Culture's Portrayal of the Vietnam War Essay Example | Topics and Well Written Essays - 1750 words

Culture's Portrayal of the Vietnam War - Essay Example Most of the popular culture images were highly critical of the war, and painted the US forces as brutal intruders into an otherwise peaceful and innocent jungle scene. From the viewpoint of the popular culture, its images and art, everybody had a scene to play and everybody got it wrong. The lowly buck private was no less responsible than the Commander in Chief, and the Pentagon shared equal guilt with the Military-Industrial Complex. Was the criticism legitimate From the viewpoint of the actors, agents, and citizens that filled these roles, the media's criticism of the war and their grim portrayal of the times, was an exaggerated stretch of reality that forever tarnished the reputation of an entire generation. It was easy to criticize a war where the world's mightiest military machine invaded a jungle, decimated the population, destroyed the environment, and left fifty thousand of their best and brightest dead, and another half a million maimed for life. Yet, the war was more than just the front lines in some far away jungle. The war was the returning soldiers confronting a society that was different than the one they had left. It was the protestors that were stereotyped by both sides of the political spectrum as they challenged the system and denounced the American way. It was also the public that was waiting in the wings to weigh in with their critical support or criticism. These were the victims of the war. Writers would continue to paint the makers of the war as deceptive, greedy, and hypocritical megalomaniacs. Anti-war protestors would forever be branded as a silver spooned generation on drugs, gazing as the reality of capitalism slipped through their fingers. Conscripted soldiers w ould play the role of the demonized madman, bent on total destruction, and having little thought of patriotism while only hoping to escape an imminent death. Criticizing the war was easy, but keeping the criticism legitimate was a far more difficult task. The Vietnam War presented America with a foreign policy, a military action, and a public response that certainly had plenty to be critical of. However, in an effort to sell the war, or its end, the portrayal of every aspect of it became a marketing tool designed to sell a political position or a blockbuster film. The movie Good Morning Vietnam (1987) chronicled the Vietnam tour of Armed Forces Radio disc jockey Adrian Cronauer, and was one of the more accurate versions of the war from the soldier's point of view. Cronauer is portrayed as a soldier and a human being that has the capacity to empathize, criticize, frustrate his commanders, and fall in love even as the war goes on all around him. This is a different approach than the doomsday films such as Full Metal Jacket (1987) or Apocalypse Now (1979), that painted the soldier as a robotic killer, faced with continual death, and willing to extract any revenge necessary to accomplish the mission and survive to fight one more day. The viewer was left with the impression that the war had turned a generation of young patriotic men into automated killers that had the potential to snap at the slightest trigger or pent up memory. To be clear, there was no one singular experience for the Vietnam veteran. However, the barrage of pop culture images that stereotyped the Vietnam veteran as a ticking time bomb has had a significant negative impact on these

Emily Islation Essay Example | Topics and Well Written Essays - 1250 words

Emily Islation - Essay Example The story explains that Emily got isolated and insane because of her Father which led her to kill her love and later die in agony.( Thesis). Emily had lived with her Father till he died and she never wanted to accept that she lost her father. As per (Fang 18-24) â€Å" In â€Å"A Rose for Emily†, Emily is such a tragic figure who forever lives under her father’s domination, even after his death. But her insanity started with her father’s death and went on to escalate later in life†. Her father never allowed anyone to court Emily and he contributed to her isolation. Later she got used to the lonely lifestyle and lived in isolation. After, her Father’s death she embraced isolation to lighten up her life. For example, she did not even take time to throw out the people who come to collect tax but order to throw them out. She also did not hold a civil conversation with them. She also did not communicate with her community and never went out. This in a way supported her. Because of her isolated life people thought of her as a weak women but she was strong inside. She could kill Homer and pret end to be naà ¯ve and isolation allowed her to keep her secrets. The root cause of all her problems had been her father. She is isolated from her city, relatives and people around her. Her alienation from love has led her to insanity. Emil’s isolation is evident because after her Father death, she felt deserted and hid from the society and embraced loneliness. As per ( Faulkner 129) â€Å"After her fathers death she went out very little; after her sweetheart went away, people hardly saw her at all†. Emily is a character who did not want to confront the reality. She lives in a fantasy world and where death has no meaning. Emily refused to accept that the life around her is changing and she wants to fondle the memories of her fast forgetting the present. After her father’s death she did not go out much and her

