The Presence Of Stress In 12 Angry Men And What Caused It Essays

The Presence Of Stress In 12 Angry Men And What Caused It The Presence of Stress in 12 Angry Men And What Caused It All human beings encounter stress at one point or another in their life. Stress can trigger other emotions that do not necessarily help one in their current situation. Dealing with it can also cause more problems, perhaps even more stress. In the movie 12 Angry Men, 12 jurors are placed in a small, sultry room where they have to come up with a unanimous verdict. After hours of contemplation the men emerge sweaty, stressed out, emotionally drained, and tired from dealing with the stress of the situation. The stress that they felt was a normal reactive response to be present after being put in that situation. The jurors knew that they had an important job to do. Their decision could save or take the life of a man. The situation is an approach-avoidance situation because they could save the life of an innocent man or they could let a guilty man go depending on the decision, which led to the initial stress. For a long amount of time, Juror #8 was trying to convince the other jurors that the boy was not guilty, leading to extreme frustration towards Juror #8 and each other. Some jurors (specifically Juror #3) began to threaten the other jurors. When the Jurors first entered the Jury Room, they felt that they would be in and out after the first vote. When Juror #8 voted not guilty they all became alarmed, they realized that this might take longer than previously thought. At first, as Juror #8 tried to convince them of the chance of probable doubt, they resisted all his attempts. Gradually, one by one, the men became exhausted of fighting against Juror #8 and changed their vote to not guilty, showing their general adaptation system working in the three stages of alarm, resistance and exhaustion. The 12 jurors sat in the room, beginning to analyze every piece of information given to them. Certain jurors had to get over former stereotypes that they possessed before the trial. For example, Juror #3 believes that children have no respect for their parents anymore because they do not address them as sir or madam. Juror #4 made a false declaration about children who come from slummy neighborhoods. He believed that they all will forever be menaces to society and that they will never become a good person. He was flabbergasted when Juror #5 stated that he used to live in the worst of all slums, but today he is a good man. The use of groupthink helped them make a decision on the verdict. They are all part of an organized group that is trying to highlight agreement in this crucial decision. The men cooperated and achieved the goal that they were after, reaching a unanimous verdict of not guilty on probable cause. Even though the men were extremely stressed out about the decision, they were eventually able to rationally make that decision. Stress can slow a person down but it will not shut that person down. When faced with a heavily weighted decision people tend to become stressed out. They spend more time worrying about making the wrong choice than the time they spend wondering what the right choice is. Stress is a normal human feeling that cannot be avoided and will always be present to a certain extent. Cognitive Psychology The jurors were faced with a difficult choice to make , their decision could either save a young man's life or put him to death. Cognitive Psychology focuses on information processing, problem solving and decision-making. The jurors were give an immense amount of information that they had to take in and decide whether the young man was guilty or not. Juror #8 analyzed the information, finding loopholes that no one else did. After sharing all of that information with the other jurors, more loopholes were found by other jurors. The remaining 11 jurors change their charge to not guilty. Amygdala While in the Jury Room the 12 men all became extremely restless with one another. The amygdala is a structure in the limbic system, which is responsible for emotion and aggression. Juror #3 showed

Unified Combatant Command (COCOM) essays

Unified Combatant Command (COCOM) essays 1.A Unified Combatant Command (COCOM) is a joint military command of America, which has forces from at least 2 services, and its organization can be on a regional or functional basis. Of the nine Combatant commands, six have regional duties while four have functional responsibilities, with the latest addition being the regional command AFRICOM for Africa (which was earlier under three combatant commands). The regional combatant commander is a four star general/admiral, who reports to the secretary of defense. The regional commanders exercise direct control over the combat forces. These regional commanders play a very important role in furthering the foreign policy objectives of the US government. Taking the example of the establishment of AFRICOM, the rising strategic importance, and increasing US stake in Africa led it to establish this regional command, and the regional combatant commander, among other responsibilities, is charged with strengthening the ability of the respective go vernments in Africa, and to bring stability to them, which would put on hold the aggressive recruitment of terrorists in this region.1 This illustrates how a regional combatant commander can influence the most important US foreign policy objective. In addition to that, it is also meant to counter China's increasing influence in the region, which again represents a foreign policy objective for the US. Another way this purpose is served by combatant commanders as their respective commands contribute to the enduring US presence around the globe, and laying the groundwork for the establishment of military coalitions and interoperability between states.2 Another important aspect that the commanders have to consider is the expansion of relations with allies through joint military exercises and co-operation. E.g. US Pacific Command took part in over 1700 exercises and other engagement activities with foreign military forces in 2006.3 Various measures are under con...

