History & Tradition of Jazz Essay

Why is jazz hard to define? Describe some of the reasons why it is sometimes difficult to determine if a musical recording or a performance qualifies as jazz? There is no single definition however there are 5 basic guidelines that loosely define jazz when followed to one degree or another. Jazz is a form of individual artistic musical expression. Jazz is performed in so many different styles, is part of many other types of music, and play by various instruments. Musicians develop their own style and sound. Describe the relationship between the rules rhythm section instruments must adhere to and the freedoms they have to play what they want in fulfilling their role? The rhythm section usually consists of a bass, drums and piano or guitar. Their role is to support the soloist even if they are playing while the soloist is performing. While they have the freedom to play by improvising, they must do so in a manner supportive to the soloist. Describe how the roles of these three instruments change during the course of a song in a jazz performance: piano, trumpet, bass? The piano plays chords that accompany the melody of the song. The piano feeds the soloist with rhythmic or melodic ideas. The trumpet is versatile in that the various mutes give it different sounds. The trumpet leads the melody. The bass provides a steady beat playing the note that outlines the chord on every beat. Describe what happens during an improvised solo both in terms of the soloist and the other members of the group? The soloist is composing on the spot His solo is unrehearsed and he needs to be able to formulate the melodies in his head before he plays them. He also needs to listen to the input from the other instruments and follow their lead while improvising and interacting with the other musicians. The non-soloists can either stop playing or continue to play in a role supportive to the soloist following their lead and providing musical leads which the soloist can take off on a tangent with.

Social Attitudes towards Transport

Traffic police have a selected amount of land to cover throughout the region. Their role is to Provide an emergency response, Reduce road collision casualties, Minimise disruption to the free flow of traffic, provide any possible assistance and reassurance to road users, Provide specialist support services to the force and Ensure that the division makes the most efficient use of all its resources. In all the traffic cars the patrol cars have been fitted with specially designed suspension and brakes to cope with the extra load and the varied and demanding conditions they are exposed to. Motorcycle officers also have a specialist role in the policing of major public events, such as football matches, and providing a police escort for VIPs. They co-ordinate roadwork's, speeding complaints and monitor local collision trends. Rapid Response Ambulance Rapid response ambulance is specified to attend emergency incidents, ideally within eight minutes of notification. The Trophy Yellow estate cars, with green reflective Battenburg livery, incident equipment carried on the vehicles includes; oxygen therapy, cardiac defibrillators, entonox, maternity and paediatric pack, burns bag, cervical collars, splints and first aid bag. Plans for major incidents, site maps, body bags, triage cards and contacts for agencies and hospitals are also carried. Additional special items include the light roof bar, radio communications and a reverse-decal ‘Ambulance' livery on the bonnet and ‘RESPONDER' on its tailgate. These cars aren't stationed at the hospital; they are located in areas close to the region boarders making their response time a lot quicker. Their role is to attend emergencies, be first on the scene and aid injured people. Both services are required to attend incidents within a short period of time. To be able to make these deadlines, they are both authorized to use their sirens and lights to make other road users aware that they are responding to an emergency. In many cases both rapid responses are linked together. If theirs an RTA the rapid response would be first on scene that would then get the ambulance service called out if anyone is injured. The rapid response ambulance may take that call if it's within their area, which would attend and wait for ambulance to attend from the hospital to take casualties to hospital. Criminals target vehicles, New cars are automatically fitted with some sort of device attached immobiliser, tracker or alarm. The ideas of these security devices are outlined beneath. Immobilising system, which is automatically activated when the ignition key is removed. The way it works is the device transmits a radio-frequency signal every time the engine is started, sending a different password to the system. Insuring the car cannot be started any other way without the key. Electronic engine immobilisers prevent your car from starting and are the best way to stop thieves. Car alarms can deter thieves from not only stealing your car, but also taking items from it. Older cars are criminals prime targets due to the lack of security protection fitted to them. Steering wheel locks are a cheaper alternative to engine immobilisers use them every time you leave your car. Locking wheel nuts easy to fit and stop thieves from taking your wheels. Have your car registration number or the last seven digits of your Vehicle Identification Number etched onto all windows, both windscreens and your headlamps. Mark all your car equipment, like your car stereo, with your vehicle registration number. Having any of these security measures reduces the attractiveness of the car to thefts. Analysis of driver's attitude whilst travelling on the roads. Due to no one having the same characteristic everyone is different, with his or her own style of driving technique. With this in mind people tend to act differently on the roads. Road rage is the biggest form of driver's attitude on the roads and they aren't necessarily the person behind the wheel either. People speeding, acting irresponsible and general behaviour of others on the roads can cause road rage. Older citizens push the blame onto younger citizens for the way that they drive, younger citizens reverse the blame. There are business people who due to road rage drive more dangerously and faster blaming traffic and deadlines as their excuse. Parents who want to pick children up, but cant park near schools due to heavy congestion around the school. There are people who drive for living truck drivers, van drivers and public transport drivers who are consistently on the roads, that travel through all the peak times of the days. There are the rush hour periods during the day that make everyone less tolerable to waiting calmly. Speeding is mostly influenced by other people speeding, thinking if they can break the limit then so can they, which causes many other problems on the roads. After researching speeding I found that in Northampton there was a work shop for people who had broken the speed limit, where people can analysis there own behaviour on the roads. After the workshop results showed that: 92 per cent of respondents who had been on a Speed Workshop said that they were now more likely to keep to the speed limit. Of those who had received a speeding ticket, but hadn't been on a Speed Workshop, 53 per cent of respondents said that it was not acceptable to exceed the speed limit. After the Workshop, this increased to 78 per cent. http://www.norpol.com/safetycamera/newsstart.htm Drink driving in England is unacceptable especially around the Christmas period where more than the average drink. The UK legal limit for drivers is 80 mg of alcohol per 100 ml of blood but there is no failsafe guide to the amount of alcohol that a driver can safely consume. The amount and type of alcoholic drink, the weight, sex and metabolism of the driver all play a part. But any amount of alcohol affects driving ability. A motorist's ability to judge speed and distance may be impaired, their reaction times may be slowed and their judgement of risk seriously affected. Advice from the drink-driving site has given this structure for drinking: Immediately before driving: – Men should consume no more than 4 units, women no more than 3 When drinking the night before driving: – Men should consume no more than 10 units, women no more than 7. (This assumes that no alcohol is consumed after 11.30 pm, and that driving does not take place before 8 am the following morning) Cambridge county council have published that in the last three years there have been 324 drink drive accidents involving death and injury. Drink driving may cause the driver not able to judge the speed and distance accurately; the driver may become more overconfident whilst driving endangering other road users. With all these people on the roads, there is no wonder so many people are involved in accidents. Accidents can also be caused by people's personal preferences. A driver may like to drive slower than the person in the car behind due to not feeling confident on the roads or just being cautious. Many drivers on the road don't have enough breaks during travelling that could make the driver tired, irritable and likely to become a danger to themselves and others. Business people travelling in their own car are likely to have mobiles in use, without hands free or microphone the drive by law has to stop where safe and answer the call. As this is unlikely event to happen most people fit attachments in the car to prevent committing an offence. Parents with children should to prevent the driver being distracted, entertain children with some sort of music or equipment that will entertain the children while in their baby seats or whilst they are belted up in the back seats. Using this sort of attitude whilst making a journey will decrease the chance of a common traffic offence and in case of an accident reduce the chance of critical accident. (Ref 1) (Ref 2) (Ref 1) Poster on tiredness – I did a surveyed on ten people asking what they do during long journeys, five people said they don't stop but tend to differ the speed, play music and have sweets in the car. Two people said that they stop every two hours at a pre-selected break while the other three said that it depends on the weather and whether they know where they are going. After showing the poster to the five that don't stop, the drivers have changed their opinion and have agreed to wither stop for a stretch, swap drivers if able to and plan their journey that stop every hour to two hours. (Ref 2) Poster on mobile phones – whilst driving, proves that people aren't multi-skilled that means driving and using a mobile will divide there attention running higher risk of an accident. Surveying the same ten people that I did for the tiredness poster, I asked how many have their mobiles switched on and how they would deal with the driving if they're mobile started ringing. Three people said that they don't have their phone on at all through journeys. Two people said that due to the nature of the business that they have hands free kits and one person said that their company installed a microphone set to avoid missing calls whilst on the road. Four people said that they would only use there mobile whilst sitting in traffic or when they are driving on roads that wont cause the driver distraction. After showing the poster and asking them to read it out, they found it very hard and took a few seconds to work out that the transcript was engaging two different statements. After this experiment, all of the drivers that I surveyed that said that they would at least get some equipment installed in their car to avoid causing accident. Even using hand free kits and microphones aren't advised, but they aren't against the law and they have reduced the amount of accidents. Not everyone can avoid using their mobile whilst travelling due to their job but this does reduce the amount of accidents for the time being.