Capitalist Economy Essay Example for Free

Capitalist Economy Essay The right of private property means that productive factors such as land, factories, machinery, mines etc. are under private ownership. The owners of these factors are free to use them in the manner in which they like. The government may; however, put some restrictions for the benefit of the society in general; Freedom of enterprise: This means that everybody engages in any economic activity he likes. More specifically he is free to set up any firm to produce goods. Freedom of choice for the consumers: This means that people in a capitalist economy are free to spend their income as they desire. This is known as consumer sovereignty. Consumers are sovereign in the sense that producers produce only those goods which consumers are willing to buy. Profit motive: In a capitalist economy, it is the profit motive which forces or induces people to work and produce; Competition: Competition prevails among the sellers to sell their goods and among buyers to obtain goods to satisfy their wants. Advertisement, price cutting, discount etc., are found to be the normal methods of competition in any capitalist economy. Inequalities of incomes: There is generally a wide gap of income between the rich and the poor in the income which mainly arises due to unequal distribution of property in such economies. Merits of capitalist economy: The following are the merits of capitalist economy: 1.To attract the consumer, the producer is in a position to bring out newer and finer varieties of goods; 2.The existence of private property and the driving force of profit motive results in high standard of living; 3.Capitalism works automatically through the price mechanism; 4.The freedom of enterprise results in maximum efficiency in production; 5.All activities under capitalism enjoy the maximum amount of liberty and freedom; 6.Under capitalism freedom of choice brings maximum satisfaction to consumers; 7.Capitalism preserves fundamental rights such as right to freedom and right to private property; 8.It rewards men of initiative and enterprise; Country as a whole benefits through growth of business talents, development of research etc., Demerits of capitalism: The following are the demerits of capitalism: 1.In capitalism the enormous wealth produced is apportioned by a few. This causes rich richer and poor, poorer; 2.Welfare is not protected under capitalism, because here the aim is profit and not the welfare of the people; 3.Economic instability in terms of over production, economic depression, unemployment etc., is very common under capitalism; 4.The producer spends huge amounts of money on advertisement and sale promotion activities like fairs, exhibitions etc., 5.Class conflict arises between employer and employee and they will be paid low wages and this leads to strikes and lock outs; 6.Productive resources are misused under capitalism and they are used for the production on luxuries as they are bound to bring high profits; 7.Capitalism leads to the formation of monopolies and 8.There is no security of employment for the workers and employees under capitalism. Reference: http://classof1.com/homework-help/economics-homework-help/

