures are made available to the entire user community. And very little protection is present against copying any kind of data from profiles. Law enforcement agencies and secret services are other entities. Possible hijacking of profiles by unauthorized third parties. Use of an insecure infrastructure. The introduction of interoperability standards and application programming interfaces to make different social network services technically interoperable entails additional new risks. Social issues Cyber-Bullying by Teenagers Should society be concerned? Many teens argue that rating is harmless fun. Fun it probably is, but whether it is harmless only time will tell. Teachers, lecturers and professors could find themselves unknowingly the subject of ribaldry, criticism, victimization or worse. Potential exists for slander and defamatory suggestions, if ratings are accompanied by gossip. Social Networking and Harassment The internet has had a reputation for being a platform for online bullying. Sometimes cyber-bullying has involved student to student situations. Sometimes harassment issues in the workplace have found their way online and teens have been targeted by online predators. Teenagers have found themselves giving statements to the law about bullying allegations, now this could affect teachers too. Online Bullying Health Issues for Teachers Stressed teachers, who are sometimes trying to give of their best in difficult circumstances, could be subjected to additional emotional and psychological trauma. Teenagers can be cruel in their humor and comments could be misleading, inaccurate, or derogatory, with scope for invention and exaggeration. Some would not realize that an online campaign of uncomplimentary performance ratings, ridicule or even threats might have negative consequences for teachers well-being. Laws Pertaining to Social Networking Sites The two most important statutes to consider when discussing the legal liabilities and obligations of the social networking sites are Section 512(c) of the Digital Millenium Copyright Act and Section 230 of the Communications Decency Act. Section 512 Section 512(c) removes liability for copyright infringement from websites that allow users to post content, as long as the site has a mechanism in place whereby the copyright owner can request the removal of infringing content. The site must also not receive a financial benefit directly attributable to the infringing activity. Section 230 Section 230 of the Communications Decency Act immunizes website from any liability resulting from the publication of information provided by another. This usually arises in the context of defamation, but several courts have expanded it to cover other sorts of claims as well. Thus, if a user posts defamatory or otherwise illegal content, Section 230 shields the social network provider from any liability arising out of the publication. Websites that, in whole or in part, create or develop contested information, on the other hand, are deemed content providers that do not benefit from the protections of Section 230. For example, MySpace.com attempts to restrict the ability to view underage profiles by preventing older users from accessing them. In effect, the web site filters the content based on answers provided during registration to ensure that only minors of certain ages can view other profiles from that age group. This would almost certainly qualify as meta-information under the Roommates.com decision, and would bump MySpace out from under the protection of Section 230. State Laws In addition to these federal statutes, several states have enacted or proposed laws that would create requirements for social networking sites, particularly in regards to monitoring the presence and activities of sexual predators using the sites. For an example, the North Carolina state senate recently passed a bill requiring that parents and guardians register with a social networking site and verify their ages before their children can sign up for an account. This is to counter the difficulty in verifying the ages of minors, who usually lack credit cards or other sources of information concerning their ages. That bill still requires approval from the North Carolina House of Representatives. Childrens Online Privacy Protection Act (COPPA) The New Problem of Sexting Sexting refers to sending a text message with pictures of children or teens that are inappropriate, naked or engaged in sex acts. According to a recent survey, about 20 percent of teen boys and girls have sent such messages. The emotional pain it causes can be enormous for the child in the picture as well as the sender and receiver often with legal implications. Some social networking sites attract pre-teens even kids as young as 5 or 6. These younger-focused sites dont allow the same kinds of communication that teens and adults have, but there are still things that parents can do to help young kids socialize safely online. In fact, when it comes to young kids, the law provides some protections and gives parents some control over the type of information that children can disclose online. For sites directed to children under age 13, and for general audience sites that know theyre dealing with kids younger than 13, theres the Childrens Online Privacy Protection Act (COPPA). It requires these sites to get parental consent before they collect, maintain, or use kids information. COPPA also allows parents to review their childs online profiles and blog pages. Cultural Issues Teens chose to go where their friends are. So they dont randomly select their friends, they connect with people who are like them. This is known as homophily in the sociological concept of which highlights that birds of a feather stick together. By the time most teens join MySpace or Facebook, they already know someone who is on the site. They are attracted to the site because of the people there. MySpace came out as the first and quickly attracted young adults. It spread to teenagers through older. Facebook started at Harvard and spread with in before spreading more broadly. First within Harvard, then to other colleges, then to companies, then high schools, and then the whole world. MySpace came first and many teens chose to embrace it. When Facebook came along, plenty of teens changed to it as the new thing. In doing so, some chose to leave MySpace, while most simply maintained two profiles. Yet Facebook did not simply take over MySpace. In May 2009 comScore reported that MySpace and Facebook had roughly equal numbers of unique visitors. In choosing between the two sites, teens marked one as for people like me, which suggested that the other was for the other people. Teens use social categories and labels to identify people with values, tastes, and social positions. As teens chose between MySpace and Facebook, these sites began reflecting the cultural frames of those social categories. Health Safety Issues Health and safety on the internet applies to the mental health of an individual rather than the physical. For example the use of social networking site Facebook is associated with issues of cyber bullying and peer pressure. Solutions Teen Users of social networks 1. Be careful Think twice before publishing personal data (specifically name, address, or telephone number) in a social network profile. 2. Think twice before using your real name in a profile. Use a pseudonym instead. Note that even then you have only limited control over who can identify you, as third parties may be able to lift a pseudonym, especially based on pictures. Think of using different pseudonyms on different platforms. 3. Respect the privacy of others Be especially careful with publishing personal information about others (including pictures or even tagged pictures), without that other persons consent. Note that illegal publication especially of pictures is a crime in many jurisdictions. 4. Be informed Who operates the service? Under which jurisdiction? Is there an adequate regulatory framework for protecting privacy? Is there an independent oversight mechanism (like a Privacy Commissioner) that you can turn to in case of problems? Which guarantees does the service provider give with respect to handling your personal data? Has the service been certified by independent and trustworthy entities for good quality of privacy, and security? Use the web to educate yourself about other peoples experience with the privacy and security practices of a service provider you do not know. Use existing information material from providers of social network services, but also from independent sources like Data Protection Agencies, and security companies. 