REFLECTIONS ON YOUR JOURNAL AND THE COURSE Coursework

REFLECTIONS ON YOUR JOURNAL AND THE COURSE - Coursework Example may fall sick at the workplace, either because of overworking or pitiable working conditions, they do not ask for leave because they fear losing their jobs. â€Å"Factors affecting working people today† is also another compelling story (Friedman). It details the economic and social conditions that affect workers in the contemporary society. Top of the list is unworthy working conditions, coupled with other factors such as low pay or underpay, change in technology, insecurity, and cultural and religious differences. The central theme in the stories is unworthy and deplorable working conditions that modern-day workers face in their course of duty. Poor management or negligence in the part of the administration to offer its workers a suitable working environment is a central reason for sickness and work-related injuries. From the journal reading, there are some policies and strategies that employees should adopt to ensure workers do not fall sick. Sickness and absenteeism affects productivity in a workplace, and this is detrimental to the success of an organization. It is essential that employers ensure the safety of their employees at all times through provision of appropriate safety equipment and provision of a healthy work environment. In addition, they should adhere to and enforce necessary labor

Ethics Essay Example | Topics and Well Written Essays - 500 words - 1

Ethics - Essay Example They therefore, greatly encourage critical thinking so as to make the right decision under the given circumstances. In the contemporary environment of fast changing dynamics of socio-cultural and economic environment, ethical consideration and morality have become big issues, especially in the corporate world. The multicultural societies encompassing people from different race, color, culture and nations have increasingly become common across the globe. The inclusion of diversity within and outside the business paradigms have turned into major ethical issues that must be addressed. In fact, racial differences and lack of understanding of cross cultural values have fast emerged has vital ingredients of workplace conflicts leading to unethical conduct. I believe that rational thinking rather than emotions or intuition is the key facilitator for ethical decision making process. Rationalizing events and looking at the pros and con of the situation are major tools of critical thinking tha t helps to come up with right solution that is fair and is based on informed choices. The interpretation of events and human behavior must be accompanied by proper dissemination of information. The understanding of the issues promotes wider acceptance of the decisions made.