Campaign Strategy Of Prithvi Narayan Shah

Campaign Strategy Of Prithvi Narayan Shah As a sound strategy is a pre-requisite to successful campaigns, the strategy that Prithvi Narayan Shah (PNS) planned and pursued during his unification campaigns (1742-1773 A. D.), can be assumed vital to his great achievement creation of modern Nepal. Indeed, PNSs campaign strategy envisaged employment of all state means/ tools/ instruments including saam, daam, danda, and bhed. Moreover, PNS (1723-1775) conceived of and implemented the strategy of mass mobilization for national campaign well before Napoleon Bonaparte did in 1790s. In that sense, PNS changed the feudal character of war into national war during his unification campaign. Studying PNSs unification campaign strategy can, therefore, be meaningful and insightful for the students of strategic studies and policy makers of the present Nepal that is experiencing unprecedented upheavals, chaos, and uncertainty in its history. Aim and Scope of the Paper This paper aims at highlighting the strategy/ policy, which PNS pursued during his campaign of uniting the Baisi, Choubisi, and Malla principalities. This paper is based on the general interaction and talks, seminar presentations and interactions, and data/ information available in the books and articles. Further, for ease of understanding, PNSs strategy has been analyzed here in terms of Christopher Laynes contemporary definition of strategy: Grand Strategy à ¢Ã¢â€š ¬Ã‚ ¦ is the process by which a state matches ends and means in the pursuit of security. In peacetime, grand strategy encompasses the following: defining the states security interests; identifying the threats to those interests; and allocating military, diplomatic, and economic resources to defend the states interests. In other words, PNs unification campaign strategy is analyzed here as the function of his ends (national purpose), threats, means, and ways/ courses of action, (Limbu, R. D.). General Situation of the Subcontinent when PNS became King of Gorkha When PNS became the king of Gorkha in 1742, the whole Indian subcontinent was facing turmoil politically, socially, economically, and strategically. While the Mughal Empire was undergoing disintegration, the Marathas in the West, Haidar Ali in the South, and the British in part of Bengal were expanding their territories, (Stiller, L. F., 1968). In Nepal during this period, several petty principalities loosely called Baise Rajyas and Choubise Rajyas ruled the Karnali and Gandak basins respectively. Gorkha was just one of the Choubise Rajyas. During this same period, while the Malla kings ruled the Kathmandu Valley divided into three kingdoms, a number of autonomous Kirati provinces under the nominal rule of Sen Kings existed in the region east of Sunkoshi River to the present border of Nepal. The general strategic scenario in Karnali, Gandaki, Bagmati, and Koshi Basins was as follows:- There were too many states confined to a limited space. The average size of a state was not a viable political entity. The big principalities Jumla, Palpa, Mackwanpur, and Vijayapur contained about 20,000 houses each; and the rest had about 600 to 8000 houses each. The yearly income of even the richest one was limited to a few thousand rupees. Except Jumla, Piuthan, Palpa, Tanhoun, Mackwanpur and the three states of the Nepal Valley, none of them could be called a state even in a limited sense, (Regmi D. R.). In theory, though all the states owed their allegiance to the Moghul Emperor at Delhi, each state behaved as a sovereign one. Every minor issue gave rise to conflict among them. General anarchy and misrule prevailed throughout the region. The peoples were forced to live in abject poverty and misery. The entire region was vulnerable to internal and external threats, (ibid). Unification Campaign Strategy of PNS The campaign strategy/ policy of PNS has been analyzed in terms of, (1), his purpose/ core interests, (2), major threats, (3), major means/ resources available, and, (4), ways/policies pursued. Purpose and Objectives of PNS Not every historian agrees that national unity was the ultimate purpose of PNS. However, some historians argue that having understood the strategic vulnerability of the then existing principalities to growing threats from the south, PNS invaded, conquered, and united them into a single kingdom. To this school of thought, creation of a strong and united kingdom out of the weak and divided principalities was the ultimate purpose of PNS. In this paper, this understanding has been assumed to be the sovereign purpose of PNS. Achievement of this purpose entailed invasion and capture of at least the Kathmandu valley and the Choubisi principalities. Threats To realize his purpose, though PNS did not have to confront any threats from Tibet/ China, he faced numerous threats from the Baisi, Choubisi, and Malla states, and external powers. Moreover, he had to negotiate several challenges that came from within his own kingdom. Threats from Mir Kasim (Nawab of Bengal) and British East India Company The Malla kings of Kathmanu valley and the Sen kings controlling Mackwanpur, Sindhuli, and eastern Terai region of Nepal maintained good relationships with Mir Kasim and the East India Company. For preserving and furthering their national interests, these powers preferred status quo in Nepal. As PNS captured Nuwakot (1744), Mackwanpur (1762), and Sindhuli (1767), and invested these states for the invasion and capture of the Kathmandu valley, the interests of Nawab and the Company happened to clash with that of PNS. Interference from Nawab PNSs conquest of Mackwanpur attracted the attention of the Nawab and the Company, both of which understood the strategic importance of Mackwanpur maintaining lucrative trade with Kathmandu valley and Tibet. Moreover, both of these forces coveted the natural resources of Nepal assuming that Nepal possessed precious gold mines and gold, which actually came from Tibet in return for the minting of coinages used in Kathmandu valley and Tibet, (Regmi, D. R.). Initially, the Nawab sent a small detachment in 1762 to test the strength of Gorkhalis. However, the Gorkha force wiped out this contingent in no time. Following this defeat, the Nawab dispatched a big force under Gurgin Khan. In the ensuing battle (1762/ 1763), which carried on for more than a week, the Gorkha force routed the expeditionary forces completely, (ibid). Interference from East India Company In 1767, the Company, decided to send an expeditionary force under Captain Kinloch to break PNSs siege of the Kathmandu valley. Kinlocks forces suffered from ignorance of the mountain terrain/ weather, the peculiar fighting methods of Gorkhal soldiers, and lack of adequate preparations. Consequently, the expeditionary forces suffered humiliating defeat at the hand of Gorkha forces, (Stiller, 1968). Threats from Baise and Choubise States No formal military alliances existed for the maintenance of balance of power among the Baise states. In theory, though the Jumla king had the right to interfere to maintain the balance of power among the Baise states, no effective means existed to enforce this right. Consequently, no interference came from the Baise states during the unification campaign of PNS, (Hamilton, F. B.). However, a crude system of balance of power existed among the Choubise states, which tended to maintain equilibrium among them. For Gorkha, the immediate neighboring states in the west, and south-west included Lamjung, Tanhu, and Palpa. Parbat and Kaski, located immediately further west. Aware of the implications of expanding Gorkha kingdom, these states formed some sort of security alliance against PNS. The major alliances were as follows, (Stiller, 1995):- Palpa Alliance. Included Palpa, Jajarkot, Ghiring, Rising, Gulmi, Argha, and Khanchi. Lamjung Alliance. Consisted of Lamjung, Tanhun, and Kaski. Malebum (Parbat) Alliance. Comprised