Chemistry Report on Explosives

Chemistry Report on Explosives Chemistry Report on Explosives What is meant byoxidation and show how oxidation reactions are used to cause explosions. Oxidation is the term used for the combinationof a substance with oxygen, or in general any reaction where an atom ormolecule loses electrons. This can be shown as: C (s) + O2 (g) CO (g) S=solid, g=gas Gunpowderor black powder is the oldest explosive we know. It is made up of a mixture ofpotassium nitrate (also known as saltpetre or KNO 3 ), charcoal, andsulfur in different proportions. When gunpowder is manufactured today, it ismade with the ratios 7.5:1.5:1 by mass (2). Bothgunpowder and dynamite have within them substances which are readily availableto oxidation. The oxygen which is used for the oxidation is an intrinsic partof the mixture, and is held within them in the same manner that oxygen isstored in the chemical potassium chlorate. Whengunpowder is ignited, this oxidation is extremely rapid, and a large volume ofgas is produced. The gasses are under ex treme pressure, which causesthem to expand rapidly. Heat is produced causing the gas particles toaccelerate, creating even more pressure. If the gas expands faster than thespeed of sound, this creates a shockwave. The pressure produced by the gassesis what causes parts of the bomb (shrapnel) to be propelled far and wide atvery high speeds(1). Thespeed at which something oxidises is dependant on its potential to interactwith oxygen. The greater number of unstable electrons that a molecule or atomhas to lose, the quicker it will be oxidised (3). b)  Ã‚  Ã‚  Ã‚  Ã‚  Give an account of thedevelopment of chemical compounds for use in explosives. Describe theadvantages of each new chemical explosive over its predecessors, and describehow the explosives were adapted to make them safer and more effective. (9marks) It is thought that the firstexplosive discovered was ‘black powder’, originating in 10th Century China. Itwas used for ceremonial fireworks. In Europe, 1242 saw the formula for blackpowder being published by Roger Bacon. The refinement of the substance closelyfollowed after the gun was invented by Berthold Schwartz in 1300. Around thistime, black powder was being used for removal of rocks, the teqnique was knownas fire setting, but this was replaced with blasting at the beginning of the17th Century. There are records of blasting in America from 1773 (4). The production of black powderwas rapidly increased during the American Revolution. By the turn of thecentury, the commercial production of the explosive had grown from 25 millionto 100 million (2). In 1846, Nitroglycerin wasdiscovered by Ascanio Sobrero. Nitroglycerin plasticizes collodion which is aform of nitrocellulose to form blasting gelatin. This is a very powerfulexplosive. The discovery of this action led to the advancement of ballistite, thefirst double-base propellant and a precursor of cordite. Alfred Nobel built a factory toproduce it in 1861 in Sweden. An advantage of nitroglycer in was its massiveexplosive power, but it was very difficult to transport as it is a liquid,which used black powder to ignite it. It could also freeze and had toxic fumeswhich caused severe headaches (5). In 1867, Nobel accidentallyinvented Dynamite and he went on to patent his mixture. It was a greatdiscovery, being more powerful than black powder, with a higher detonationvelocity which made it much more effective breaking rock as it not only moved,but broke apart the rock

Post-Globalization Essay Example | Topics and Well Written Essays - 250 words

Post-Globalization - Essay Example One’s personal contention of globalization is parallel with the focus on â€Å"the process of interaction and integration among the people, companies, governments of different nations, a process driven by international trade and investment and aided by information technology† (The Levin Institute, 1). My search for other meanings of the term give credence to my belief that globalization consists of systems and operating processes that aim to ultimately be interrelated with global protocols on a continuously growing exchange of transactions among diverse countries and regions (Marzui, 2001, 1). As a process, globalization is more prominent in today’s generation due to technological advances that provided the impetus for improved intercultural interaction traversing borders, distance and time. The United States (US) continues to provide direction and significant influence to other countries in terms of applications on globalization. As the world’s most devel oped industrialized nation, the US has continued to support democratic ideals in terms of foreign trade, intercultural communication, preservation of the environment, adherence to ethical and moral standards, as well as promotion of human rights: all critical elements for sustained globalization efforts.

Phantom Limb Sensations Essay Example | Topics and Well Written Essays - 1250 words

Phantom Limb Sensations - Essay Example When a sensory nerve is severed during amputation, a nodule called a neuroma will form near the end of the stump. These neuromas can be very sensitive to the touch and were thus believed to generate the mysterious signals. Although surgically removing the neuromas occasionally provided temporary relief, the phantom limb always returned." (Shreeve, 1993). Kandel has explained the grounds of phantom limb disorder, according to which it is important to consider the normal pathways involved in sensation. These pathways involve both hemispheres of the brain containing a deep crack (gap) called the central sulcus. This crack is flanked on either side, by the help of two cortexes, the precentral gyrus (motor cortex), and the post central gyrus (somatosensory cortex). Incoming sensory afferents from the contra lateral (opposite) side of the body resulting in synapsing at the somatosensory cortex after finding its pathways through the thalamus. The somatosensory cortex (S1) is highly ordered in a roughly topographic fashion, containing a receptive field for every body part, with larger receptive fields devoted to areas that are more highly innervated such as the hands and lips. The receptive fields are laid out in an ordered fashion along the length of S1, representing the entire body surface in an abstract map known as a homunculus. When a sensation travels from a particular location to the receptive field, the corresponding receptive field becomes active. Likewise, if an area of S1 is stimulated, the person will feel a sensation in the corresponding body part. (Kandel, 2005). Jensen, Krebs, Nielsen and Rasmussen (1983) have suggested that phantom limb can be divided into two categories as the term "phantom limb" refers to any painful or non-painful sensations occurring in the missing limb of the same individual. Melzack in 1971 proposed Central theory as a physiological explanation of painful phantom limb, this theory also has been interpreted as a psychological explanation by Dawson and Arnold (1981) but as intended by the author it is considered as physiological in nature. It is stated that central theory credits such conscious processes that are based upon schematic representations with the passage of time along with the perception of phantom limb. These schematic representations come into existence from the peripheral sensory mechanisms. Despite of the fact that both are interlinked with one another, both operate independently. Support for this schematic explanation has been provided in studies that show interference of locally anesthetizing peripheral nerves of an intact limb as result in the experience of phantom limb (Melzack, 1973). The main reason for the occurrence of Phantom limb is due to the fact that the brain no longer receives input from the anesthetized periphery, similar t o an amputee's experience, so phantom limb occurs. The two most common pain reactions following an amputation include phantom limb and residual limb pain. Phantom limb sensations, or non-painful sensations in the lost limb, are experienced almost immediately after an amputation. These sensations feel like the missing limb was actually present in its full representation by shape, length, and position in space. These sensations are

The Relationship between history, theory, and doctrine in the Essay

The Relationship between history, theory, and doctrine in the evolution of military tactics - Essay Example Military Tactic and Strategy Military tactics are the means and art of which an organization of army employs techniques and weaponry to defeat the enemy during battle (Clausewitz, 1832). It is the lowest level of military planning, followed by operational, and encompassed by the highest level which is military strategy. Military strategy has evolved to mean more than war time but now encompass even peace time and the strategies involved to prevent war itself (Lider, 1981). Previously, Clausewitz (1832) defined military strategy as â€Å"the deployment of the battles as the means toward the attainment of the object of war,† (12). Hart (1980) also re-joined with his description as â€Å"the art of distributing and applying military means to fulfil the ends of policy,† (page) both of which imply armed violence. However, it is also notable that strategy meant more that the use of armed violence but covered policy, political, economic, ideological and techno-scientific means of nations in pursuit of victory (Lider, 1981). Earle (1944) included in military strategy even activities of peacetime to encompass non-military factors of economic, psychological, moral, political, and technological aspects to become an art of controlling all the resources of a nations and its allies to secure vital interests against enemies, perceived or otherwise. It integrates all military efforts and policies as a â€Å"grand strategy† for peace and war time. War is the object of which should be prevented or prepared for in peacetime. Osgood (1962) also defined military strategy as â€Å"nothing less than the overall plan for utilizing the capacity for armed coercion – in conjunction with the economic, diplomatic, and psychological instruments of power – to support foreign policy most effectively by over, covert and tacit means,† (5). Third definition of military strategy included both the means and the ends so that it uses the entire state power o r its aggregate potentials to attain the whole or majority of its political goals (Lider, 1981). Holloway (1979) added in the grand strategy all elements of a society’s power to support its security objectives with the main one being the prevention of â€Å"the loss of our way of life† (19). Principles of Military Tactics There are a variety of military tactics employed in battlefield. One of them is the United States’ Army’s version which trains soldiers of the following: Simplicity in a tactical plan maintains simple concept and execution where failure points are avoided. Direct tactics can make other people understand fully their actions and the part of others. This will aid them in contributing to the success of a maneuver. Surprise will keep the enemy wondering and can be employed using subtle appearance in urban self-defense, stealth and deception in battlefield, or any daring action which is least expected by the enemy camp. Speed is doing as fast as possible whatever is needed and be ready for the next long before the enemy has time to react on the first. Security considers safety at all times with its rear and flanks to keep the enemy from doing what the combatant wants to do to them. Violence of action will destroy the will of the enemy to fight (Curahee, 2008) The principle of military tactics also cover the main objective, which is a particular aim such as disengagement from an advancing enemy or maintaining movement through protection of advancing troops. Principles also employ various practical tactics that include

Learning and Development is a Luxury that Organisations Can Afford Essay

Learning and Development is a Luxury that Organisations Can Afford only in Financially Prosperous Times - Essay Example Employers and employees both gain benefit from learning and development. From the viewpoint of employer, learning and development are significant to preserve or develop the knowledge, the abilities and the performances so that they can fulfil the business objectives. From the viewpoint of employees, learning and development help to accomplish performance goals in a successful way. They also deliver an outline to recognise new abilities and knowledge and apply them in the practical work environment. As a result, learning and development can also motivate the employees (ACCA, 2010). One of the most significant assets for every organisation is its employee force. In the modern business environment, knowledge, originality, and passion are crucial differentiators for any organisation or industry. Besides, when it comes to achievement and winning competition, advanced talents and proficiencies in the areas of mechanical, managerial or operational domain become necessary for organisations. Though abilities and knowledge are replaceable in the long-run, the cost of switching employees and providing required training to develop them is huge and it can impact on organisational performance (Mitchell, 2008). Investment in learning and development on a regular basis is significant to retain or ensure lesser employee turnover and inspire them to be involved more in the work and achieve the goals for the organisation. Organisations always require skilled employees who can perform efficiently their allocated tasks. In this rapidly changing business environment, it is extremely necessary to provide effective performance continuously. But the key conflict or constraint with respect to learning and development is the budget. Organisations that are smaller have less money to invest on learning and development. Yet, in present day’s even small organisations have more learning and developmental requirements. Contemporary business environment is different and it comprises of m any innovative technologies which were considered to be science fiction (sci-fi) few years ago. The globalisation is impacting the businesses structures and organisational cultures. New regulations are impacting the working practices, and employees have greater prospects from their companies and working lives. In the workplace, it is necessary for employees to adjust and to react with the fluctuations rapidly and without loss of efficiency. In other words, employees need to understand quickly new tasks, adjust with the new procedures, take additional responsibilities, grasp new technologies and obey the new legal necessities viz. health and security guidelines and data security among others (Clifford & Thorpe, 2007). Learning should be constant with the aim to maintain pace with the business fluctuations. Learning and development cannot be conveyed except when there is growth requirement. Growth requirements arise when employees’ actual performances differ from the desired pe rformances. The central idea of learning is that every person possesses the ability to learn if they are provided with adequate time and support (Clifford & Thorpe, 2007). Learning and development activities can be influenced by several aspects. Certain significant issues that impact on the learning and development are inadequate resources, traditional culture, embedded approach towards training, stress of