Junk and Fast Food

Junk and Fast Food Junk and fast food sale should be limited or banned in public schools as these food items have no nutritional value. Regular intake of junk food causes obesity and many other health related problems for children in the future. The main cause for the increase in sales of snacks and junk food is its increased availability and misguidance of nutritional value. Vending machines are installed in public schools which has given a boost to the sales of junk food. This junk food not only lacks in nutrition, but also it is the main cause of obesity in the young population and rise in heart problems in the adolescents. Nutritional Quality of Junk and Fast Food There is a conflict between the education of healthy diets at childs home and classroom and the availability of junk and fast food at lunch such as burgers and chips (Hoerr, 386). Not only the children consume the junk food available but also they consume soft drinks which are an added unhealthy intake. Young teenagers studying in public schools are the heaviest consumers of junk and fast food. They obtain around 25 to 40 percent of their total energy from junk and fast food (Hoerr, 386). The vended junk and fast foods are the least dense in Vitamins, fiber, protein and iron (Hoerr, 386). Type of items that are usually available for sale at the public schools is bakery sweets, candies, chips, biscuits and burgers. All these items are calorie filled with little or no nutrition. Nutritious food helps the child in school to gain energy as well as nutrients such as iron, calcium, vitamins and proteins. These nutrients are good for health of the child and keep the child active. A proper meal in the school allows the child to obtain these nutrients that are necessary for a healthy body and brain. Rise in Demand for Junk and Fast Food The total sale of vended snacks and other fast food available at the public schools increases continually every year (Hoerr, 386). Since the 1990s the sale of junk food and snacks has been predicted to rise every year by the food marketers. Marketers of the fast food and junk items have got a new market to focus on which is the adolescents in public schools. Fast food and vended snacks have become a popular choice for the youngsters, who need readily available food, when they feel hungry, and food which can be consumed easily and quickly (Hoerr, 386). This increasingly popular fast foods and snack items are the main factors which lead to obesity in the young people attending schools. Regular intake of this type of junk food with no nutrients causes obesity in children and other health related problems. According to a survey in New York and Atlanta, of the total 18% of daily fat calorie intake, the junk food contributed to almost half of the fat intake in adolescents (Hoerr, 386). Therefore half of the daily fat intake can be avoided by stopping the intake of junk food and fast food. The snacks marketers are now targeting public schools as their new target markets for increasing their sales of their junk and fast food items. Through the installation of unrefrigerated vending machines in public schools, the marketers were able to increase the sale of junk food products. Not only this, but through the misinterpretation of nutritional value of their products, they are able to make the adolescents consume junk food in place of breakfast. 6% of the youngsters (Hoerr, 386) who were surveyed in New York and Atlanta said they took junk food in place of breakfast. Obesity and Other Health Issues The availability of junk and fast food in public schools allows more calories for each meal (S.B Communications, 95) for the children and youngsters. Physical exercise has been diminished in the schools because of the introduction of new activities such as computer studies and gaming. Our lifestyle has become more and more dependent upon technology. Technology and innovation has given birth to new transport methods which are faster and require less walking to get to your destination. Children used to go out and play for fun and entertainment. The adolescents had other outdoor activities which helped in burning their fat intake, but nowadays the youngsters have other replacements such as computer games, internet and television. These platforms require no physical activity and therefore the fat intake from junk food does not get utilize. These were some of the reasons because of which the youngsters are getting more obese and gaining fat in their bodies. However, the main reason for the increased number of cases in obesity is the rising trend of having junk and fast food in replacement of meals. In the 1970s, a typical child used to watch television for an hour daily but nowadays a child watches television for three hours (S.B Communications, 95). This caloric intake of junk and fast food combined with no physical activities, has caused an increase in obesity rate to 20% from 5% (S.B Communications, 95) since the 1970s. The rate for African American adolescents is even higher and has reached 35% (S.B Communications, 95). The only way to reduce these rates is to restrict or completely ban the sale of junk and fast food in public schools. The regular intake of junk and fast food does not only increase a persons weight but also causes other health concerns. Especially in young adults, the regular consumption of fast food can reduce the ability of the body to fight the germs as there is very less nutritional intake. This causes the bodys defenses to be weak against any germs attacks. Other health issues that the regular consumers of fast food and junk food can experience are cardiac unrest, Coronary Artery Risk Development, increased waist circumference, lower insulin resistance and imbalance between the developments of High-Density Cholesterols and Low-Density Cholesterols in body. Although obesity causes some of the above mentioned diseases and health issues, but the person consuming junk food regularly is bound to have some or all of these health problems. Most of the junk foods have high sugar contents, which reduce the resistance of insulin to produce controlled sugar for the body. The adolescents and children in public schools can develop these diseases at a very early stage because of junk food intake. Hence junk and fast food items sale should be banned or at least restricted in all the public schools to protect the youngsters from developing these diseases and falling prey to obesity. Junk Food and Education on Nutrition According to a faculty member of Department of Nutrition, University of Nevada, the children and youngsters should be taught the basics of nutrition and how important it is to get involved in physical exercise (Omaye, 108). According to this member of faculty, labeling food as junk and trying to get it out of the schools is not important (Omaye, 108) as education on basic nutrition and exercise is. I would strongly disagree to the view point of this faculty member and would support the suggestion of US Dept. of Agriculture which has defined â€Å"competitive foods to be those other than the ones served in the school lunch/breakfast program and offered at schools† (Omaye, 108). The US Dept. of Agriculture has suggested that alternatives to the current fast food should be developed and offered at public schools. This competitive food will be more nutritious and healthy than the junk and fast foods available for sale at the public schools nowadays. On the other hand, the faculty member in University of Nevada, Department of Nutrition, has suggested not to restrict the sale of junk food in public schools instead the children should be taught about the nutritious foods and importance of exercise. This is very similar to suggesting that drugs should be available for sale to the children but they should be taught about the adverse affects of abusing drugs. We should understand that most of the children and the adolescents are not mature enough to think about the adverse affects of the junk food and fast food. They like the taste of the junk food and the convenience of having fast food whenever they feel hungry. Trends towards Nutritious Snacks According to the research conducted by Hoerr and Louden in 1993, there is a demand for healthy and nutritious snacks in public schools (Hoerr, 389). In their research, they placed vending machines labeled ‘healthy snacks near to the junk food vending machines in a number of public schools. They recorded more sales from the vending machines selling healthy and nutritional snacks than the one selling junk food. This clearly shows that the youngsters have a preference for nutritious snacks over junk and fast food. Although some nutritious snacks are available in the market, but they have not been able to eye the competent junk and fast food brands in the market. One reason for the poor success of nutritional snacks is the unavailability of vending machines at the places where junk food vending machines are placed. Another reason for their failure is that not many nutritious snacks have been developed for unrefrigerated vending machines (Hoerr, 389). Conclusion According to a study conducted by Marcia Dadds, almost one third of the school children in New York are overweight (Dadds, S63). Most of the students did not like the lunch offered at school and spent $3 to $7 (Dadds, S63) on fast food meals. Although most of the students know about the health, appearance and weight problems that the junk and fast food cause but still they are unable to give it up because of the established taste. Because of the problems the fast food and junk food cause to the health of children and because of no nutritional value, it should be available in a restricted manner or completely banned from public schools. Other alternatives such as nutritious snacks should be embraced by the public schools for the betterment of health and future of the children.