Parbat and Galkot. Bhirkot Alliance. Included Bhirkot, Nuwakot (west), Paiyun, and Garahun. Piuthan Allaince. Consisted of Piuthan, Isma, Musikot, Khungri, and Bhingri. Manpower Problem While Gorkha had 12,000 households, (one household could have an average of four to five family members), its immediate neighbors Lamjung, Kaski, Tanhu, and Palpa had approximately 8,000, 8,000, 12,000, and 24,000 households respectively, (Stiller, 1995). The kingdoms of Kathmandu valley had bigger population. Manpower-wise, therefore, Gorkha was not in a favorable position to invade and conquer any of those kingdoms, which often formed alliance to defend their homeland. Scarce Finance and Material Resources and Logistics Support Compared with the kingdoms of Kathmandu valley, Palpa, and Mackwanpur, Gorkha possessed neither adequate material resources nor reliable sources of revenues. Gorkhas resources could be substantially augmented by the revenues from the captured lands. Nevertheless, initially Gorkha had to suffer greatly from the strain of scarce material resources and logistics required for supporting its sustained offensive campaigns, (Stiller, 1995). Tough Terrain Difficult mountainous terrain definitely favored the defenders, not the invader. Conventionally, an invader in mountainous terrain requires more than three times the strength of the defender. Means/ Resources Available Leadership and Command History has testified, An army of stags led by a lion is better than an army of lions led by a stag. The most important factor in the victorious campaigns of tiny Gorkha kingdom was the outstanding leadership/ command PNS and his field commanders provided for the troops, (Hamilton, F. B.). These commanders commanded their troops by example from the front, which was essential to successful campaigns in those days of close quarter-battles. Intelligence PNS had wisely invested, established, and maintained an effective intelligence system eye, ear, and brain of the state on which others state tools were dependent. In the Choubisi region, he deployed his secret agents to every important place. These agents were active in sowing the seeds of discords among the rulers and elites to ensure that there was no concerted action against Gorkha, (Regmi, D. R.). With the promise to provide birta and other incentives, PNS bought support of many courtiers and several wealthy families of Kathmandu valley. Further, a large number of clever Brahmins were employed in Kathmandu on espionage missions. These agents engaged themselves in subversive activities creating splits and confusion in the Valley, (ibid). A man by the name of Kirtirajananda Upadhya helped PNSs war effort from inside the city of Patan. This man was tasked to subvert people of Kathmandu and Patan in concert with his uncle and cousin in furtherance of Gorkhas interest, (ibid). Moreover, PNS amply paid the local priests and religious leaders who were secretly helping him from Patan and Kathmandu courts. Later, they received free holding of lands. In the beginning, PNS used even the Gosain traders, (ibid). In the Kirat region, PNS employed the local Brahmins of the Dudhkosi basin as his main agents. Harinanda Pokhrel was employed in subverting the nine hundred thousand Kirati people and in helping the Gorkhali to capture Chaudandi and Bijayapur. Others who were employed included Balkrishna Joshi and Birbhadra Upadhya whom PNS rewarded later, (ibid). The diplomatic missions and others deployed overtly and covertly in various important centers of India and Tibet operated as his external intelligence agents. The means of communications in those days was letters or individual agents/ contacts. Political/ Diplomatic Understanding the sensitive geo-politic/ geo-strategic location of Nepal, PNS said, This country is like a gourd between two boulders, (Stiller, 1968). Aware of strategic implications involved, PNS restricted the foreign traders from entering Nepal. His Dibyopadesh also shows an appreciation of the necessity of maintaining balanced relationship with the immediate neighbors. Overtly and covertly, PNS had established various missions in important centers outside Nepal. At one time PNS deployed Vrihaspati Pandit to Purnea, Kirtimali to Patna, Vaikuntha Upadhaya to the place of Nawab Sujaddaula, and Dinanath to Calcutta. In Lhasa, PNS had posted a man named Rajgiri. British sources corroborate this information, (Regmi, D. R.). He selected the best diplomats, (Stiller, 1968). Realizing the strategic implications of British dominance in Tibet, PNS persuaded the Tibetan authorities not to permit the entry of English goods into Tibet, (Regmi, D. R.). However, PNS never used force against the external powers. He preferred negotiation. He counterattacked them only when they interfered with his campaign. In Dibyopadesh PNS compared Lamjung, Gorkha, and Kathmandu valley with Garuda, snake, and a frog respectively. It meant that as long as its western border remained vulnerable to Lamjung, Gorkha could not capture Kathmandu valley. To secure his western border, PNS adopted the most opportunistic real politic of divide and rule. However, this instrument failed him strategically to expand his territory in the west. However, in case of some of the Baise states he succeeded to separate them from the Choubisis, (Regmi, D. R.). Army The most important means/ instrument PNS employed throughout his campaign was his Army, which consisted of several companies, each with about 100 gunmen. This Army comprised both regular and irregular soldiers. Towards the end of his regime, PNS had a minimum of fourteen companies, or about twenty-five hundred men, (Stiller, 1995) PNS made use of rabble soldiers as well. The regular soldiers called tilinga handled guns and daggers based on the situations. The irregulars also handled different type of weapons and were well trained as the regular soldier. Besides, there were men who used only Khuda and Khukuri, (Regmi, D. R.) The Company was commanded by a Subedar (officer) under whom there were six Havildars and as much Huddas. The latter two were junior officers, (ibid). The Subedar used to be the most trusted man with reputation of achievements in four or more battles. He appointed his junior officers, Havaldar and Hudda, based on their battle performance. Only the most courageous would get promotion. (ibid). Every capable individual Brahmin, Kshatri, Baisya, Sudra castes, and others could serve in the Army in different capacities, (ibid). Many believe that PNSs army was an inclusive one. However, the spirit of Dibyopadesh does not support this idea of inclusiveness. Recruitment in the Army was done only from certain castes Khash, Magars, Gurungs, and Thakuris, and important command appointments were assigned to those close to the King, (Stiller, 1968). Moreover, Brahmins were not recruited as soldiers, (Regmi, D. R.). Other Chubise states also had their armies recruited from the same indigenous materials. Foreign mercenaries were employed in Jaya Prakash Mallas Army. What made the Gorkha army more effective than others was the leadership, command, and incentives received from PNS, who shared his vision as well as risks of war with his troops and provided jagir to each soldier. Economic Means Sound logistic support base is essential to successful military campaign. Moreover, offensive battle in mountainous terrain is much more expensive than the defensive one. Sustained military campaign like the one undertaken by PNS was very costly. Conventionally, it was not possible for PNS to raise and sustain an army strong enough to simultaneously hold the Choubisi alliance in the west and successfully invade and conquer the kingdoms in the east. Moreover, threats from the rising powers of India were also to be catered for. However, PNS invented the system of jagir (land assignment) to resolve the bulk of his financial problem. To every man who served in his army, PNS