Essay 1 Example | Topics and Well Written Essays - 1000 words - 18

1 - Essay Example At the door there is a hanging on the wall showing a menu of river fish available to the customers that day. There are leafy trees around the shop indicating that the environment around supports plantation. People from the region get to purchase fresh produce from the farms and fish from the shop since these products are available. The painting has a message that further reinforces the title â€Å"Honest Weights and Square Dealings.† This assures the customer of reliable, honest dealings and quality services. It is during the time of a business busy schedule as indicated by presence of majority of family members. The members are making an effort to attract more customers to the shop. On the poster advertising the name of the business there is a phone number at the top, meaning that the society is developed and uses mobile phones as means of communication. Outside the kiosk two young men hold melons up close to their heads. One boy is using both hands showing how strong he is. Around them there are several baskets of oranges placed left and right of the shop. There are berries on display at the centre of the shop. This indicates the business has no monopoly over the market. Several marketing strategies have been used such as; display of fruits outside, hanging of the menu which has affordable prices at the door, and the two boys outside the kiosk advertising. There are flowers outside the kiosk that adds aesthetic value, attracts and makes the shopping area attractive. The flowers beautify the place implying the kiosk cares for their social welfare, quality and hygiene. A small girl curtseys and welcomes the customers into the shop. The photo shows two gentlemen inside the kiosk ushering in customers indicating that the services being offered in the shop are friendly. The back door is visible and it leads to another room. This family has used a portion

Compare and contrast the romantic relationship Essay

Compare and contrast the romantic relationship - Essay Example In the movie The Princess Diaries 2: Royal Engagement, the love is illogical because it shows a false dichotomy by forcing Princess Mia to choose either Andrew Jacoby or Nicholas Devereaux to be her future husband; in contrast, â€Å"Love is a Fallacy† does not reveal true love because the character chose love based on logic. These two love stories reveal that love can be logical, illogical, or emotional, and therefore may not always be true love. The movie The Princess Diaries 2: Royal Engagement is about Genovia’s Princess Mia Thermopolis, who has to find a husband so that she can take her grandmother’s place as the Queen of Genovia. Mia starts to find a man that meets her ideal criteria as a husband. From all of the men that have been introduced to her, she discovers Andrew Jacoby, the Duke of Kenilworth. She starts to date Andrew but then discovers Nicholas Devereaux. Mia and Nicholas always fight but while they are fighting, their love starts to grow. There is a dilemma inside Princess Mia’s heart: to choose Andrew or Nicholas. This situation seems illogical because when people are in love there are no concrete reasons for why they are in love. Princess Mia would choose Andrew because he is the Duke of Kenilworth and she would become the queen of Genovia. When true love appears in someone’s life, they tend to act illogically and are unable to think straight. On the other hand, the purpose that Nicholas wants to be with Princess Mia is because his uncle wants him to become the King of Genovia for the benefit of their family. At first, Nicholas uses this logical thinking to get Princess Mia, but as the story progresses, he falls in love with her without using logic. He believes that he will lose Princess Mia because she will marry Andrew, but Princess Mia finally decides not to marry Andrew because he is not her true love. To express his feeling to Princess Mia, Andrew said, â€Å"You are, in fact. I am in love with the Queen-to-be, and

Chad-Cameroon Oil Pipeline Essay Example for Free

Chad-Cameroon Oil Pipeline Essay Although significant oil reserves have been found in the early 1970s, these could not be developed because: 1- Chad is a landlocked country with limited domestic demand; 2- civil war prevented the creation of a stable investment environment and caused the departure of several investors. Since peace was established in 1990, investors and the World Bank returned to Chad for developing its oil reserves. In order to justify the large investment, access to the world market was sought via a pipeline through Cameroon, which is also a relatively poor country that can benefit from the investment and transit revenues. The World Bank has been supporting natural resource extraction based development around the world and, in particular, in Africa as the primary driver for economic growth and poverty reduction in these countries. But, the Bank has also been heavily criticized for failing to achieve these goals as the revenues from resource development do not reach the majority of the society. With the Chad-Cameroon pipeline and oil development in Chad, the Bank and the companies are following a novel partnership and revenue management approach. How is the project financing different? How will this new approach work? Will Chad and Cameroon benefit from this approach? Background1 Upon getting its independence from France in 1960, Chad has been involved in 30 years of civil war. The peace was finally restored in 1990, and the country drifted towards multiparty democracy, until rebellion broke out again in the north of the country. In January 2002 peace treaty was signed confirming de jure reign of northern ethnicity. Chad is one of the least developed nations on earth with GNI per capita of around $200. Republic of Chad is ranked 165th of 175 countries in UN’s Survival Ranking. The agricultural sector accounts for 36% of Chad’s GDP. Cotton exports account for 50% of foreign currency earnings. Chad’s government is concerned about this dependence on cotton and wants to diversify its economy in order to mitigate vulnerability associated with volatility of the international price of cotton. Chad’s only significant natural resources are oil deposits. Being independent since 1960, Cameroon has developed a rather stable political system, based on ethnic oligopoly. Despite of vast natural resource base (including oil, natural gas and aluminum) the country is one of the poorest in the world, with GNI per capita of roughly $600 in 2002. According to World Bank classification Cameroon is an HIPC (heavily indebted poor country) with total debt of $4. 9 billion and outstanding short-term debt over $950 million. Cameroon is in Top-15 countries with highest HIV rate (around 12%) and in Top-30 infant mortality rate. Economic and social development information on this section comes from the World Bank web site, CIA Fact Book, and U. N. Human Development Report. Â © Center for Energy Economics. No reproduction, distribution or attribution without permission. Chad-Cameroon Pipeline 1 1 Case Study From Since 1990, being faced with a fall in GDP due to unfavorable prices on major exported goods; Cameroon has been engaged in several World Bank and IMF programs, aimed at poverty reduction and acceleration of economic growth. As a result annual GDP growth averaged 2. 1% through 1990-2001, compared to 3. 4% in 1980s. Oil Development Conoco became the first foreign oil company to undertake significant oil exploration in Chad with acquisition of the Chad Permit H concession in 1969. Between 1973 and 1975, oil was discovered in varying amounts in the Doba, Doseo, and Lake Chad basins, that led to the creation of a multinational consortium comprising Conoco (12. 5% and operator), Royal Dutch/Shell (37. 5%), Exxon (25%), and Chevron (25%). In 1981 all the exploration projects were stopped due to escalating civil war. In 1988 a convention was signed between the government of Chad and the consortium, granting exploration permit with term of validity until early 2004. Conoco withdrew from the project, and Exxon took over operations, discovering the Bolobo field in 1989 with estimated 135 million barrels of reserves. 3 Chevron, in its turn, sold its share (20% interest in the Block H hydrocarbon license containing the three fields) to Elf Aquitaine, in 1993.