5. Use privacy friendly settings Restrict availability of information as much as possible, especially with respect to indexing by search engines. 6. Use different identification data (e.g. login and password) than those you use on other websites you visit (e.g. for your e-mail or bank account). 7. Use opportunities to control how a service provider uses your personal (profile and traffic) data. E.g. opt out of use for targeted marketing. What parents can do Learn what your teen is doing on the Internet. One way is to ask your teen to help you with doing a task on the web. Help teens know what is appropriate to put on the web. They have the web knowledge but you have life experience. Be clear about what is not safe to post on the web: full name, address, specific places they go, phone numbers, ethnic background, and anything else that would help someone identify or locate them. Remind your teen that strangers and people they dont want accessing their information have the ability to do just that. Once something is posted on the web, it is no longer private. Stress that the rules of social networking sites must be followed. There are age limits on most sites. Establish limits on how much screen time your teen has including time at the computer, watching TV, or playing video games. Invite your teen to show you his/her web page. Give him/her a day or two of warning before looking at it. Some teens may rethink what they have posted. Consider joining the same website your teen is on and setting up your own profile. That way your teen will be able to look at your profile and you will be able to ask to view his/her profile. Knowing this, teens will be much better at self monitoring. Conclusion à ¢Ã¢â€š ¬Ã‚ ¢ Bullying and other threats which young users inflict upon each other may be more likely to arise than threats from adults. à ¢Ã¢â€š ¬Ã‚ ¢ Much is known about potential risks, but more research on the nature and extent of harm actually experienced by minors online is needed. à ¢Ã¢â€š ¬Ã‚ ¢ Parental involvement in their childrens online activity is important, but principles of privacy and trust should dictate how parents help children to stay safe. à ¢Ã¢â€š ¬Ã‚ ¢ Education and awareness are the most important factors in enabling minors to keep themselves safe. à ¢Ã¢â€š ¬Ã‚ ¢ Industry self-regulation is the preferred approach for service providers to meet public expectations with regard to the safety of minors. Legislation should not place burdens on service providers which prevent them from providing minors with all the benefits of social networking. However, available safety measures vary greatly from one provider to another and mandatory minimum levels of provision may need to be established. à ¢Ã¢â€š ¬Ã‚ ¢ There are a number of resources for learning how to guide youth, and program leaders can direct parents to them. One Internet watchdog, Parry Aftab, has several websites with advice tailored for parents, police and the youth themselves. One of them, WiredSafety, contains a guide to staying safe in online social networks.

Cannibalism and Feeding Habits of Dinosaurs Essays -- Exploratory Essa

Cannibalism and Feeding Habits of Dinosaurs Cannibalism is a long-standing taboo in our society; the thought of humans preying on other humans for a food source disgusts and astounds us. Though the practice is not common amongst modern day humans there is some evidence to suggest that ancient humans resorted to such measures, and a recent discovery in Madagascar attests to the possibility that some carnivorous dinosaurs fed on their own species (Perkins, 2003). Majungatholus atopus roamed the plains of northwestern Madagascar about 70 million years ago during the Late Cretaceous (Perkins, 2003; Rogers et al, 2003). The discovery of 21 tooth-marked elements originating from two Majungatholus atopus individuals suggests evidence that the dinosaur supplemented its diet by feeding on its own dead or hunting them (Rogers et al, 2003). It cannot be confirmed whether they were purely scavengers, hunters, or both. Scientists are certain that the marks are not the doing of any other predator because the teeth marks are not consistent with any other known species that lived in the area. Only one other theropod that inhabited the area during the time Majungatholus atopus did, Masiakasaurus knopfleri, had teeth and bite marks too small to have caused these markings. Two large crocodile species also shared the same ecosystem but their teeth were â€Å"too blunt and too irregularly spaced to have produced the narrow grooves found on the Majungathol us bones†(Perkins, 2003). The tooth marks on at least nine Majungatholus elements attest to intertooth spacing in the perpetrators jaw and denticle drag patterns consistent enough to make a compelling case for Majungatholus feeding on other Majungatholus (Rogers et al, 2003). The discove... ...ories of why dinosaurs went extinct abound, and as there is no theory yet to be truly confirmed as the â€Å"right one†, my theory of dinosaur cannibalism is also purely anecdotal. The discovery of the cannibalistic Majungatholus atopus in Madagascar is an important scientific find because it confirms a long-standing theory of cannibalism among certain carnivorous dinosaurs. Behavioral patterns of extinct animals are difficult to establish; however, these bones give authentication to previous unfounded beliefs about the ancient feeding practices of some dinosaurs. â€Å"A sandwich is a sandwich, but a manwich is a meal† -Jeffery Dahmer References Perkins, Sid.2003 Family Meal: Cannibal dinosaur known by its bones. Science News, vol.163: p.211 Rogers,Raymond; et al. 2003. Cannibalism in Madagascan dinosaur Majungatholus atopus. Nature, vol.422: pp.515-518.

Ear Disorder Essay -- Health, Impairments

Ask Mr Sylvester about his hearing and does he have any ringing in the ears, if this is the case we can refer Mr Sylvester to the Doctor's for ear testing. Scott,K,. Webb,M,. Sorrentino,S,. Gorek,B,(2007). Ear disorders can disrupt hearing and balance. Temporary hearing loss can be from a build up of wax (cerumen) blocking the ear canal, hearing will improve instantly once the wax has been removed and this can be do by doctor or registered nurse whomever you feel more comfortable with, retrieved from journal on Hearing loss (2011). A person may not even notice that they have a hearing problem as this can occur gradually, others may notice the difference first, by seeing changes in the person's behaviours, such as leaning forward to hear, asking question to be repeated, cupping ears for better hearing. Hearing is one of our main sensory's and a loss of hearing can affect one's mental health and emotions, hearing loss especially in the elderly, tends to lead to social isolation, depression and withdrawal from daily living stated by Bance (2007). Hearing loss may affect your quality of life and presents a safety concern. Age-related hearing loss is not life-threatening as written by Hua ng (2007). Hearing issue, symptoms of hearing loss are speaking: too loudly, leaning forward to hear, turning and cupping the better ear to hear, answering questions inappropriately or asking for words to be repeated. Do not assume or pretend that you understand what someone is saying. Scott,K,. Webb,M,. Sorrentino,S,. Gorek,B, (2007). Build a trusting relationship with the patient, introduce yourself to Mr Sylvester and ask him how he wishes to be addressed. Explain your role, Be honest with all your interactions wit... ... Any form of clutter in the home environment needs to be removed and stored properly, elderly people can easily trip over rugs and mats, these can easily be removed or tacked down for safety, they must be in good condition and not frayed or in disarray. House needs very good lighting and handrails for stairs, or ramps preferably. Environmental factors may need to be adapted for safety. Fire hazards such as papers, books should not be kept in the kitchen near stoves or any electrical applicant this was explained in Crisp and Taylor, (2005). Most injuries occurred with older people are, falls and burns this is due to Advanced aging and the physiological changes in vision, hearing, mobility, reflexes, circulation and the ability to react quickly. In the words of VISION 2020, â€Å"the right to sight has no age limit† Chu & Kaldenberg & Huefner,(2009).