assigned a jagir, which satisfied the peoples innate aspirations for economic security, wealth, and social prestige, (Stiller, 1993). Further, early capture of fertile valley of Nuwakot (1744) and then Mackwanpur (1762) helped him economically in the invasion of Kathmandu valley. Once he captured the rich and fertile Kathmandu valley and controlled the lucrative trade with Tibet, PNS had no major problem to finance military campaigns against the ill-equipped and divided Kirati regions. Ways/ Policies It can be safely assumed that all the ways/ policies PNS pursued were based on the sound intelligence appreciation of the prevailing situation including the capabilities, limitations, and intentions of the opponents the Malla, Choubisi, and Baisi kingdoms, and the external powers. PNS had invested wisely in overt/ covert intelligence missions for gathering intelligence required for pursuing appropriate policies. Depending on the prevailing situation, PNS pursued all forms of policies saam, daam, danda, bhed in isolation or combination to achieve his purpose. Political/ Diplomatic Appreciating the sensitive and vulnerable geo-political location of Nepal, PNS sought for and maintained a friendly diplomatic relation with East India Company and Tibet/ China without any harm to national interests. However, he presented no opportunities, which provided the foreign powers an excuse to penetrate Nepal. Similarly, PNS tried his best to prevent the British from gaining an access to Tibet, (Regmi, D. R.). PNS pursued the divide and rule policy among the Malla, Choubisi, and Baisi Rajas. Particularly, he resorted to sustained policies including saam, daam, danda, and bhed, to keep the Kathmandu valley rulers and western neighbors Lamjung, Tanhu, Palpa, Mackwanpur, Kaski and Parbat weak and divided so that they would not forge alliance against Gorkha. Further, with the issuance in 1773 of Royal Charter (Sanad) that ensured some special rights including the Kipat system for the Limbu-Kiratis, PNS brought Pallo Kirat under his domination without fighting even before the ruler in Morang was defeated, (Regmi, D. R.). Military To ensure self-motivation, dedication, and loyalty of troops, PNS shared his vision with his troops. PNS appealed, motivated, mobilized, involved and employed the general mass in national war of unification. PNS required his field commanders to command the troops in battles by personal example and ensured fair administration of rewards and punishment. PNS always ensured that he was not forced to fight battles simultaneously on more than one front. He ensured sustained economic blockade and envelopment of Kathmandu valley, and systematic tightening of the noose/ ring before the main attack. He conducted protracted subversive operations before, during, and after the military campaigns. Whenever possible he tried to win the battles through negotiation without bloodshed. As regards the powerful East India Company, he resorted only to the defensive war. When forced to fight, PNS pursued offensive defense along with guerrilla warfare by exploiting the advantages of mountainous terrain and weather. He countered numerical and technological superiority of East India Company and Nawab of Bengal, by deliberately creating space for drawing their forces deep into the difficult mountainous terrains (e.g. offensive defenses against the expeditionary forces of Mir Kasim in Mackwanpur and East India Company in Sindhuli) to decisively counterattack at a favorable place/ time and destroy them in detail. Economic PNS adopted the system of jagir to reduce the financial burden of costly war. He encouraged/ appealed to the mass for voluntary donation/ assistance in cash and kinds for his campaigns. PNS conducted sustained economic blockade of the Kathmandu valley. He borrowed money from the traders like the Gosains and the very rich local people such as Harinanda Upadhya Pokhrel, Balkrishna Joshi, and Birbhadra Upadhya of Kirat region, (Regmi, D. R.). He discouraged imports of foreign materials and encouraged indigenous industries and production and, preferably promoted trade with Tibet including continuance of minting of silver coins for both Tibet and Nepal. Cultural PNS avoided interference in the indigenous cultures and traditions. His Dibya Upadesh depicts Nepal as consisting of chaar jaat, chhatish barna. PNS encouraged local culture for winning the hearts and minds of the people, (Regmi, D. R.). He accepted and worked with the existing regional cultural, social, and fiscal institutions. He required his governors/ commanders/ officials to do the same, (Stiller, 1993). Other Policies/ Ways Mass Mobilization of Population and Resources To make up work force and resources shortages, PNS ordered general mobilization of the entire Gorkha population including the tailor and band-player, the cobbler, the blacksmith, and the sweeper. The idea of war of national unification motivated the entire citizens of Gorkha irrespective of castes and sects. All the youths aged 16 and 30 years were freely recruited into the army and large stocks of arms were distributed. These youths were given weapons training by some experienced Hindustani experts, (Regmi, D. R.). Thus, PNS changed the character of war from feudal to national. Justification of Means by Ends For PNS any means or ways was fair in war. In several cases, ethical/ moral values found no place in the means he employed to win his war, (ibid). Superior Organization and Technology Sustained battle experiences taught PNS to improve his military organization including the intelligence. PNS also introduced firearms and European discipline in his Army, (Hamilton, F.). He made best use of firelocks, which until his time were totally unknown among the Choubisi Rajas. The superior organization and firepower of Gorkha troops armed with muskets completely outmatched the organizationally weak Kiratis armed with bows and arrows, (Stiller, 1995). Moreover, PNS utilized the services of a master mechanic (Shekh Zabbar) in making matchlocks and gunpowder, which was lacking in the Malla rulers though they also possessed the latest weapons, (Regmi, D. R.). Offensive Battles Two of the most important objective ingredients of combat power are firepower and maneuver power. PNS fought offensive battles characterized both by firepower and by maneuverability, while his opponents fought static defensive battles, stuck to particular terrain, (Regmi, D. R.). Consolidation of States Earlier, the kings of Nepal would distribute their newly won territories among their relatives as favors/ honors. However, when his brothers sought same sort of favors, PNS absolutely refused. To him, a state would not remain a state when it was split. PNS treated Nepal as a garden in which all peoples of all religions, castes, and groups deserve to live together in harmony and peace, and with dignity, (Stiller, 1993,). Conclusion PNS succeeded in realizing his purpose, because it was understood, endorsed, and supported by the people, and his strategy was based on ground reality, ingenuity, and innovation. Some of the vital aspects of PNSs campaign strategy were: clear understanding and realization of the sensitive geopolitical location of Nepal, clarity in the national purpose, communicating and sharing of national purpose with the people, understanding and treatment of Nepal as a secular nation-state consisting of Chaar jaat, chhatish barna, encouragement of the local cultures of the indigenous peoples, concept of inclusiveness and mass mobilization for national campaigns, and selective/ appropriate employment of available means saam, daam, danda, bhed depending on the situation. Indeed, the wisdoms reflected in PNSs unification campaign strategy more than two centuries ago can still be valid and relevant to the conception and formulation of present Nepals security strategy/ policy. Ranadhoj Limbu Former Brigadier General, Nepal Army