Personal Reflection On Infection Control In United Kingdom Nursing Essay

Personal Reflection On Infection Control In United Kingdom Nursing Essay It is highly believed within the health care industry that Healthcare Associated Infections (HCAI) are a grave worry and concern for the public of the United Kingdom (Nunkoo and Pickles 2008). When it is considered that Clostridium Difficile, commonly referred to as C-diff, is a HCAI it is made apparent that the public are greatly aware of this problem due to the fact that a high percentage of people are aware of this infection (Bosanquet 2009). The Healthcare Commission (2005) have also noted their concerns over this problem both the actual problem clinical areas have at the moment and also the potential problems that C-diff actually poses within hospitals a concern that the Department of Health (2009) also holds. These problems are also acknowledged by numerous additional sources who suggest that infection control in itself is required to be heightened in awareness and practice (Jenkinson et al 2006) making it a significant factor within primary care, a statement which is reiterated by the Nursing and Midwifery Council (2006). Due to the significance of this issue the author has chosen to reflect on an incident that she encountered whilst on placement within an acute hospital ward regarding this matter. The author has chosen to reflect on this particular incident she encountered using Johns reflection model (1990) with the intention of accessing, making sense of and learning through a specific experience (Johns 1994). The situation chosen for reflection has been classified by the author as being a critical incident. This claim is due to the fact that the experience resulted in thought provocation. Smith and Jack (2005) agree with this when they claim that a critical incident is an experience that results in individuals thinking about what has happened or indeed what is happening, resulting in the provoking of thought within an individual, just as happened in the authors experience. Description Whilst on placement within an acute hospital I encountered a situation that provoked thoughts and feelings within me alongside a desire to further research the subject. I was on a morning shift and was asked by another staff member to help them with a lady patient in a side room that was being barrier nursed due to her being positive for c-diff. Before entering the room to assist the staff member I washed my hands and put on my apron and gloves and then continued to help the staff nurse with the patient. When the task had been completed I proceeded to take the cardboard liner out of the commode and checked with the staff nurse that I was to leave my protective clothing on whilst leaving the room to go to the sluice and dispose of the patients waste and the cardboard liner. The staff nurse told me that hospital policy stated that I would be right in doing exactly that and therefore I proceeded to do so before removing my protective clothing and washing my hands. REFLECTION For this reflective assignment the author has chosen to use Johns (1990) model of reflection due to the belief that she holds that this will ensure that she is to delve through her rationale for actions and the feelings provoked. With regards to this particular incident the author intends to reflect-on-action so that the experience of the situation can be turned into knowledge therefore providing the oppurtunity of being able to learn from what occurred. Jasper (2003) suggests that this is credible due to the fact that reflecting-on-action as opposed to in-action changes the experience of the individual into knowledge. What is c-diff? what does it do? How often does it occur? In 2007 The Health Protection Agency (2007a) reported that there were over fifty thousand noted cases of c diff that presented within individuals over the age of 65. What is it now What does office of national statistics say HPA claim reduction Who does and who doesnt All hospitals are legally bound to ensure that legislation is followed by all staff something that is stated by numerous differing government led organisations including the Health and Safety Executive (2003) who reiterate the statement made by the Health and Safety at Work Act (1974) that states HOW MANY HOSPITAL TRUST DO THIS? STATISTICS The documents Winning Ways (DH 2003a) and the Matrons Charter (2004) outlined important areas in the control of infection and acted as a catalyst for local action. According to Shuttleworth (2007) local targets have been set to reduce C diff by twenty five per cent by introducing initiatives to improve knowledge, practical skills in infection prevention and control such as guidelines recently updated (Pratt et al 2007) and DHs and National Health Service (NHS) Modernisation Agencys Saving Lives: A Delivery Programme to Reduce Healthcare Associated Infection (2005). The government (DH 2007b) provided tools and resources to embed robust infection prevention endorsed by the HCC (DH 2007c) by publishing Essential steps to safe, clean care that mirrors Saving Lives but is specific to primary care. These are based on standard principles of infection control such as isolating patients and implementing barrier precautions that must be applied routinely to prevent HCAI transmission (Gould 200 9). Defining the role of the nurse is a difficult task however the role the nurse has within infection control measures is that they are responsible for ensuring that policies and procedures are always followed. It is agreed by Health Protection Agency (2007) AND The Royal College of Nursing (2008) that one of these roles of the nurse is to ensure that individual patients that are confirmed to have c-diff are placed in a side room where they have access to their own toileting fascilities. WHY IS THIS. As stated this is the nurses role however this is not always possible to fulfill due to the fact that side rooms are not always available and the actual layout of wards within hospitals often limit the possibilities of individual toilet fascilities HOW DO I KNOW THIS/. WHEN THIS IS NOT POSS WHAT ARE THE RISKS? HOW FAR CAN SPORES TRAVEL? WHO SAYS WHAT ABOUT THIS SITUATION Johnson and Gelding (2004) claim that even after thoroughly cleaning patient areas C-diff spores can still be found a claim that suggests that after a patient is moved out of a sideroom if they had c-diff confirmed whilst they were being nursed in the room even after cleaning the contamination risk is still apparent. WHAT DOES HCC SAY ABOUT THIS? AND ANYONE ELSE? EXPAND THIS. How does cdiff spread? Hands, environment? Air? Hall and Horsley (2007) suggest that c-diff spores can be spread to patients from the environment however it is individuals who visit the hospital not following the requested hand hygiene that is blamed by Banfield and Kerr (2005). WHICH IS IT OR IS IT BOTH WHO SAYS SOME PEOPLE CLAIM THAT THERE ARE NO SPORES IN THE ENVIRONMENT AT ALL BUT WHO HAND WASHING After washing hands they must be completely dried using a paper towel that is then disposed of (Johnson and Gerding 2004) however this is not agreed by Yamaoto et al (2005) who claim that drying washed hands using warm air may well be a more successful way of limiting bacteria that may be on the hands. WHAT DO NICE SAY AND RCN AND DOFH Arguably hand washing can be classified as being one of the important and utmost effective methods of reducing HCAI (Pittet et al 2000). The World Health Organization (2004) holds this to be at the forefront of its Global Patient Safety Challenge something that Gould et al (2007) supports. Hand washing is advised to be done at specific times within situations in a healthcare setting one of which is before and after contact with any patient (Department of Health 2008). The National Institute for Clinical Excellence (2003) support this statement along with numerous additional governing bodies. The Department of Health (2008) continue that when hands are washed they should be done so with soap and water. The rationale behind this method was recommended in 2001 by the Infection Control Nurses Association due to the fact that soap and water supporting the correct technique helps the skin oil layer to be removed which is the one that retains c diff spores. In addition to this it is suggest ed that the hands are dried once again by a specific and rigorous technique which uses a paper towel that is deemed to be disposable (Johnson and Gerding 2004). This claim is not supported by everybody, Yamaoto et al (2005) believe that drying hands with a paper towel is less effective than leaving them to dry by air, suggesting that this technique would minimize the amount of becteria present on the hands. Alcohol gels are nowadays commonly used therefore rendering soap and water as replaced in many situations and environments. Using alcohol gel prior to and post patient contact is a recommendation that NICE (2003) supported with the exception of when hands can be seen to be soiled to the naked eye. NICE (2003) recommend using an alcohol-based hand-rub before and after patient contact, unless hands are visibly soiled of which case then implement liquid soap and water and an effective hand-washing technique. EPIC 2 (DH2007e) support this claim though believe alcohol is not effective against C diff microorganisms and suggests the nurse must consider the need to remove transient and/or resident hand flora. Non-compliance of this suggestion EPIC 2 (DH 2007e) believe presents a direct clinical threat to patients. Wilson (2006), Pellowe et al (2007) believes hand hygiene technique and the principles of infection control are too complex for staff to comply or perhaps too complicated for healthcare professionals to in-cooperate into everyday routine (Yamaoto 2005 et al). Jenkins (2004) recognizes staff hand hygiene is poor and is part of the nurses role (Supported by DH Chief Medical Officer 2002). IS IT LOW STAFFING LEVELS OR WRONGLY PLACED EQUIPMENT OR INDIVIDUAL NURSES ATTITUDES THAT AFFECTS HAND WASHING IT IS PART OF THE NURSES ROLE Jenkins (2004) suggests that hand hygiene of health care staff is not at a high level despite it being part of the nurses role within the hospitalà ¢Ã¢â€š ¬Ã‚ ¦.WHO SAYS IT IS NURSE ROLE The following of stringent infection control policies and regulations often are not carried out which is something that can be due to numerous different factors. Different organisations and individuals put the blame for any lapses in infection control procedures down to different things including the belief that it is the mixture of skills and qualifications that are employed on a ward (Pellowe et al 2007). Additional factors believed to be responsible include the attitudes held by individual staff and the social norms of the actual ward environment (Pellowe et al 2007) however this is not the main influencing factor believed by all. Hugonnet et al (2007) suggest that they are in agreement with the idea of the ward environment playing an important part as they claim that the positioning of equipment for example sinks and cleaning products is something that can increase or decrease infection control guidelines being followed. This in itself is not something that is agreed by the HCC ( 2006) who state that the spread of infection within hospital settings is heightened due to shortage of staff on wards. However, the author believes that if shortage of staff was to blame then poor infection control would be evident on all wards that have this denominator which is not the case. DISPOSABLE GLOVES, APRON It seems that numerous organisations agree that to reduce the risk of cross contamination and infection itself protective clothing should be worn. The government themselves state that disposable aprons and gloves should be worn by all staff when caring for individuals whom are not only confirmed to be infected yet also when they are suspected to be (Department of Health 2007a). This is reiterated by the Royal College of Nursing (2008) who also suggest that this is important in reducing infection. There is some contradiction in beliefs regarding the use of plastic disposable aprons after hand washing with Hateley (2003) suggesting that this prevents any microorganism to clothing transmission, this is reiterated by numerous people including Wilson et al (2007) and HCC (2006). This is not agreed by Babb et al (1983) when they claimed that microorganisms are not completely prevented by the use of these specific aprons however a reduction was believed to occur. Gould (2009) take this one stage further in the suggestion that upon exposure to any excreta aprons should be worn before stringent disposal immediately after exposure, a statement that is supported by NICE (2003). Although there is agreeance between NICE (2003) and Gould (2009) there is no specific specification that denotes when gloves should be changed, be it before leaving the particular isolated environment or after. It is stated that wearing protective clothing of any sorts is not necessary upon the entry into an isolated environment (Gould 2009) however this same author claims that when in practice protective clothing should be worn at all times due to the chance of patients requesting assistance. This somewhat contradicts the first claim that protective clothing is not required when entering high risk areas yet is actually required in general practice upon the pretense that help could be asked for. It can be seen from this that the evidence and recommendations with regards to protective clothing are somewhat confusing at times. Derbyshire County Barrier Precautions Policy (2007) further add to this confusion when they stipulate that before leaving any infected area gloves should be removed suggesting that they should actually be worn in the first place. This policy then continues with a suggestion that any members of staff with any materials needing maceration should indeed change their gloves at just before the point of actually handling the door to the sluice, alongside this they claim that protective clothing should indeed be worn throughout the whole of the task until completion. If Gould (2009) is to be followed then no protective clothing would have been worn in the first place in the isolated area. This confusion only enhances with the addition of clinical waste disposal, something that by admittance by is found to be confusing to members of the healthcare team (Gould 2009). Following the recommendations of Gould (2009) any items for the macerator should be taken directly into the sluice whilst protective clothing is still being worn resulting in immediate disposal in the macerator. The protective gloves and apron is then said to be required to be discarded into correct refuse prior to washing hands. Gould (2009) continues to state that in an ideal world any patients that may be infected with c diff should have one of either their own individual en suite toileting facilities or their own individual commode. The later of these two statements has enhancement from the Department of Health (2008) who state specifically that this commode should not leave the patients room. So clearly from these authors and organisations it can be clearly seen that the evidence and suggestions are indeed confusing. The Royal College of Nursing (2008) claim that when wearing gloves a warm and moist environment is created which in turn leads to the possibility of microorganisms growing in vast numbers. Hateley (2003) reiterates this claim alongside Pratt et al (2007) who suggest that upon glove removal soap and water be used to wash hands as mentioned earlier in this text. When I was tasked with disposing of the infected waste I wanted to ensure that I did so using evidence based practice so as to minimize, if not completely eradicate, any risk of cross contamination whilst taking the waste from one area to another where the macerator was based. I was aware of the potential risk of contaminating the environment along the corridors of the ward and did not want to do this and put other patients and staff at risk therefore I needed to question my practice. The contents of the bed pan could have spilled on the floor or the paper towels which would have resulted in spores being released into the surrounding environment. I did consider using my elbow to open the door handle in the patients room and the one leading to the sluice yet came to the realization that this could have resulted in spillage onto either myself or the surrounding environment. O Callaghan (2005) stated that any challenge that nursing practice may receive could possibly add to any changes to policies and or practice regarding infection control procedures and barrier nursing. If Mohanna and Chambers (2001) is to be believed then risk management can be deemed to be an integral factor within clinical governance. Throughout this experience I did hold an awareness of the principles of barrier nursing. This led me to challenge this specific wards policies on the best practice for taking the bed pan from the patients room to the sluice. When I walked down the corridor with only paper towels covering the bed pan I was aware of the possibility that I may well have been spreading c diff spores. This could have had huge implications for all within the surrounding environment. Upon opening the door handles I was more than aware that my gloves had a high risk of being contaminated yet there was nothing I could do to eliminate this. My feelings at the time, are as they still are, ones of hypocrisy. I felt slightly shamed at the fact that I lacked the knowledge to stand and challenge the policy in a greater depth. INFLUENCING FACTORS. One of the first influencing factors of this situation was the recognition that the ward, its patients and staff were intitled to the very best of care. The NMC code of conduct (2008) state that all nursing staff have a duty of care. Within this very code it is stipulated that nursing staff hold a role that means they are expected to prevent patients from infection and protect them at all times. It also stipulates that nurses have a professional duty which includes providing evidence based practice and care that is up to date. The whole scenario was obviously one that would cause the patient to lose their dignity thereofr eI was more than aware of the need to dispose of the excreta immediately and safely. This dignity was what I was trying to protect when covering the bed pan with the paper towels, something that has been agreed as ethically right and correct practice by Timby (1996) alongside the Department of Health (2003b). Not only is this noted as being best practice within the circumstances yet also practice that would provide a reduction within the chance of spillage, therefore I was showing risk management skills. COULD I HAVE DEALT WITH THE SITUATION BETTER? In hindsight I feel that the confusion I encountered at the time of the incident could have been avoided had I had made myself aware of the wards policies on infection control and barrier nursing at the beginning of my placement. Other than this I think that I handled the situation well by questioning what I was being asked to do, however I wish I had held the knowledge that I have gained through this reflection prior to the experience. If I had then maybe I could have foreseen the situation arising and possibly found a solution to a potential problem instead of being confused by an actual problem. In addition to this one thing that I realize I did not do yet could well have done is to have used alcohol gel after washing my hands. This could have reduced the risk of cross contamination further (RCN 2008) which could have resulted in easing my concerns slightly. LEARNING. Numerous issues still remain with regards to infection control and infection prevention however this experience resulted in my awareness of the subject matter being raised. Prior to this experience I encountered I was unaware of factors that potentially predispose individuals to infection. Disease is not always caused by c diff when it is present in the bowel, it is only when bowel flora is changed from being deemed to be normal that disease occurs. This alteration of normal bowel flora can potentially be caused by specific antibiotics, a claim that has had wide spread support throughout the past twenty plus years (Lyerly et al 1988, McFarland et al 1989, Association of Medical Microbiologists 1998, DH 2007a ). Despite my actions being that of best practice within the specific trusts policy I appreciate that isolating any patient into an individual room of their own so as to decrease the risk of cross contamination. However it has to be considered that c diff spores are never truly eradicated completely from the environment. In compliance with evidence based practice guidelines (2009) I ensured that I washed my hands correctly prior to going into the patients room and also wore protective clothing. I placed two disposable paper towels over the bed pan liner due to my awareness that to get to the macerator I would have to walk down the corridor of the ward. I believe that covers for these cardboard liners should always be supplied and used. However upon searching for such a product I could not find any such thing. This is still not an idealistic solution as the risk of spillage would still remain therefore in an ideal world, as suggested earlier, all patients should have their own toileting facilities. So as to resolve the confusion of opening door handles with gloves that pose the risk of contamination it could be suggested that doors within ward environments be handle free. This would limit the contamination risk however the handle on the macerator would also need to be redesigned so as to enable that t oo to be touch free, from hands at least. This suggestion is something that the Department of Health (2008) could be argued to support due to the fact that they claimed to be researching touch free designs for specific equipment. Hand washing and protective clothing can be deemed to be a priority within the spread of c diff yet from the research and literature reviewed within this assignment it is clear that some confusion is apparent, probably steming from the noted contradictions. This experience of a critical incident enthused reflection as explored by the use of Carpers (1978) methods and ways of knowing, namely personal, ethical, aesthetic and empirical. The thorough acknowledgement of these patterns is claimed to expand not only the bredth of understanding yet also the expansion of personal thinking beyond specific approaches (Ashburner 1996). Upon placing paper towels over the bed pan the patients dignity and privacy was maintained, alongside professionalism being shown. Factors that are not only thoughtful yet also a part of the NMCs code (2008). Throughout the experience I was led by the theoretical knowledge that I had gained throughout the journey of my life. Moral decision making is said to be solely focused upon what should actually be done within a specific scenario or situation (Davis 1995). Prior to my reflection upon this practice I was not fully aware of the rational for my actions and the theory that underpinned it however I acted as I did through, as stated above, my knowledge and moral decision making. Using the reflection model of Johns (1990) guided me through an exploration of numerous and varied differing knowledge sources that led my individual actions. My whole level of understanding and awareness of infection control within healthcare settings has been raised which in turn will heighten my confidence within the subject matter for the future. This assignment has noted differing cultures within ward settings and policies that lead to contradictions and often confusion. Despite this numerous attributes that I personally hold have been credited and become aware to myself; including critical thinking and problem solving which has allowed me to explore a thought process that led to alternatives to current practice being explored. One of arguably the most important realizations I have gained from this reflection upon practice is that healthcare workers within any setting all play a part within infection control. It has been suggested that hand hygiene, namely hand washing, prior to dealing with any patient and again afterwards is at the heart of infection control (Storr et al 2005). Alongside this and the previously mentioned infection control procedures I believe that the policies and their appliance within day to day practice is indeed the key. Despite all my fore mentioned research into this subject I am left wondering and concerned that even if all staff members follow their specific policies, due to confusion within the literature a risk of cross contamination, resulting in the spread of c diff, will still be present.