Hey Jude

Assignment 1: The Name / Ice Breaker Speech Goals: This assignment is designed to provide an initial speaking experience in a low risk situation. It provides practice using your name as the basis for the brief speech. Be as creative as possible, using any method (narrative, etymology or your name, visual aids, etc. ). The goal is to get the class and instructor to remember you.Preparation: Think about your name and the best way to get the class to remember you’re your speech should only be 1 to 2 minutes, therefore, practice and time yourself before-hand. This speech should be delivered extemporaneously from brief notes that occupy no more than one side of a single 4 X 6 note card. You should not read your speech and should use as much eye contact as possible. Grading Guidelines: Grade Value |20 points; Evaluation Sheet for Feedback Purposes | | | | |Time Limit |2 minutes (you must speak for at least 1 minute to pass this assignment) | |Note Cards |1 permitted | |Visual Aid |R equired | Learning Outcomes: Assessment of this assignment will focus primarily on measuring two outcomes: 1.Demonstration of the student’s ability to manage or to overcome communication apprehension in front of strangers. 2. Performance of the student’s ability to create an original speech Critique Sheet for Name Speech Name:_____________ Grade:________ Object: _________ Time: _________ Things you did well: Aspects of you speech/delivery you need to work on: Assignment 2: Demonstration Speech Goals: This assignment applies basic concepts necessary to creating speech structure. The goal of the demonstration speech is to show the audience how to do something.It is often called a process speech because you are showing the audience how to complete steps in a process. Description: Present to your audience with a tutorial on â€Å"how to† do/create something. You must formulate your instructional speech by creating main points about the process and sub-points further supporting/explaining the process. You will need an introduction and conclusion. Preparation: You should select something that you know how to do well. Think about how you would teach someone the steps in the process.The steps in the process are the main points, â€Å"First, †¦ Second, †¦ And finally,†¦Ã¢â‚¬  You will bring into class what you need to demonstrate the process and demonstrate as you teach the class. Grading Guidelines: |Grade Value |5% of total graded work | |Point Value |30 points | |Time Limit |3 to 5 minutes | |Note Cards |1 | |Visual Aid |Optional |Learning Outcomes: Assessment of this assignment will focus primarily on measuring three outcomes: 3. Demonstration of the student’s ability to analyze discourse using their critical reasoning skills 4. Demonstration of the student’s ability to recognize diversity in the audience 5. Demonstration of public performance skills |Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Adva nced | | |(0 – 7 points) |(8 – 15 points) |(16 – 23 oints) |(24–30 points) | | |Ideas may not be focused or |Listener can follow the |Generally well organized |Thesis is clearly stated | | |developed; the main purpose |speech only with effort. |but better transitions |and developed. The main | | |is not clear. Main points |Main point is not clear. |needed from idea to idea. |argument and supporting | | |are difficult to identify. Transitions need to be |Sequence of ideas is |arguments are clearly | | |Transitions may be needed. |developed. The audience |logical and is followed |articulated. Clear | |Organization |There is no logical sequence|has difficulty |easily, complemented by a |transitions. The article | | |of ideas in the speech. The|understanding the speech |clearly discernible |source is clearly stated. | |main idea from the article |because the sequence of |structure. The main idea |The types of supporting | | |is not presented or is |informatio n is unclear. |is presented with |material used in the | | |unclear. Supporting |There is an attempt to |supporting arguments. At |article are clearly | | |arguments from the article |illustrate supporting |least one type of |articulated. | |are not presented or are |material used in the |supporting material is | | | |unclear. Supporting |article. |presented. | | | |material from the article | | | | | |are not presented or are | | | | | |unclear. | | | | |Does not present his/her |Citations are attributed |Citations are generally |Student has a clear grasp | | |information in the form of a|incorrectly. Student has a|introduced and attributed |of the content. Student | | |speech. Student does not |partial grasp of the |appropriately. Student is |demonstrates full | | |have grasp of content and |content.Listeners |at ease with expected |knowledge by answering all| | |cannot answer questions |recognize errors to be the|answers to all questions |class questions with | |Content |about th e subject. Over |result of nervousness. |but fails to elaborate. |explanations and | | |dependence on notes is |Student does not provide |Over dependence on notes |elaboration. Note cards | | |observed. |enough detail in each main|may be observed. are used for reference | | | |point to inform audience. | |only. | | | |Aspects of the speech are | | | | | |too elementary or too | | | | | |sophisticated for the | | | | | |audience. | | | |Listeners can follow the |Vocabulary is somewhat |Language is appropriate, |Sentences are complete and| | |speech, but they are |limited or inappropriate. |but word choices are not |grammatically accurate. | | |distracted by some |Language used is mostly |particularly vivid or |Words are chosen for their| |Verbal Effectiveness |grammatical errors and use |respectful or inoffensive. |precise. Language is free|precise meaning.Language| | |of slang. Some sentences |Speaks with clarity |from bias with one or two |is free from bias. | | |are incomplete/hal ting. |sporadically and tone |minor exceptions. Speaks |Language choices are vivid| | |Language includes some |remains neutral for the |with clarity to the target|and precise. Speaks with | | |identifiable bias. Some |most part. |audience. |clarity and confidence to | | |listeners will be ffended. | | |the target audience; | | |Responds to questions | | |Informative tone is very | | |inadequately. | | |evident throughout. | |Nonverbal Effectiveness |Maintains no eye contact |Maintains eye contact |Maintains eye contact for |Maintains eye contact | | |with the target audience. regularly. Student is |the most part. A positive |consistently and uses body| | |Listeners may be confused. |aware of importance of |use of body language is |language effectively to | | |The speaker cannot be heard. |body language although |demonstrated. The |create interest. The | | |The delivery detracts from |s/he struggles with it. |delivery generally seems |delivery is extemporaneous| | |the message.Eye co ntact |Pacing is sometimes too |effective – however, |– natural, confident, and| | |may be very limited; the |fast or too slow. The |effective use of volume, |enhances the message. | | |presenter may tend to look |presenter seems |eye contact, vocal |Posture, eye contact, | | |at the floor, mumble, speak |uncomfortable. The |control, may not be |smooth gestures, facial | | |inaudibly, fidget, or read |audience strains to hear. consistent; some hesitancy|expressions, volume, pace | | |most of the speech; gestures|Vocal tone, facial |may be observed. Some use|indicate confidence, a | | |and movements may be jerky |expressions, clothing and |of nonfluencies is |commitment to the topic, | | |or excessive. Disfluencies |other