The Political Animal :: essays research papers

Much time has been devoted to the study of how and why governments exist. This effort is required to understand America's political and philosophical roots. The ancient Greek philosopher Aristotle pursued and ultimately answered this question in his work, The Politics. Though written thousands of years ago, the lessons taught about the natural state of politics reveal the immensely complex system of an organized civil government in modern United States. Perhaps one of the most profound thoughts revealed in The Politics concerns the origin and nature of basic government, the cities. "Hence it is evident that a city is a natural production, and that man is naturally a political animal" (Aristotle 1253a). Aristotle's line from The Politics exemplifies two distinct but related points. The first part states that the formation of cities is natural and the second deals with the idea that man is by his own nature, a political being. At the beginning of The Politics, Aristotle says, "every city must be allowed to be the work of nature, if we admit that the original society between male and female is; for to this as their end all subordinate societies tend, and the end of everything is the nature of it"(1253b). Each city begins as a collection of partnerships. These associations are the Sugawara 2 bonds that men create between each other as a result of their natural tendency to be social and interact, "there is then in all persons a natural impetus to associate with each other" (1253a). Partnerships are natural because man is not inclined to be self-sufficient on his own merits. A man cannot exist merely for his own sake and expect to be a functioning member of the city but must be supplemented through the thoughts and ideas of other men. A man must experience interaction with others to more fully complete his existence. This supplementation is the essence of partnerships because dealing with other men increases each man's own wholeness. Furthermore, by listening to the thoughts and ideas of other men, he is furthering his own proclivity, enabling him to be active in the city and therefore, becoming a human being. It is only through the city, however, that man can truly be complete because it reaches a level of full self-sufficiency. The collection of partnerships that comprise the city makes men into complete human beings and assists them on their way to happiness, "the end and perfection of government: first founded that we might live, but continued that we may live happily"(1252b). This is a level of excellence for man because it means that he will not only survive but will thrive after becoming fully human and therefore happy.