Jack Londons The Call of the Wild :: Call of the Wild Essays

Call of the Wild Where did man come from?  Ã‚   Scientists thought they had answered this simple yet complex question through Charles Darwin's theory of evolution.  Ã‚   According to him, living organisms evolved due to constant changing.  Ã‚   Organisms which gained an edge would reign, while those without would die.  Ã‚   Jack London's books during the late 1800's animated this theory through the use of wild animals in a struggle for survival.  Ã‚   In fact, many prove that to survive a species "must" have an edge.  Ã‚   In London's book the Call of the Wild, the harsh depiction of the Klondike wilderness proves that to survive life must adapt.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   London uses Buck as his first character to justify his theory as he conforms well to the hostile North.  Ã‚   While at Judge Miller's, pampered Buck never worries about his next meal or shelter; yet while in the frozen Klondike he has death at his heels.  Ã‚   Until his body adapts to the strenuous toil of the reins, Buck needs more food than the other dogs.   He must steal food from his masters in order to conform.  Ã‚   If Buck continues his stealthy work he will survive.  Ã‚   A second example occurs when Thorton owns Buck, and Spitz, the lead dog, constantly watches the team in a dominant manner.  Ã‚   Buck, if insubordinate, runs the risk of death.  Ã‚   He lays low, learning Spitz's every tactic.  Ã‚   Buck adapts to circumstances until finally he strikes against Spitz in a fight for the dominant position.  Ã‚   By killing Spitz, he gains a supreme air, and in turn an adaptation against the law of the fang.  Ã‚   A third example surfaces during Buck's leadership.  Ã‚   The fledgling dog, to Francios and Perrault, cannot work up to par for the lead.  Ã‚   So Buck conducts himself as a master sled dog, reaching Francios and Perrault's goals, conforming to the team.   The group plows through snow reaching at least forty miles a day.  Ã‚   The dogs spend at most two weeks in the wild Klondike.  Ã‚   In a way Buck heightens the safety of each person and dog.  Ã‚   He adapts to the environment and new position.  Ã‚   Within the Call of the Wild, Buck must have a part to justify London's theory.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the novel London uses Mercedes, Hal, and Charles, a group of very inexperienced and even less equipped city goers, to depict the probable doom of those who do not adapt.  Ã‚   While in Skagway the three have no idea what the Klondike holds.   The well dressed well fed team wants nothing but riches and fame.  Ã‚  Ã‚   In their effort for