nonverbal |observed. Mostly, |and a willingness to | | |are used excessively. expressions do not detract|articulation and |communicate. The vocal | | |Articulation and |significantly from the |pronunciation are clear. |tone, delivery style, and | | |pr onunciation tend to be |message. Audience members | |clothing are consistent | | |sloppy. Poise or composure |can generally hear the | |with the message. Delivery| | |is lost during any |presentation. |style and clothing choices| | |distractions. | | |suggest an awareness of | | | | | |expectations and norms. | | | | | |Limited use of | | | | | |nonfluencies is observed. | | | | |Articulation and | | | | | |pronunciation are clear. | | | | | |Audience members can hear | | | | | |the presentation. |Critique Sheet for Demonstration Speech Speaker's Name:_____________________________________ Topic:___________________________________________ Items of Evaluation: 0 1 2 3Rhetorical device (AGD)/Credibility/Exigency 0 1 2 3Purpose statement/Preview 0 1 2 3Main ideas are easily followed/Transitions 0 1 2 3Language is vivid/clear/fluid 0 1 2 3Speech is well organized 0 1 2 3Demonstration is appropriate 0 1 2 3Voice is used effectively 0 1 2 3Nonverbal communication is effective/Eye contact 0 1 2 3Conclusion is effective 0 1 2 3Overall effectivenessTOTAL SCORE: _________ COMMENTS: Assignment 3: Informative (You are the Expert) Speech & Outline Goals: This assignment is designed to provide the opportunity to put communication theories and concepts from the course into practice. Specifically, it aims to use skills in invention, such as structuring an appropriate introduction, selecting speech materials based on analysis of the members of the audience, and arranging that information in a clear format, as well as skills in speech performance, while informing the audience on a particular topic.Description: As a speaker, your purpose is to share information with the audience. This is not a â€Å"how to† or persuasive speech; you should not preview a step-by-step process or try and convince the audience of the merits of the topic. Rather, you are to give your audience new/useful information regarding a topic that is important to you. This may be your major/intended care er, a hobby/sport that you are passionate about, something that you have had personal experience in or are planning on pursuing.Logical arrangement of main points and supporting information should provide your audience with understanding of the chosen topic. To complete the assignment, you are required to submit a complete full-sentence outline and bibliography in advance, as well as deliver a successful informative speech to the class. Speech Preparation: All attempts to persuade should be avoided in this assignment. All topics must be pre-approved by your instructor. Be prepared to deliver the speech extemporaneously. You will be penalized 20 points for excessive reliance on note cards.The speech presented in class must include the following: 1. An appropriate introduction, including all six components of an effective introduction 2. Evidence of audience analysis throughout the speech (what will make the topic interesting for audience) 3. At least three main ideas with two sub-poi nts for each 4. Use of at least two different types of supporting material (book/newspaper/journal article, television/radio, interviews, Internet . com . org . net, etc. ) 5. Citation of at least four sources. Four sources is the minimum requirement.Your sources must be cited aloud, during your speech. 6. An appropriate conclusion. Outline Preparation: You must turn in a complete, typed, full-sentence outline – including a bibliography – to your instructor before you deliver the speech. If you do not bring your outline to your instructor prior to your presentation, you may be denied the opportunity to speak. If the outline is not in full-sentence format, you will be penalized with a deduction of 15 points from your final grade. The total point value of the outline is 30 points. Guidelines: Grade Value: |17% of total graded work | |Point Value: |100 points (70 speech/30 outline) | |Time Limit: |5-6 minutes | |Note Cards: |4 maximum | |Visual Aid: |Required | |Outline /Bibliography: |Required; 15 point penalty if not ready when due | Learning Outcomes: Assessment of this assignment will focus primarily on measuring the following outcomes: 6. Demonstration of decreased communication apprehension 7. Demonstration of the student’s ability to recognize and adapt to diverse audiences 8. Demonstration of the student’s ability to create and to perform an original speech to inform Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Advanced | | |(0 – 17 points) |(18 – 34 points) |(35-52 points) |(53–70 points) | | |Ideas may not be focused or |Listener can follow the |Demonstrates an awareness |Speech follows persuasion | | |developed; the main purpose |speech only with effort. |of the nature of |format: three main | | |is not clear. The |There is a great deal of |persuasive speeches. points; | | |introduction is undeveloped. |information that is not |Reproduces most of the |problem-cause-solution | | |Main point s are difficult to|clearly connected to the |conventions in their |structure. Thesis is | |Organization |identify. Transitions may be|thesis. Main points are |speech. Generally well |clearly stated and | | |needed. There is no |not clear. Transitions |organized but better |developed. Clear | | |conclusion or may not be |need to be developed. The|transitions needed from |transitions.The | | |clear the presentation has |audience has difficulty |idea to idea. Sequence of |introduction gains the | | |concluded. There is no |understanding the speech |ideas is logical and is |attention of the audience,| | |logical sequence of ideas in|because the sequence of |followed easily, |provides a clear purpose, | | |the speech. |information is unclear. |complemented by a clearly |enhances the speaker’s | | | | |discernible structure. credibility with a source,| | | | | |previews main points, and | | | | | |demonstrates significance. | | | | | |There is a clear action | | | | | |step and an overt call to | | | | | |action. | |Does not present his/her |Few, if any, sources are |Supporting material may |Student has a clear grasp | | |information in the form of |cited. Citations are |lack in originality. |of the content. Citations | | |an informative speech. |attributed incorrectly. |Citations are generally |are introduced and | | |Student does not have grasp |Student has a partial |introduced and attributed |attributed appropriately | | |of content and cannot answer|grasp of the content. |appropriately. Student is |and accurately.Supporting| |Content |questions about the subject. |Listeners recognize errors|at ease with expected |material is original, | | |Different sources of |to be the result of |answers to all questions |logical and relevant. | | |information are not used. |nervousness. Student does|but fails to elaborate. |Student demonstrates full | | |Inaccurate, generalized, or |not provide enough detail |Over dependence on notes |knowledge by answering all| | |in appropriate supporting |in each main point to |may be observed. class questions with | | |material may be used. Over |informaudience. Aspects | |explanations and | | |dependence on notes is |of the speech are too | |elaboration. Note cards | | |observed. There are not |elementary or too | |are used for reference | | |three clear, distinct main |sophisticated for the | |only. Speech is | | |points. |audience. | |informative. | |Listeners can follow the |Vocabulary is