Hasbro, Inc. Essay -- GCSE Business Marketing Coursework

Hasbro, Inc. Business Organization and Management Corporate Profile The twentieth century, especially the past fifty years, has certainly been a time of enormous change. Products have changed, the business of manufacturing and marketing toys has changed and the needs and desires of consumers who buy toys have changed. The majority of the world’s toys are now manufactured in the Far East. Perhaps the greatest change in the toy industry has been in the way that toys are sold by incorporating creative and original marketing strategies into company culture. It was Merrill Hassenfeld who broke new ground in 1951 as the first manufacturer to advertise a toy, Mr Potato Head, on television. It didn’t take long to realise the value of appealing directly to children. Today the sophistication of branded toys that can extend from a film to a series of toys and onward to computer software and electronic games might seem incredible to an earlier generation of toy makers. Yet the fundamental values of the toy industry are the same as they have always been. Subsidiaries and Divisions Atari - Manufacturer of coin-operated and consumer video games. Formed in 1972. Hasbro Germany Hasbro Interactive-Publisher of family interactive game CD-ROM software. Formed in 1995. Hasbro Spain Microprose - makes 3-D video games for PC’s Wizards of the Coast-Wizards of the Coast has built a house of cards. The company, a subsidiary of toy giant Hasbro, is best known for trading card games Magic: The Gathering (available in nine languages) and Pokemon. Wizards of the Coast's other offerings include the granddaddy of medieval role-playing adventure games, Dungeons and Dragons, and traditional games such as the Dilbert card game Corporate Shuffle and sci-fi board game RoboRally. The company also operates a Seattle gaming and entertainment center and retail stores under The Game Keeper and Wizards of the Coast names. CEO Peter Adkison, game designer Richard Garfield, and several others founded the company in 1990. Competitors Acclaim Entertainment-Major League All-Stars, an Indian warrior, and a bunch of foul-mouthed kids headline Acclaim Entertainment's array of video games. The Glen Cove, New York-based software publisher's titles, which include All-Star Baseball, Turok, and South Park, are available for PCs, Nintendo, SEGA, and Sony game systems. The company, ... ...d of Human Resources: Bob Carniaux Board of Directors Background of CEO Alan G. Hassenfeld was instrumental in the international growth sales of Hasbro in the late 1980’s. After his brother Stephen died of AIDS in 1989, Alan became CEO. Alan is the third generation of Hassenfeld to control Hasbro. He owns about 10% of the stock. FINANCIAL DATA Ticker Symbol: HAS (NYSE) Dividends: As of July 14, 2000, the dividends are $.06/share Shares Outstanding: As of Jun 00, 172,300,00 Number of Shareholders(institutional): 691 Big Chart Explanation Analysts Rating: Today the analysts ratings were 5 said Hold, 3 said Buy, 2 said Strong Buy This averages out to a 2.3 Hasbro ranks 13 out of 99. It is in the Leisure/Toys games industry. Analyst Ratings compiled using data provided by Zacks Investment Research, Inc. Bond Ratings: As of Feb 28th, Duff & Philips Credit Rating Co. placed its ratings of Hasbro Inc. on Rating Watch Down. DCR rates Hasbro Inc.’s notes and debentures ‘A’ and its commercial paper ‘D-1’.

Courtship Violence :: essays research papers fc

Courtship Violence The term courtship violence refers to a couple’s interaction with emotional commitment with or without sexual intimacy. Dating violence involves the perpetration or threat of an act of physical violence by at least one member of an unmarried couple on the other within the context of the dating process (Barnett, Miller-Perrin, Perrin 163). The study of dating violence is important for two reasons. First, such behavior often results in physical and emotional injury. Second, there is reason to believe that dating violence is often a precursor to spousal abuse. Many battered women report that they were first assaulted by their husbands during courtship (Simons 467). Women, more than men, appear to bear the brunt of courtship violence. Despite the fact that rates of partner abuse by males and females are similar, women report more injuries and a greater negative impact as a result of their male partners’ physical aggression (Ronfeldt 72). Studies consistently show that it is women who are disproportionately likely to sustain serious injury. Some significant negative consequences are emotional harm, feelings of victimization, and fear of further violence (Barnett, Miller-Perrin, Perrin 164). The most popular explanation for dating violence is that it is a learned behavior acquired in the family origin. Witnessing parents’ marital aggression or being the victim of harsh corporal punishment may greatly increase the chances that a child will grow up to use violence in a dating relationship (Simons 468). There is a substantial body of evidence suggesting that violence in the family is a risk factor for the perpetration of partner abuse. Men who witnessed interparental violence were three times more likely to hit their wives than men who did not (Ronfeldt 72). Men who witnessed their fathers hitting their mothers were more likely to approve of violence against women and to abuse their own partner. Those growing up in a violent home were more likely to move from verbal to physical aggression. Witnessing paternal marital violence would moderate the association between psychologically controlling behaviors and physical violence so that the association would be stronger for individuals who had witnessed paternal marital violence (Ronfeldt 73). Researchers usually specify observational learning as the process whereby parents influence the probability that their children will be violent in intimate relationships. Some describe the learning process as one of imitation; others emphasize lessons about the legitimacy of violence in intimate relationships. The imitation explanation asserts that children learn about romantic relationships by observing interactions between their parents (Simons 468).