Inclusive education Essay

The concept of inclusion has been adopted as a response to the mandate of Public Law 94-142 or the Education of the Handicapped Act of 1975 which aims to place disabled and mentally-challenged students in non-restricted environments where they have access to equal opportunities in education. Inclusive education is an academic program where children of varying abilities are placed in one class or group and allowed to interact together to facilitate learning. It aims to provide all types of students with equality and exposure to the same learning stimulus that is bound to create various learning experiences to different types of children. And although many educators recognize that this is a breakthrough scheme for integration and intellectual freedom (Porter, 2001), in some cultures, this is the traditional way of teaching preschool children since special classes for attending to disabled children have not yet been developed at that time (Duncan, 2001). The scheme may involve only partial inclusion where special or disabled students can be pulled out anytime from class as the need for it arises. Oftentimes, for this category, another teacher who caters to the specific needs of the disabled students is also present. Full inclusion, on the other hand, is usually applied for disabled or special cases of students with high levels of learning capacities. Similarly, George and Alexander (2003) noted that in cases where tracking or ability grouping could not be totally excluded, partial de-tracking is also a good alternative. Inclusive education is a form of recognition (Friendly and Lero, 2002) and value that goes beyond human rights and equality and is a contributing step to eliminating social exclusion in the community. It promotes active and meaningful participation to all members of a group or class and offer different prospects for the students who experience the different class activities in their own light. They are able to socially interact, treated equally despite cognitive, physical or financial levels and, most importantly, achieve happiness and security. These are the essential elements and goals of inclusive education (Sen, 1999). As the Laidlaw Foundation puts its, it requires an active change in current policies and programs and build community-based foundations that will benefit and develop equal opportunities for both children and families (Friendly and Lero, 2002). On the other hand, early descriptions of inclusive education provide less drastic measures for improvement. Kamps et al.(1994) note that the strategies employed in inclusive learning are cheap measures designed to center on techniques that are less invasive but improves both the academic and social learning of the children (Kamps et al. , 1994). They also add that despite an inclusive program, change will not be truly instituted if the techniques cannot be adapted to current educational classroom systems that are at in place (Kamps & Carta, 1989). The members of the Inclusion InterAmericana (2000) also agree that Inclusive education is a cheaper alternative to provide disabled students access to education as evidence by their limited resources and provision. Cooperative learning is one aspect of inclusive education, where students are classified into smaller learning groups created for the purpose of maximizing learning and development (Johnson et al. , 1990). This type of grouping, also referred to as a heterogeneous classification has aimed to ensure that each student receives the same high class standards of instruction and education. The access of all types of students to these educational practices will allow them to benefit in the same way that others students do (Daniel, 2007). This type of scheme not only follows a mandate to provide children with the equal opportunities in education but also aims to improve the skills of the students relative to the learning levels each child possesses (Yonezawa and Jones, 2006). The children in an inclusive class who, in an ideal situation, are helping each other learn also do not need to be in the same age levels as other students as in the case of a learning strategy in an inclusive set up called cross age tutoring (Barbetta et al., 1991). In contrast to inclusive education, a scheme called homogeneous grouping, or ability grouping or tracking, is a case where students are grouped according to similar cognitive levels. The grouping is done by determining abilities of students through studies on their previous test and activity scores and those with similar abilities are group accordingly (Daniel, 2007). Gamoran and Weinstein (1998), George (1988) and Slavin (1993) all note a lack of evidence that ability grouping is effective. In addition, Vang (2005) discusses the disadvantages of this scheme to students with poor learning abilities, those from the minority and even financially challenged children. As Friendly and Lero (2002) note, exclusion in any form results in not only vulnerability and inability to voice out to the proper forum but also reduces quality and limited capabilities of life experiences. They also stress that a changed path from exclusion will enable social cohesion and improve life prospects. This also applies not only to communities but also to students in classrooms as well.