somewhat |Language is appropriate, |Sentences are complete and| | |speech, but they are |limited or inappropriate. |but word choices are not |grammatically accurate. | | |distracted by some |Language used is mostly |particularly vivid or |Words are chosen for their| |Verbal Effectiveness |grammatical errors and use |respectful or inoffensive. |precise. Language is free|precise meaning. Language| | |of slang. Some sentences |Speaks with clarity |from bias with one or two |is free from bias. | | |are incomplete/halting. sp oradically and tone |minor exceptions. Speaks |Language choices are vivid| | |Language includes some |remains neutral for the |with clarity to the target|and precise. Speaks with | | |identifiable bias. Some |most part. |audience. Tone of voice |clarity and confidence to | | |listeners will be offended. | |demonstrates some attempt |the target audience; | | |Responds to questions | |to be informative. |Informative tone is very | | |inadequately. | |evident throughout. | |Nonverbal Effectiveness |Maintains no eye contact |Maintains eye contact |Maintains eye contact for |Maintains eye contact | | |with the target audience. |regularly. Student is |the most part. A positive |consistently and uses body| | |Listeners may be confused. |aware of importance of |use of body language is |language effectively to | | |The speaker cannot be heard. |body language although |demonstrated. The |create interest. The | | |The delivery detracts from |s/he struggles with it. delivery generally seems |de livery is extemporaneous| | |the message. Eye contact |Pacing is sometimes too |effective – however, |– natural, confident, and| | |may be very limited; the |fast or too slow. The |effective use of volume, |enhances the message. | | |presenter may tend to look |presenter seems |eye contact, vocal |Posture, eye contact, | | |at the floor, mumble, speak |uncomfortable. The |control, may not be |smooth gestures, facial | | |inaudibly, fidget, or read |audience strains to hear. consistent; some hesitancy|expressions, volume, pace | | |most of the speech; gestures|Vocal tone, facial |may be observed. Some use|indicate confidence, a | | |and movements may be jerky |expressions, clothing and |of nonfluencies is |commitment to the topic, | | |or excessive. Disfluencies |other nonverbal |observed. Mostly, |and a willingness to | | |are used excessively. |expressions do not detract|articulation and |communicate. The vocal | | |Articulation and |significantly from the |pronunciat ion are clear. tone, delivery style, and | | |pronunciation tend to be |message. Audience members | |clothing are consistent | | |sloppy. Poise or composure |can generally hear the | |with the message. Delivery| | |is lost during any |presentation. | |style and clothing choices| | |distractions. | | |suggest an awareness of | | | | | |expectations and norms. | | | | |Limited use of | | | | | |nonfluencies is observed. | | | | | |Articulation and | | | | | |pronunciation are clear. | | | | | |Audience members can hear | | | | | |the presentation. | Critique Sheet for the Informative SpeechSpeaker: _________________________ Topic: __________________________________ Grade: _____ Time penalty: _____ Final grade: _____ |   INTRODUCTION (15 pts. ): _____ |COMMENTS & SUGGESTIONS | |0 1 2 3 |Gained attention and interest | |0 1 2 3 |Introduced topic clearly | |0 1 2 3 |Motivated the audience to listen | |0 1 2 3 |Established credibility | |0 1 2 3 |Previewed remainder of speech | DISCUSS ION (18 pts. ): _____ 0 1 2 3 |Main points well organized/developed | |0 1 2 3 |Clearly focused topic | |0 1 2 3 |Originality of ideas | |0 1 2 3 |Language: vivid, clear, creative | |0 1 2 3 |Identified with audience throughout | |0 1 2 3 |Transitions: quality, points well identified | SUPPORTING MATERIALS (6 pts. ): _____ |0 1 2 3 |Quality: credible sources | |0 1 2 3 |Quantity: enough supporting | CONCLUSION (9 pts): _____ |0 1 2 3 |Reinforce theme | |0 1 2 3 |Summary clear | |0 1 2 3 |Sense of closure | DELIVERY (12 pts. ): _____ 0 1 2 3 |Level of animation/confidence/dynamism | |0 1 2 3 |Gestures: effective, appropriate, | |0 1 2 3 |Voice clarity, vocal emphasis | |0 1 2 3 |Extemporaneous style and use of notes | GENERAL EFFECTIVENESS (10 pts. ): _____ |1 |2 |3 |4 |5 | Assignment 4: Persuasive Speech & Outline Goals: This assignment is designed to provide the opportunity to put the all of the knowledge and skills from the course into practice. Specifically, it aims to put into p ractice skills in audience analysis, argumentative reasoning, and management of personal ethos, while attempting to persuade the audience.Description: As a speaker, you must aim to persuade or to actuate the class to your way of thinking on a specific topic. Within your speech, you should present a problem, the reasons that problem exists, and what we can do to fix that problem using documented evidence (not just your opinion) to convince your audience. To complete the assignment, you are required to submit a complete full-sentence outline and bibliography in advance, as well as deliver a successful persuasive speech to the class. The Speech is worth 70 points and the outline 30. Speech Preparation: You may choose to structure your speech in one of two organizational designs: the motivated sequence design or the problem/cause/solution design. Be prepared to deliver the speech extemporaneously.You will be penalized 10 points for excessive reliance on note cards. The speech presented in class must include the following: 1. An appropriate introduction — meeting the six criteria 2. Evidence of audience analysis throughout the speech 3. At least three main ideas with two sub-points for each 4. Use of at least two different types of supporting material 5. Citation of at least six sources. Your sources must be cited aloud during your speech. 6. An action step in your last main point (solutions). You may wish to solve your problem through legislation or by changing an existing system. In addition, you must provide the audience with the potential to act based on your speech.The action step is literally something that your audience could do once they leave the classroom were they motivated to action by your speech. 7. Evidence of persuasive organizational development 8. An appropriate conclusion 9. An attempt to enhance ethos through your appearance Outline Preparation: You must turn in a complete, typed, full-sentence outline – including a bibliography â €“ to your instructor before you deliver the speech. If you do not bring your outline to your instructor prior to your presentation, you may be denied the opportunity to speak. If the outline is not in full-sentence format, you will be penalized with a deduction of 15 points from your final grade. The total point value of the outline is 30 points. Grading Guidelines: Grade Value |17% of total graded work | |Point Value |100 points (70 speech/30 outline) | |Time Limit |7-9 minutes | |Note Cards |4 maximum | |Visual Aid |Optional | |Outline/Bibliography |Required; 15 point penalty if not ready when due | Learning Outcomes: Assessment of this assignment will focus primarily on measuring the following outcomes: 1. Demonstration of the student’s ability to recognize and adapt to diverse audiences 2. Demonstration of the student’s ability to research, analyze, and reason from evidence to create logically sound arguments and conclusions 3. Demonstration of the studentâ €™s ability to create and to perform an original speech to persuade Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Advanced | | |(0 – 17 points) |(18 – 34 points) |(35-52 