line dancing :: essays research papers fc

â€Å"Reflections on Country Line Dancing† â€Å"Don’t tell my heart, my achy breaky heart; I just don’t think you’d understand.† Who knew that the 1993 smash hit, â€Å"Achy Breaky Heart,† by Billy Ray Cyrus would be the turning point that would cause country line dancing to become a worldwide phenomenon. Despite differing opinions on the exact history, it is evident that country line dancing is an extension of past social dance forms and is representative of the social, economic, and political state of the United States. However, one thing is for sure. Country line dancing is not just a fad, but rather seems to be a mainstay in the culture of the United States, as seen by the thousands of clubs like the Boot Scootin’ Saloon throughout the country. First, while line dancing at the Boot Scootin’ Saloon on Saturday, November 7, 1998, I had the opportunity to interview two interesting women, Jill Babinec and Lesley Rafferty. First, Jill Babinec, a resident of Cleveland, Ohio, became interested in line dancing a few years ago after she began listening to country music by such artists as Billy Ray Cyrus, Garth Brooks, and Shania Twain. Ms. Babinec likes to line dance not only because she loves to dance and finds it fun, but also because she believes it is a good form of cardiovascular exercise. Jill has taught line dancing several times at Broncos and on Thursday nights at the Lockwood United Methodist Church. However, in addition to line dance, Ms. Babinec also participates in other social dances such as clogging, the two-step, and square dance. Jill’s favorite form of social dance is clogging because of the fast foot tapping that is involved. Ms. Babinec’s favorite form of country western dance is line dancing because as she states, â€Å"Being single, it is nice to know that I can just go out with my friends for an evening of dancing, without worrying about needing a male partner for each dance. I can just have fun.† Lastly, Jill Babinec is a dentist who owns her own practice. According to Jill, most of her friends that line dance are professionals in such occupations as medicine, business, and education. Next, Lesley Rafferty, a resident of Boardman, Ohio, became interested in line dancing simply by watching others line dance at such establishments as Broncos, Mustangs, and the Boot Scootin’ Saloon. Mrs. Rafferty loves to line dance because she not only finds it good exercise, but also loves country music.

Marcus Garvey Essay -- Garvey biography Biographies bio Essays

Marcus Garvey "We declare to the world that Africa must be free, that the Negro race must be emancipated (p. 137 Altman, Susan. Extraordinary Black Americans.)" are the famous words delivered by Marcus Mosiah Garvey. Born a West Indian, he later became a powerful revolutionary who led the nation into the Civil Rights Movement. Garvey dedicated his life to the "uplifting" of the Negro and to millions of Black people everywhere, he represented dignity and self-respect. Like Malcolm X of a later generation, he believed that Negroes could never achieve equality unless they became independent-founding their own nations and governments, businesses and industrial enterprises, and their own military establishments which are the same institutions by which other peoples of the world have risen to power. Marcus Gravey was the eleventh child of Marcus and Sarah Gravey. He was born in 1887 in St. Ann’s Bay, a rural town on the north coast of Jamaica in the British West Indies. Garvey learnd at a young age about the differences between the races. Being one of the few Blacks on the island, Garvey often played with the children of his white neighbors. The little girl who lived next to the Garvey’s home informed Marcus that she was being sent away to school in Scotland and that she was instructed by her parents "never to write or try to get in touch with me, for I was a ‘nigger.’" Although he was a good student, financial problems forced him to leave school at fourteen and become an apprentice. After helping organize a strike, Gravey was fired from his job. Garvey’s mind was clearly on politics and the need for organization rather than on his vocation. In 1910 Garvey helped to found a political organization named the Nation Club. He created the Watchman, the first of his many newspapers. The failure of both ventures made evident the need for money to fun his political activities and Garvey joined the stream of West Indian workers migrating to Central and South America in search of better opportunities. He worked briefly on a banana plantation in Costa Rica and for a newspaper in Panama and then went to London, England. While there, he worked for an Egyptian scholar, and learned much of the history of Africa, particularly with reference to the exploitation of black peoples by colonial powers. After reading "Up From Slavery," ... ...her leader had before him. From a more historically viewpoint, Marcus Garvey must be regarded as an incredible visionary. Marcus Garvey was a man who undertook enormous and grandiose ideas and goals to empower and rise Black people all over the world. A man literally driven by the notion that the Negro's sole means for achieving a unique culture in the 20th century was through the foundation of a unified, separatist empire in Africa. Although his ideas, in their ultimate form, may have been rejected by some of the people of his day, it is clear that, since then, these very same ideas in a different perspective have had a favorable influence on the policies of many Negro leaders throughout history. BIBLIOGRAPHY Altman, Susan. Extraordinary Black Americans. ©1989. Childrens Press: Chicago. pp. 137-138 Cronon, David E. Great Lives Observed (Marcus Garvey). ©1973, Prentice-Hall: Englewood Cliffs. Franklin, John H. Black Leaders of the Twentieth Century ©1982, University of Illinois Press: Chicago. pp. 105-138 Ploski, Harry A. The Negro Almanac. ©1971, Bellwether Publishing Company: New York. pp. 135-138 & 232