Lifeguarding: Swimming Pool and Associates Professional Lifeguard

Cortny Handorf Professor Richey English 1301 December 4, 2012 Life Savers Growing up, the job title â€Å"lifeguarding† said it all to me. Swimming pools and aquatic attractions were always the most fun places to go with the family. I always looked up to lifeguards as if they were some sort of a hero. They made me feel secure and safe although I've always been an excellent swimmer. It seemed as if they had the ideal job, so when I got older I took the first opportunity to become my own hero. I started out being just a lifeguard and then soon advanced quickly to a lifeguard instructor.I even was promoted to becoming the facilities Aquatics Director. Through this journey, I had the chance to experience how rewarding being a lifeguard truly is and was able to be many of others hero. There are several specific techniques on how to be an Ellis and Associates professional lifeguard. The first step in how to be an Ellis and Associates professional lifeguard is to pass all the prerequ isites. This includes being able to swim 200 yards and to tread water for two minutes. After passing those, people must take the international lifeguard training course through Ellis (ILTP).This program prepares them for what it takes to be professional. This course also teaches how to anticipate, recognize and manage aquatic emergencies. It is a requirement that Ellis lifeguards be accountable and responsible. After all, they are the crucial, front line components of water safety at an aquatic facility. Being prepared, pleasant, vigilant, knowledgeable, and always in proper uniform reflect upon the professional image of a lifeguard. When a lifeguard looks and acts professional the facility will reflect upon their actions, and the guest will respond to their request more efficiently.Lifeguards should also speak with authority to insure rule enforcement. The second step in how to be an Ellis and Associates lifeguard is to learn the variety of rescues. Each lifeguard is assigned a spe cific zone of protection. This is commonly referred to as their station or position they are responsible for. Within the zone of protection, each Ellis lifeguard is required to keep a vigilant 10/20 protection standard. This means they have 10 seconds to spot a guest in distress, and 20 seconds to reach the guest to administer aid.There are several different ways to scan a zone of protection, and everyone’s technique will be different. Practicing these techniques will assure vigilance, and help the guard stay focused. During an emergency, lifeguards have to be able to keep calm, speak loud and clear to be able to control a surrounding crowd. All Ellis lifeguards will also have to be CPR certified through Ellis. The lifeguards preform CPR until EMS shows up to take over. The third step in how to be an Ellis and Associates lifeguard is to know each facilities emergency action plan (EAP).Every aquatic facility has an EAP and should be practiced daily. It is important for all emp loyees to know their role in the state of an emergency. Communication becomes very crucial when an EAP has been activated. Most lifeguards use their whistles to communicate in this process. For example, the waterpark I was at used two long whistle blasts to activate an emergency. However, EMS is not always going to be called for a tiny scratch or slight sunburn. That means all lifeguards also have to know how to render first aid. By the end of the course, some people learn they are not cut out for this type of job.Therefore, after they have completed the 24 hour course and have passed the written exam at least by 80 percent, then they will be certified lifeguards. After they complete this, they now have to attend weekly in-services to keep their skills sharp. In conclusion, these are brief techniques on how to be an Ellis and Associates professional lifeguard. Being a lifeguard is harder than what some people may think. At the end of each day, lifeguards must be able to prioritize t heir actions in order to save lives when needed. They may not be doctors or nurses; however, they are life preservers.