points) |(53–70 points) | | |Ideas may not be focused or |Listener can follow the |Demonstrates an awareness |Speech follows persuasion | | |developed; the main purpose |speech only with effort. |of the nature of |format: three main | | |is not clear. The |There is a great deal of |persuasive speeches. |points; | | |introduction is undeveloped. information that is not |Reproduces most of the |problem-cause-solution | | |Main points are difficult to|clearly connected to the |conventions in their |structure. Thesis is | |Organization |identify. Transitions may be|thesis. Main points are |speech. Generally well |clearly stated and | | |needed. There is no |not clear. Transitions |organized but better |developed. Clear | | |conclusion or may not be |need to be developed. The|transit ions needed from |transitions. The | | |clear the presentation has |audience has difficulty |idea to idea. Sequence of |introduction gains the | | |concluded.There is no |understanding the speech |ideas is logical and is |attention of the audience,| | |logical sequence of ideas in|because the sequence of |followed easily, |provides a clear purpose, | | |the speech. |information is unclear. |complemented by a clearly |enhances the speaker’s | | | | |discernible structure. |credibility with a source,| | | | | |previews main points, and | | | | | |demonstrates significance. | | | | |There is a clear action | | | | | |step and an overt call to | | | | | |action. | | |Does not present his/her |Few, if any, sources are |Supporting material may |Student has a clear grasp | | |information in the form of a|cited. Citations are |lack in originality. |of the content. Citations | | |persuasive speech. Student |attributed incorrectly. Citations are generally |are introduced and | | |does not have grasp of |Student has a partial |introduced and attributed |attributed appropriately | | |content and cannot answer |grasp of the content. |appropriately. Student is |and accurately. Supporting| |Content |questions about the subject. |Listeners recognize errors|at ease with expected |material is original, | | |Different sources of |to be the result of |answers to all questions |logical and relevant. | | |information are not used. |nervousness. Student does|but fails to elaborate. Student demonstrates full | | |Inaccurate, generalized, or |not provide enough detail |Over dependence on notes |knowledge by answering all| | |inappropriate supporting |in each main point to |may be observed. |class questions with | | |material may be used. Over |persuade audience. | |explanations and | | |dependence on notes is |Aspects of the speech are | |elaboration. Note cards | | |observed. There is no |too elementary or too | |are used for reference | | |action step. |sophisticated for the | |only. | | |audience. | | | | |Listeners can follow the |Vocabulary is somewhat |Language is appropriate, |Sentences are complete and| | |speech, but they are |limited or inappropriate. |but word choices are not |grammatically accurate. | | |distracted by some |Language used is mostly |particularly vivid or |Words are chosen for their| |Verbal Effectiveness |grammatical errors and use |respectful or inoffensive. |precise. Language is free|precise meaning. Language| | |of slang.Some sentences |Speaks with clarity |from bias with one or two |is free from bias. | | |are incomplete/halting. |sporadically and tone |minor exceptions. Speaks |Language choices are vivid| | |Language includes some |remains neutral for the |with clarity to the target|and precise. Speaks with | | |identifiable bias. Some |most part. |audience. Tone of voice |clarity and confidence to | | |listeners will be offended. | |demonstrates some attempt |the target audience; | | |Responds to questions | |to be persua sive. Persuasive tone is very | | |inadequately. | | |evident throughout. | |Nonverbal Effectiveness |Maintains no eye contact |Maintains eye contact |Maintains eye contact for |Maintains eye contact | | |with the target audience. |regularly. Student is |the most part. A positive |consistently and uses body| | |Listeners may be confused. |aware of importance of |use of body language is |language effectively to | | |The speaker cannot be heard. |body language although |demonstrated.The |create interest and | | |The delivery detracts from |s/he struggles with it. |delivery generally seems |persuade. The delivery is| | |the message. Eye contact |Pacing is sometimes too |effective – however, |extemporaneous — natural,| | |may be very limited; the |fast or too slow. The |effective use of volume, |confident, and enhances | | |presenter may tend to look |presenter seems |eye contact, vocal |the message. Posture, eye | | |at the floor, mumble, speak |uncomfortable.The |control , may not be |contact, smooth gestures, | | |inaudibly, fidget, or read |audience strains to hear. |consistent; some hesitancy|facial expressions, | | |most of the speech; gestures|Vocal tone, facial |may be observed. Some use|volume, pace indicate | | |and movements may be jerky |expressions, clothing and |of nonfluencies is |confidence, a commitment | | |or excessive. Disfluencies |other nonverbal |observed. Mostly, |to the topic, and a | | |are used excessively. expressions do not detract|articulation and |willingness to | | |Articulation and |significantly from the |pronunciation are clear. |communicate. The vocal | | |pronunciation tend to be |message. Audience members | |tone, delivery style, and | | |sloppy. Poise or composure |can generally hear the | |clothing are consistent | | |is lost during any |presentation. | |with the message. Delivery| | |distractions. | |style and clothing choices| | | | | |suggest an awareness of | | | | | |expectations and norms. | | | | | |Limit ed use of | | | | | |nonfluencies is observed. | | | | | |Articulation and | | | | | |pronunciation are clear. | | | | |Audience members can hear | | | | | |the presentation. | |Critique Sheet for the Persuasive Speech | |Speaker: _________________________ Topic: _____________________________ Grade: _____ | |Time penalty: _____ | |Final grade: _____ | |INTRODUCTION (15 pts. : _____ | |COMMENTS & SUGGESTIONS | | | | | |0 1 2 3 | |Gained attention and interest | | | |0 1 2 3 | |Introduced topic clearly | | | |0 1 2 3 | |Motivated the audience to listen | | | |0 1 2 3 | |Established credibility | | | |0 1 2 3 | |Previewed remainder of speech | | | |DISCUSSION (21 pts. ): _____ | |0 1 2 3 | |Main points well organized/developed | | |0 1 2 3 | |Clearly focused topic | | | |0 1 2 3 | |Adequate Solution Steps | | | |0 1 2 3 | |Language: vivid, clear, creative | | | |0 1 2 3 | |Identified with audience throughout | | | |0 1 2 3 | |Transitions: quality, points well identified | | | |0 1 2 3 | |Speech is Persuasive: Weakening/Strengthening Commitment, Conversion, Induces a Specific Action | | | |SUPPORTING MATERIALS (6 pts. : _____ | |0 1 2 3 | |Quality: credible sources | | | |0 1 2 3 | |Quantity: enough supporting material | | | |CONCLUSION (6 pts): _____ | |0 1 2 3 | |Summary clear | | | |0 1 2 3 | |Sense of closure | | | |DELIVERY (12 pts. : _____ | |0 1 2 3 | |Level of animation/confidence/dynamism | | | |0 1 2 3 | |Gestures: effective, appropriate? | | | |0 1 2 3 | |Voice clarity, vocal emphasis | | | |0 1 2 3 | |Extemporaneous style and use of notes | | | |GENERAL EFFECTIVENESS (10 pts. : _____ | |1 | |2 | |3 | |4 | |5 | |6 | |7 | |8 | |9 | |10 | | | |Inadequate | |Poor | |Satisfactory | |Excellent | |Superior | | |EXTRA CREDIT OPPORTUNITY Public Speaking in the Real World Total extra credit points: 10 You’ve probably thought it at some point during