The Vampire Diaries: The Fury Chapter Eight

â€Å"Who-? Oh, it's you!† Bonnie said, starting at the touch on her elbow. â€Å"You scared me. I didn't hear you come up.† He'd have to be more careful, Stefan realized. In the few days he'd been away from school, he'd gotten out of the habit of walking and moving like a human and fallen back into the noiseless, perfectly controlled stride of the hunter. â€Å"Sorry,† he said, as they walked side by side down the corridor. â€Å"S'okay,† said Bonnie with a brave attempt at nonchalance. But her brown eyes were wide and rather fixed. â€Å"So what are you doing here today? Meredith and I came by the boardinghouse this morning to check on Mrs. Flowers, but nobody answered the door. And I didn't see you in biology.† â€Å"I came this afternoon. I'm back at school. For as long as it takes to find what we're looking for anyway.† â€Å"To spy on Alaric, you mean,† Bonnie muttered. â€Å"I told Elena yesterday just to leave him to me. Oops,† she added, as a couple of passing juniors stared at her. She rolled her eyes at Stefan. By mutual consent, they turned off into a side corridor and made for an empty stairwell. Bonnie leaned against the wall with a groan of relief. â€Å"I've got to remember not to say her name,† she said pathetically, â€Å"but it's so hard. My mother asked me how I felt this morning and I almost told her, ‘fine,' since I saw Elena last night. I don't know how you two kept-you know what-a secret so long.† Stefan felt a grin tugging at his lips in spite of himself. Bonnie was like a six-week-old kitten, all charm and no inhibitions. She always said exactly what she was thinking at the moment, even if it completely contradicted what she'd just said the moment before, but everything she did came from the heart. â€Å"You're standing in a deserted hallway with a you know what right now,† he reminded her devilishly. â€Å"Ohhh.† Her eyes widened again. â€Å"But you wouldn't, would you?† she added, relieved. â€Å"Because Elena would kill you†¦ Oh, dear.† Searching for another topic, she gulped and said, â€Å"So-so how did things go last night?† Stefan's mood darkened immediately. â€Å"Not so good. Oh, Elena's all right; she's sleeping safely.† Before he could go on, his ears picked up footfalls at the end of the corridor. Three senior girls were passing by, and one broke away from the group at the sight of Stefan and Bonnie. Sue Carson's face was pale and her eyes were red-rimmed, but she smiled at them. Bonnie was full of concern. â€Å"Sue, how are you? How's Doug?† â€Å"I'm okay. He's okay, too, or at least he's going to be. Stefan, I wanted to talk to you,† she added in a rush. â€Å"I know my dad thanked you yesterday for helping Doug the way you did, but I wanted to thank you, too. I mean, I know that people in town have been pretty horrible to you and-well, I'm just surprised you cared enough to help at all. But I'm glad. My mom says you saved Doug's life. And so, I just wanted to thank you, and to say I'm sorry-about everything.† â€Å"That's all right,† he said. â€Å"How's Chelsea today?† â€Å"She's at the pound. They're holding the dogs in quarantine there, all the ones they could round up.† Sue blotted her eyes and straightened, and Stefan relaxed, seeing that the danger was over. An awkward silence descended. â€Å"Well,† said Bonnie to Sue at last, â€Å"have you heard what the school board decided about the Snow Dance?† â€Å"I heard they met this morning and they've pretty much decided to let us have it. Somebody said they were talking about a police guard, though. Oh, there's the late bell. We'd better get to history before Alaric hands us all demerits.† â€Å"We're coming in a minute,† Stefan said. He added casually, â€Å"When is this Snow Dance?† â€Å"It's the thirteenth; Friday night, you know,† Sue said, and then winced. â€Å"Oh my God, Friday the thirteenth. I didn't even think about that. But it reminds me that there was one other thing I wanted to tell you. This morning I took my name out of the running for snow queen. It-it just seemed right, somehow. That's all.† Sue hurried away, almost running. Stefan's mind was racing. â€Å"Bonnie, what is this Snow Dance?† â€Å"Well, it's the Christmas dance really, only we have a snow queen instead of a Christmas queen. After what happened at Founders' Day, they were thinking of canceling it, and then with the dogs yesterday-but it sounds like they're going to have it after all.† â€Å"On Friday the thirteenth,† Stefan said grimly. â€Å"Yes.† Bonnie was looking scared again, making herself small and inconspicuous. â€Å"Stefan, don't look that way; you're frightening me. What's wrong? What do you think will happen at the dance?† â€Å"I don't know.† But something would, Stefan was thinking. Fell's Church hadn't had one public celebration that had escaped being visited by the Other Power, and this would probably be the last festivity of the year. But there was no point in talking about it now. â€Å"Come on,† he said. â€Å"We're really late.† He was right. Alaric Saltzman was at the chalkboard when they walked in, as he had been the first day he'd appeared in the history classroom. If he was surprised at seeing them late, or at all, he covered it faultlessly, giving one of his friendliest smiles. So you're the one who's hunting the hunter, Stefan thought, taking his seat and studying the man before him. But are you anything more than that? Elena's Other Power maybe? Elena. Stefan's hand clenched under his desk, and a slow ache woke in his chest. He hadn't meant to think about her. The only way he had gotten through the last five days was by keeping her at the edge of his mind, not letting her image any closer. But then of course the effort of holding her away at a safe distance took up most of his time and energy. And this was the worst place of all to be, in a classroom where he couldn't care less about what was being taught. There was nothing to do but think here. He made himself breathe slowly, calmly. She was well; that was the important thing. Nothing else really mattered. But even as he told himself this, jealousy bit into him like the thongs of a whip. Because whenever he thought about Elena now, he had to think about him. About Damon, who was free to come and go as he liked. Who might even be with Elena this minute. Anger burned in Stefan's mind, bright and cold, mingling with the hot ache in his chest. He still wasn't convinced that Damon wasn't the one who had casually thrown him, bleeding and unconscious, into an abandoned well shaft to die. And he would take Elena's idea about the Other Power much more seriously if he was completely sure that Damon hadn't chased Elena to her death. Damon was evil; he had no mercy and no scruples†¦ And what's he done that I haven't done? Stefan asked himself heavily, for the hundredth time. Nothing. Except kill. Stefan had tried to kill. He'd meant to kill Tyler. At the memory, the cold fire of his anger toward Damon was doused, and he glanced instead toward a desk at the back of the room. It was empty. Though Tyler had gotten out of the hospital the day before, he hadn't returned to school. Still, there should be no danger of his remembering anything from that grisly afternoon. The subliminal suggestion to forget should hold for quite a while, as long as no one messed with Tyler's mind. He suddenly became aware that he was staring at Tyler's empty desk with narrow, brooding eyes. As he looked away, he caught the glance of someone who'd been watching him do it. Matt turned quickly and bent over his history book, but not before Stefan saw his expression. December 5-I don't know what time, probably early afternoon. Dear Diary, Damon got you back for me this morning. Stefan said he didn't want me going into Alaric's attic again. This is Stefan's pen I'm using. I don't own anything anymore, or at least I can't get at any of my own things, and most of them Aunt Judith would miss if I took them. I'm sitting right now in a barn behind the boardinghouse. I can't go where people sleep, you know, unless I've been invited in. I guess animals don't count, because there are some rats sleeping here under the hay and an owl in the rafters. At the moment, we're ignoring each other. I'm trying very hard not to have hysterics. I thought writing might help. Something normal, something familiar. Except that nothing in my life is normal anymore. Damon says I'll get used to it faster if I throw my old life away and embrace the new one. He seems to think it's inevitable that I turn out like him. He says I was born to be a hunter and there's no point in doing things halfway. I hunted a deer last night. A stag, because it was making the most noise, clashing its antlers against tree branches, challenging other males. I drank its blood. When I look over this diary, all I can see is that I was searching for something, for someplace to belong. But this isn't it. This new life isn't it. I'm afraid of what I'll become if I do start to belong here. Oh, God, I'm frightened. The barn owl is almost pure white, especially when it spreads its wings so you can see the underside. From the back it looks more gold. It has just a little gold around the face. It's staring at me right now because I'm making noises, trying not to cry. It's funny that I can still cry. I guess it's witches that can't. It's started snowing outside. I'm pulling my cloak up around me. Elena tucked the little book close to her body and drew the soft dark velvet of the cloak up to her chin. The barn was utterly silent, except for the minute breathing of the animals that slept there. Outside the snow drifted down just as soundlessly, blanketing the world in muffling stillness. Elena stared at it with unseeing eyes, scarcely noticing the tears that ran down her cheeks. â€Å"And could Bonnie McCullough and Caroline Forbes please stay after class a moment,† Alaric said as the last bell rang. Stefan frowned, a frown that deepened as he saw Vickie Bennett hovering outside the open door of the history room, her eyes shy and frightened. â€Å"I'll be right outside,† he said meaningfully to Bonnie, who nodded. He added a warning lift of his eyebrows, and she responded with a virtuous look. Catch me saying anything I'm not supposed to, the look said. Vickie Bennett was entering as he exited, and he had to step out of her way. But that took him right into the path of Matt, who'd come out the other door and was trying to get down the corridor as fast as possible. Stefan grabbed his arm without thinking. â€Å"Matt, wait.† â€Å"Let go of me.† Matt's fist came up. He looked at it in apparent surprise, as if not sure what he should be so mad about. But every muscle in his body was fighting Stefan's grip. â€Å"I just want to talk to you. Just for a minute, all right?† â€Å"I don't have a minute,† Matt said, and at last his eyes, a lighter, less complicated blue than Elena's, met Stefan's. But there was a blankness in the depths of them that reminded Stefan of the look of someone who'd been hypnotized, or who was under the influence of some Power. Only it was no Power except Matt's own mind, he realized abruptly. This was what the human brain did to itself when faced with something it simply couldn't deal with. Matt had shut down, turned off. Testing, Stefan said, â€Å"About what happened Saturday night-â€Å" â€Å"I don't know what you're talking about. Look, I said I had to go, damn it.† Denial was like a fortress behind Matt's eyes. But Stefan had to try again. â€Å"I don't blame you for being mad. If I were you, I'd be furious. And I know what it's like not to want to think, especially when thinking can drive you crazy.† Matt was shaking his head, and Stefan looked around the hallway. It was almost empty, and desperation made him willing to take a risk. He lowered his voice. â€Å"But maybe you'd at least like to know that Elena's awake, and she's much-â€Å" â€Å"Elena's dead!† Matt shouted, drawing the attention of everyone in the corridor. â€Å"And I told you to let go of me!† he added, oblivious of their audience, and shoved Stefan hard. It was so unexpected that Stefan stumbled back against the lockers, almost ending up sprawled on the ground. He stared at Matt, but Matt never even glanced back as he took off down the hallway. Stefan spent the rest of the time until Bonnie emerged just staring at the wall. There was a poster there for the Snow Dance, and he knew every inch of it by the time the girls came out. Despite everything Caroline had tried to do to him and Elena, Stefan found he couldn't summon up any hatred of her. Her auburn hair looked faded, her face pinched. Instead of being willowy, her posture just looked wilted, he thought, watching her go. â€Å"Yes, of course. Alaric just knows we three-Vickie, Caroline, and I-have been through a lot, and he wants us to know that he supports us,† Bonnie said, but even her dogged optimism about the history teacher sounded a little forced. â€Å"None of us told him about anything, though. He's having another get-together at his house next week,† she added brightly. Wonderful, thought Stefan. Normally he might have said something about it, but at that moment he was distracted. â€Å"There's Meredith,† he said. â€Å"She must be waiting for us-no, she's going down the history wing,† Bonnie said. â€Å"That's funny, I told her I'd meet her out here.† It was more than funny, thought Stefan. He'd caught only a glimpse of her as she turned the corner, but that glimpse stuck in his mind. The expression on Meredith's face had been calculating, watchful, and her step had been stealthy. As if she were trying to do something without being seen. â€Å"She'll come back in a minute when she sees we're not down there,† Bonnie said, but Meredith didn't come back in a minute, or two, or three. In fact, it was almost ten minutes before she appeared, and then she looked startled to see Stefan and Bonnie waiting for her. â€Å"Sorry, I got held up,† she said coolly, and Stefan had to admire her self-possession. But he wondered what was behind it, and only Bonnie was in a mood to chat as the three of them left school. â€Å"But last time you used fire,† Elena said. â€Å"That was because we were looking for Stefan, for a specific person,† Bonnie replied. â€Å"This time we're trying to predict the future. If it was just your personal future I was trying to predict, I'd look in your palm, but we're trying to find out something general.† Meredith entered the room, carefully balancing a china bowl full to the brim with water. In her other hand, she held a candle. â€Å"I've got the stuff,† she said. â€Å"Water was sacred to the Druids,† Bonnie explained, as Meredith placed the dish on the floor and the three girls sat around it. â€Å"Apparently, everything was sacred to the Druids,† said Meredith. â€Å"Shh. Now, put the candle in the candlestick and light it. Then I'm going to pour melted wax into the water, and the shapes it makes will tell me the answers to your questions. My grandmother used melted lead, and she said her grandmother used melted silver, but she told me wax would do.† When Meredith had lit the candle, Bonnie glanced at it sideways and took a deep breath. â€Å"I'm getting scareder and scareder to do this,† she said. â€Å"You don't have to,† Elena said softly. â€Å"I know. But I want to-this once. Besides, it's not these kind of rituals that scare me; it's getting taken over that's so awful. I hate it. It's like somebody else getting into my body.† â€Å"Anyway, here goes. Turn down the lights, Meredith. Give me a minute to get attuned and then ask your questions.† In the silence of the dim room Elena watched the candlelight flickering over Bonnie's lowered eyelashes and Meredith's sober face. She looked down at her own hands in her lap, pale against the blackness of the sweater and leggings Meredith had lent her. Then she looked at the dancing flame. â€Å"All right,† Bonnie said softly and took the candle. Elena's fingers twined together, clenching hard, but she spoke in a low voice so as not to break the atmosphere. â€Å"Who is the Other Power in Fell's Church?† Bonnie tilted the candle so that the flame licked up its sides. Hot wax streamed down like water into the bowl and formed round globules there. â€Å"I was afraid of that,† Bonnie murmured. â€Å"That's no answer, nothing. Try a different question.† Disappointed, Elena sat back, fingernails biting into her palms. It was Meredith who spoke. â€Å"Can we find this Other Power if we look? And can we defeat it?† â€Å"That's two questions,† Bonnie said under her breath as she tilted the candle again. This time the wax formed a circle, a lumpy white ring. â€Å"That's unity! The symbol for people joining hands. It means we can do it if we stick together.† Elena's head jerked up. Those were almost the same words she'd said to Stefan and Damon. Bonnie's eyes were shining with excitement, and they smiled at each other. â€Å"Watch out! You're still pouring,† Meredith said. Bonnie quickly righted the candle, looking into the bowl again. The last spill of wax had formed a thin, straight line. â€Å"That's a sword,† she said slowly. â€Å"It means sacrifice. We can do it if we stick together, but not without sacrifice.† â€Å"What kind of sacrifice?† asked Elena. â€Å"I don't know,† Bonnie said, her face troubled. â€Å"That's all I can tell you this time.† She stuck the candle back in the candleholder. â€Å"Whew,† said Meredith, as she got up to turn on the lights. Elena stood, too. â€Å"Well, at least we know we can beat it,† she said, tugging up the leggings, which were too long for her. She caught a glimpse of herself in Meredith's mirror. She certainly didn't look like Elena Gilbert the high school fashion plate anymore. Dressed all in black like this, she looked pale and dangerous, like a sheathed sword. Her hair fell haphazardly around her shoulders. certainly didn't look like Elena Gilbert the high school fashion plate anymore. Dressed all in black like this, she looked pale and dangerous, like a sheathed sword. Her hair fell haphazardly around her shoulders. â€Å"You could go somewhere else,† Bonnie suggested. â€Å"I mean, after this is all over, you could finish the school year someplace where nobody knows you. Like Stefan did.† â€Å"No, I don't think so.† Elena was in a strange mood tonight, after spending the day alone in the barn watching the snow. â€Å"Bonnie,† she said abruptly, â€Å"would you look at my palm again? I want you to tell my future, my personal future.† â€Å"I don't even know if I remember all the stuff my grandmother taught me†¦ but, all right, I'll try,† Bonnie relented. â€Å"There'd just better be no more dark strangers on the way, that's all. You've already got all you can handle.† She giggled as she took Elena's outstretched hand. â€Å"Remember when Caroline asked what you could do with two? I guess you're finding out now, huh?† â€Å"Just read my palm, will you?† â€Å"All right, this is your life line-† Bonnie's stream of patter broke off almost before it was started. She stared at Elena's hand, fear and apprehension in her face. â€Å"It should go all the way down to here,† she said. â€Å"But it's cut off so short†¦Ã¢â‚¬  She and Elena looked at each other without speaking for a moment, while Elena felt that same apprehension solidify inside herself. Then Meredith broke in. â€Å"Well, naturally it's short,† she said. â€Å"It just means what happened already, when Elena drowned.† â€Å"Yes, of course, that must be it,† Bonnie murmured. She let go of Elena's hand and Elena slowly drew back. â€Å"That's it, all right,† Bonnie said in a stronger voice. Elena was gazing into the mirror again. The girl who gazed back was beautiful, but there was a sad wisdom about her eyes that the old Elena Gilbert had never had. She realized that Bonnie and Meredith were looking at her. â€Å"That must be it,† she said lightly, but her smile didn't touch her eyes.