the class or another, when on earth am I going to have to use this? Or, you migh t be forced to watch upcoming presentations in your other courses and begin to realize just how terrible a poor public speaker can be as an audience member. However, effective mastery of public speaking is a skill that will help you achieve in your career no matter what level or industry you aspire to get into. This assignment will help you realize that as well as become a more effective critic of the messages you consume. RequirementsYou will attend at least one public speech or lecture this semester, you can attend a lecture sponsored by your department, a lecture or presentation sponsored by Communication Studies, or something you sponsor through your extracurricular or social organization. The only requirement is that you witness a public speech at least 10 minutes in length so that you have something to critique. – You must attend the speech in person. – You must obtain a program or some kind of record of your attendance to attach to your critique. Analysis To obt ain full credit for this assignment you must turn in a 1 – 2 pg response (single space) to the speech you witnessed.Feel free to critique the speaker as much as the speech itself. If it was bad or boring to watch, tell me about it and explain why you think it went wrong. A quality paper will exhibit the following – One paragraph describing the rhetorical situation : occasion, audience, speaker and speech (at least a sentence or two for each part). Provide your perspective as to the exigence of the particular speech or lecture. – A second paragraph should analyze the content of the speech. How did the speaker gain your attention, did he or she have a clear preview statement/thesis. How did the speaker reinforce ethos? Were there transitions or a clear organization pattern. How was the speech organized?A successful paragraph should adequately address all of these elements. – A third paragraph should adequately assess the style and delivery of the presentati on. What was the level of energy/dynamism, how did the gestures and nonverbal delivery enhance the presentation. How did the speaker use their voice and inflection? Was there adequate examples of extemporaneous delivery? – A final paragraph should offer conclusions about the speech you watched, and what you have learned from the process. How will your future presentations in this course and in your life be enhanced by what you observed. – All papers must have your name and course section # to receive full credit.

Money and Its Values Essay

The Big Secret Our intention is to help you open the doors to your own amazing wealth. We will share some of the keys and ancient secrets the wealthy have used for centuries to get ahead and stay ahead. Today we want to tell you the BIG SECRET What is the one thing that determines whether you live a rich, successful life? Is it the school you went to? Well, there are a lot of doctors, lawyers and top tier MBA’s wishing that were true. Is it whether your parents were rich or poor? The history of the world is told, it seems, by those bold and daring folks that came from humble eginnings to make a rich and lasting contribution to the wealth of humanity. Is it what country, station, race, gender or religion you were born to? Gandhi, George Washington Carver, Carrie Nation, Sam Walton, even the Beatles testify to the folly of such thinking. The big secret to wealth is and always has been very simple. So simple in fact that we have for centuries ignored its effectiveness. And when you hear it now, you may be tempted to discount it as a homily or even a remnant of religious thinking. The truth is we use this secret in a very specific and systematic way to become Rich Beyond Our Wildest Dreams. And you can too. Ask and Receive. That’s the big secret. You can have anything you want, all you have to do is ask correctly and be willing to receive. It took us from a 2nd personal bankruptcy to a rich and happy life. Regardless of where you start, the simple system we teach can help you live the life of your dreams. Tomorrow we will tell you a few tricks about money. Good Luck and Great Adventures Lesson 2 – Money Is Only A Means Most everyone obsesses about money. We all watch the stock market even if we don’t own many stocks. We worry if the Real Estate market goes up or down, depending on whether we own real state or want to buy it. We are overwhelmed with ads for all kinds of financial experts who tell us to put the first 10% of our income away for ourselves first. One friend said, â€Å"I guess that’s so I can pay the light bill next month. †   And of course we all think we pay the IRS way, way too much. In the book â€Å"I’m Rich Beyond My Wildest Dreams. I am. I am. I am. † Tom and Penelope say, â€Å"Never, never never ask for money. † How can that be if the world runs on money? Well it doesn’t. Money is our means of exchange. It isn’t a cure for unhappiness or ill health or loneliness. We trade money for things. That’s all. Sometimes you don’t even need money. In fact, with the Rich Dreams system you get what you ask for by MEANS over which you have no control. Here’s an example: Shelly lives in Austin, Texas and was in the process of selling her house. She had a buyer, but the process had taken several strange twists. As a result Shelly was practically homeless. She put all her furniture into storage and moved her family into their travel trailer waiting for her house to close. That was two months ago. They’re over the travel trailer, but they need the house to sell to get the funds for a new place. Using the Rich Dreams Success System she wrote the following parameters for her new home. My new home is a two story house. It is in a good neighborhood. It is made of Austin stone. There is a separate guest house for my son. (He’s 15. ) It has a beautiful view. It is secluded. It has lots of windows. My new home has the proper energy for me to finish my novel. It is easily paid for. My house finds me. I write many books in my house. OK, now here’s the part that may shock you to your core. Four days after she wrote that list Shelly moved into that exact home. WOW! Four days. And listen to this†¦ t literally found her! Without Shelly’s knowledge a friend was talking to another friend who said, â€Å"Oh, I wonder if Shelly would move into my spare house. I’d feel much better if somebody was in it. † It is a secluded, two-story house in an upscale neighborhood, with a magnificent view, Austin stone, and one whole wall made entirely of glass. In ba ck is a servants quarters for her son and now for the kicker†¦ I couldn’t believe this one. The owner is a woman author who wrote two very successful books in that house. So Shelly will certainly have the right energy for writing books. Plus†¦ are you ready for this†¦ not only is the house furnished, it does not cost her one red cent. It is totally FREE. Shelly didn’t need money. All she had to do was ask and be willing to receive. What do you want? Use this system and you can have everything you want. Good Luck and Great Adventures Lesson 3 – Vacations Are Worth Their Weight In Gold Vacations can be more than a needed break. They can be a great tool for increasing your wealth. When you detach or let go of your day to day problems it gives the Universe a change to make things happen in your life. You don’t have to do it all. Not in this system. In the Rich Dreams Success System we ask and the Universe provides. Delivery is included. But the big trick is letting go, which is why vacations are so incredibly valuable. They are, that is, if you really, truly let go. Vacation time can, of course, be anything but fun. Have you ever waited so long and planned so hard and then lost your luggage or your wallet? So many TV commercials remind us of how terrible it would be to lose something valuable. We spend so much effort and time trying to make the trip perfect that it can never measure up. The family reunion that finally makes us all the perfect family never happens. The Great Getaway that changes our lives forever is mostly fiction. The idea is to enjoy what you do have regardless of the imperfections. I just returned from two weeks away and I can attest to almost falling into those pitfalls. Throughout my time with old friends and family I stayed focused each day. I let God take care of all the details. The real vacation is in the detachment. Each time I started on a new leg of my journey, I took the time to write down particulars about the flight, my luggage, rental car, the works. Then I detached and remembered to breathe a lot. I had a wonderful time for the most part because I didn’t muck it up with unreasonable or unrealistic expectations. To recreate and vacate (leave) truly means that we need to let go of all the control and truly rest. I think vacation time is designed to help us perfect our ability to detach. Fun, rest and relaxation is an essential part of getting everything you want in life. So don’t wait for a vacation to do it. Enjoy every day as much as you can. Don’t wait for that once a year time to recharge and renew. Take some special time for yourself and your family today. Let the Universe take control of your life. Taking real vacations assures that you live everyday rich beyond your wildest dreams. Good Luck and Great Adventures Lesson 4 – Anytime Spring Cleaning There is one powerful principle which you can use to speed your success along. It is the Vacuum principle which simply stated says that nature hates a vacuum. That means all you have to do to bring more good into your life is to clear out that which is no longer useful to you. Or as we think of it†¦ Making Room for Your Good. Rich Dreamers write lists all the time. Have you noticed hat some of the things you have asked for are a little slow in showing up? This may be due to a number of various factors like blocking your good, chemicalization or divine timing. It may however be something very simple. Something a little â€Å"getting rid of the cobwebs† can fix. If you don’t have room for your good, you need to do some Spring Cleaning. Time to Clean Up and Clear Out! Try cleaning out your personal spaces – closets,   cabinets, desks, drawers, garage, basement and gardens. Get rid of old or never worn clothes, household items, toys. If you haven’t used something or worn it in a while, let it go. You don’t need it anymore. At work throw out or store old files and half-finished projects. Doing this activity not only makes you feel fresh and revived, it helps you discover new things that you want. So often we continue to keep things that have lost their usefulness out of habit or a false sense of comfort. The wonder of this is the creation of a vacuum. Nature and the Universe hates a vacuum so now there is room for the new, fresh things that you have requested to rush into your life. Remember that when you do clean up you are digging around in old energies. So you may very well stir up old arguments or ill feelings. A warm shower washes all that far, far away. Are there people in your life that you may need to let go? Could there be friends and acquaintances that you have held on to that you suspect are not for your highest good? We have all experienced this and while it can be painful we usually see the truth of our decisions   in time. We need to be surrounded with positive, affirming â€Å"like minded† people who encourage the changes and progress we are making. Release the negative, destructive ones so you can spend less of your energy trying to make those people â€Å"fit† into your new life and attitude. Activities need to be reexamined too. Do you still feel energized by the way you spend your free time? Are you refreshed by your diversions? Maybe you need to write down some new ideas for fun and relaxation. Remember the last lesson about vacations. We all need and deserve it! While you are cleaning and clearing remember your computer. If you’re like me there are hundreds of   old emails and messages that need to go. Make room for new information and words of encouragement. By doing these simple things you will feel lighter and ready for all the Good that the Universe has to offer. Lesson 5 – Divine Timing It doesn’t matter what you want, you can have it. A new car, a home in the country, a slim trim and healthy body†¦ it can all be yours for the asking. The only thing is that you don’t get control over when you get it. That’s up to the Universe. Let’s assume you’ve diligently written down your requests. You’ve seen them in your life and then you detached, but you don’t get everything immediately. So why don’t you get everything you asked for NOW! You want it yesterday, right? What is the hold up! The hold up is you’re probably not ready. I’d like to share a very personal story about this process. I have been challenged with weight problems since our last child was born, about twenty-two years ago. When we began to write the book, â€Å"I’m Rich Beyond My Wildest Dreams. I am. I am. I am. † we were in a good weight loss cycle. Tom even mentions that we were lighter and healthier than ever. But as so many other times in my life, I was not able to sustain that â€Å"program† and over the next five years I lost and gained close to one hundred pounds. I felt like I was asking for this to happen in my life the right way. â€Å"I’m slim and trim and healthy. I am I am I am† is a song I sang regularly. I was following all the â€Å"rules† of enthusiasm and detachment and still the permanent weight loss alluded me. I never quit desiring this change in my life, but no matter what I did or how hard I tried, no weight loss plan worked for very long. I was embarrassed and frustrated. We were supposed to be examples of success and I felt more like a failure. Like I was doing something wrong. About a year ago I finally let this feeling go and decided I would be happy with who I am. I remember the day, vividly. It was my first day home after emergency surgery, September 11, 2001. Two wake up calls were enough for me. I was happy to be alive and I let go. Of course, once I detached the Universe could go to work. Divine Timing must have kicked in. One morning about six months later I awoke and instinctively knew that this time would be different. The energy for true and lasting weight loss was finally there. Over the course of a few weeks my support system was built. I met the people I was meant to meet and I found a system for me. The Universe provided everything that I need to succeed. The system is, pardon the expression, a cake walk. I have more energy than ever before. I approach exercise as a joy for the very first time in my memory and everyone is seeing â€Å"less of me† when we meet. Much less of me. The message that I want you to take from my example is this — Never give up on your desire, but do give up planning for it to happen on your schedule. Detach and let Diving Timing take over. We know that we have to grow and change and become the person that can handle the desires we seek. Trust the Universe to know the correct time for that to happen. Live your dreams every day. And watch for the first Bonus Lesson 6 coming tomorrow. Call: +234(0)7038710161 Bello John