Half The Sky Essay

With Pulitzer Prize winners Nicholas D. Kristof and Sheryl WuDunn are great authors who give us true stories of girls and woman from Africa and Asia and their extraordinary struggles. We view the Cambodian teenager sold into sex slavery and an Ethiopian woman who suffered devastating injuries in childbirth. Drawing on the breadth of their combined reporting experience, Kristof and WuDunn view our world with anger, sadness, clarity, and, ultimately, hope. Through these stories, Kristof and WuDunn help us see that the key to economic progress lies in unleashing women’s potential. They make clear how so many people have helped to do just that, and how we can each do our part. In much of the world, the greatest unemployed economic resource is the female half of the population. Countries such as China have prospered precisely because they emancipated women and brought them into the formal economy. Realistic, and inspirational, this book is essential reading for everyone. They tell of an attempt to help a woman dying in childbirth in an African hospital, and the institutional, social, and financial problems that block efforts. They discuss how their support for legalization of prostitution was undercut by the more sordid reality they discovered behind the apparent success of just such a legal zone in India (in Kolkata), and examine how legalization of prostitution in the Netherlands compares as an anti-trafficking technique with the criminalization of sex-service purchases in Sweden. They point out how the campaign against female circumcision has been set back by the campaigners’ use of terminology (â€Å"female genital mutilation†) that turned the people they wanted to help against them. Kristof and WuDunn emphasis how important it is for individuals speaking up and resisting—but it’s here that their proposals (or, at least, their exhortations) seem questionable. (Mukhtar Mai) name we have heard before, Usha Narayane, and Sunitha Krishnan are clearly remarkable women, and deserve every support, but it is also true that they are very brave, and driven individuals—and lucky, because of their risk.

Language and its relation with apes Essay

When we talk about language it means the language that we use for communication. Humans have used different types of language in past for communication and the language that we speak today has been eventually achieved after lots of changes. It has been said that using language for communication has differentiated humans from other animals on this earth. Talking about language includes sign language, spoken language and other languages used for communication. Language should be differentiated with speech because speech involves production of sound from the voice box whereas anguage means a way commonly used for communication and to express one with each other in society. All animals use some form of communication or other but researchers don’t classify it as language. But it has been seen that some of the animals like dolphins, apes, chimpanzees etc. can communicate using the language used by humans. Dolphins are even found calling each other by names. As far as apes are concerned great ape language has even evolved by the researchers while teaching gorillas, orangutans and chimpanzees. It is seen that they communicate with each other using sign language or physical tokens. These usages of different types of tools to communicate indicate their ability to use language. When we go back into the past we find that in the beginning the language was not related to speech and can be said to be a type of sign language. Many researchers have made studies and have come to the conclusion that apes can understand sign language and can easily communicate with humans if trained to do so. A chimpanzee was caught in the wild and was named Washoe. When she was ten months old, she was handed over to a husband and wife involved with the researcher’s team. It is a fact that chimpanzees are fully dependent till two years of age and semi dependent up to four years of age. They made the environment like a deaf parent would make for their child and then started experiment on Washoe. There was at least one of the researchers with her when she was awake and tried a lot of techniques in order to teach her sign language and how to communicate with humans. Before project Washoe, attempts to teach animals the voice language had failed so the researchers tried to teach her the American Sign language in which they succeeded to a far extent. While teaching Washoe, when she used to learn any language properly she was rewarded so that it encouraged her and initially she was even taught to bring her hands together and touch her fingertips. Then the couple started teaching her to be more precise with her hands’ movements. In the first couple of years the couple were not sure whether she was really catching the language or not because sometimes she did not react to that but when she was shown the object she would make the correct sign for that. It was also seen that some of the things she used to name in her own way and continuously did the same. This also shows that chimpanzees applied their own wish and brain and not just copied what they were taught. It was concluded by the researchers that when humans started to communicate with the help of speech, their vocal tract developed and it eventually brought changes in the human brain too. The language that we use today to communicate can be found back 200,000 years ago where we find similarities in the language. But it was almost 50,000 years back from when sophistication of language started. The first step must have been the use of grammar in the language and the basis of today’s language must have eveloped. But it is still a matter of debate whether it developed gradually or suddenly because researchers have no proof for any of the two. Language is said to be unique human quality and researchers have found evidence that suggests that a sudden change took place somewhere in Africa around 50,000 years back. This brought some changes in human brain and some of the scientists have concluded that a group of Africans left and proceeded to colonize other parts of the world. This way similar language pattern spread and is now found in most parts of the world. There are ome researchers who believe that the language of today has eventually been achieved and has gone through different stages and the modern linguistics must have evolved since late eighteenth century. It depends upon the circumstances and surroundings and it has been proved by the researchers that chimpanzees when kept in supporting environment can learn and communicate in sign language with humans. The richness of our language for communication is considered as distinctive achievement because it provides us with the ways to express our feelings and emotions to others. Each and every achievement of umans can be credited to language because without it nothing could have been possible in the field of science and technology, philosophy, art and culture or any of the fields. There is language diversity found in this world and even market of language technology is also growing. Language has helped a lot in expanding different types of businesses throughout the world. Exchange of ideas and views become very important when it comes to business or any field that is concerned with the whole world. The use of computer and Internet has also brought the whole world quite close and even the diversity f languages can be bridged with the help of latest technology. Translations are done with the help of software and although they are less accurate than the work done by humans, they are cheap and easily accessible. It can almost be considered as revolution and this has been spreading widely through the help of computer. Initially language was thought to be a unique human quality and that must be because it gave every human to articulate and communicate easily with each other. Understand each other in a better way, which was a great achievement for humans and this helped them to ravel and know about different cultures and livings. Language is the base of all the developments and achievements in this world. If there were no collectiveness due to common language, there would have been nothing possible. All the developments either technical or in the art world are seen and enjoyed today just because a group of people were able to communicate and discuss on some point and then after a lot of studies and experiments were able to reach where we are today. Communication has also helped to pass on the ideas of one generation to other and in this way development has eventually eached and is further heading in future. The most important thing needed for communication is language as it is the base and without which it would have not been possible to communicate. It happens at many levels and in various ways but need of language is must. Language becomes the means that helps to communicate within the working team and thus helps achieve targets and success. Man is a social animal and he needs to communicate in order to remain attached to the society and every member of the society has his or her share in its development. Many scholars have given instances and tried to explain the importance of communication and its relation with language. Just to prove the significance of language there had been so many projects to teach languages to animals and men have succeeded in it. Some of the animals can understand and communicate in sign languages if taught in perfect age like chimpanzees and some can even speak too like parrots if taught at an early age can communicate with vocal expressions. Dolphins are found to call each other by names and they also communicate with their human companions and understand their instructions. Dolphins are found to respond to music too. Language is an organized form of communication, which can be conveyed through voice, signals, and gestures or written symbols. But just communication or its ways are not considered as language and this is the reason why the communication of animals is not considered as language. Humans speak and write language as a system of symbols and grammars or rules with the help of which the symbols are manipulated. Most of humans use sounds or gestures as communication tools and language is considered to be exclusively as mode of communication for humans only.