The Old Age Home

THE OLD AGE HOME Preface: In Western Country, Old aged person stay in old home is a common incident, but for our country, it is not natural because Bangladesh is a family bonding country. People here like to stay together. But increasing with modern facilities, people now prefer to think only for themselves & their old aged parents seems burden to them & they try to get rid from them. For that reason the number of Old homes are increasing day by day. Mission & Vision of this project: The main mission of the project is to increasing awareness between the young generation for not to leave their parents along in the time of their need.We want to make them conscious in this sense that, if they leave their parents along on their need, one day they also must be leave by their lovely children without any reason. The letter posted in every wall of old home is given bellow: [pic] If we successfully can increase awareness between people, the Rang on Old age home living people must be decrease & our countries family bonding being strong again. By this project we can make better relationship between us & the old people. We come to know about their life style & easily prepared ourselves for our future. IT helps us in many ways.Description & Roles of the old age home : Above 60 up ages men/women who are helpless, unable to earn anymore, who has no place to live, whose sons /daughter are able to look after them but don’t take care of them or who has no child or kit-kin . in a word who are helpless in financially /socially like this old men /women, they stay at old age home with the help of government or any non-government organization. In Bangladesh, there are four old age home. One government, one semi-govt. & two non- govt. The old home we visited is situated at Bishia Kuribari Monipur (hotapara) in joydebpur, Gazipur.The organizer of this old-aged home is the biggest Givency group, which is spread all over Gazipur district. With this many social well-fare work, the Old Aged home is one of them. The Total land area is about 24 Acres. The environment of old home is quiet and evergreen. There are a tin-shed building and three 5-stored building for the old men & women. [pic] By the old age home superintendent / caretaker and the list of old men/women, we came to know, at present there are 205 old men/women among them 93 old men and 112 old women.At first, we talked with some old men/women then they inform us that here they survive their rest life with some given rice. The old people get food in time. They also inform that, when they become seek there is a medical unit for treatment where has experienced doctor, two nurses and others officers and staff. The old age home put for them a noble/great treatment. There is a TV room and a common room for entertainment. They can use those rooms anytime. There are newspapers and books for passing leisure time. There is also a prayer room; all have to pray at time.But for living there, they (old men/women) n eed not to pay. Admission requirement: †¢ Above 60 years old. †¢ They have to be actual helpless. †¢ They have to be able to walk without anyone help. †¢ They have to be mentally strong. †¢ They have to be able to do own walk. †¢ They have to neat and clean. †¢ They have to attend the prayer regularly. †¢ Smoking is not allowed in this institution. †¢ The facilities which are given from the institution, nobody can want more than that. †¢ For religious festival they can get vacation for two times in a year, visitors can meet with them anytime. Description of our visit:May 31st, 2012, the first day, we started our journey from varsity campus at 11. 00 A. M. That day was Thursday and our class finished at 10:40 A. M. At first, we went station road by our varsity campus at 31/05/2012. That day was Thursday and our class finished at 10:40 a. m. at first we went station road by our varsity bus. Then we went to Hotapara, Gazipur by public t ransport. Then we went to Bishia Kuribari Monipur by auto-rickshaw. After 30 min we reached to the old age home. Then we talked with gatekeeper for permission to enter into the old age home. They took us to the office of caretaker and told to seat there until he came.After half an hour the caretaker came to the office and asked what we want, where we from. Then we told him that we are from a varsity, name – IUBAT. And we wanted to visit the old age home and also wanted to meet with the old people who live there. Then he refused us. He said student entering is not allowed without permission of authority. Then he gave us the cell number of the authority. Then we phoned the authority for permission. After requesting a lot, he permitted us to visit the old age home but not allowed to talk with any old people, also not allowed to take any picture. After that, he sent a guard with us.We really become very surprised to see the whole area. It’s really very large. The total Lan d area is 24 acres. It’s filled with green trees. Many kinds of fruits & flowers are there. The authority use jar for keeping water cool. This water mainly naturally purified by natural purifying system. There are almost 5 ponds in the campus. & fisheries is available almost all ponds. Authority also grows different vegetables & seeds there for ensuring all campus members good health. Prayer room, park, Hospital everything is available in the campus. Their also have big grave place for the time after their death.Mainly for Those person, who become death in this area & whose family not came to receive his dead-body after death. Over all the whole campus is nicely maintained by The Givency Group. Their Old age home project is really a non- profitable, helpful project for our general people. For visiting again the campus & talk with old persons, we need permission of the Authority. For that reason, we first approve an application by our course instructor & went to the main offic e of old home (sector-9, Uttara) for seeking permission. A format of that application is attached with this main document:After getting permission, we went there 2ndtime, in the same way. After reach there, we went to the caretaker’s room. We show them the application & request him to give us a chance for talking with the old people who are interested. By seeing the permission paper, He gave a chance to entering there but not allowed taking any mobile or camera. We agreed him and leave the camera and mobile. In that day we got two hours to stay with the old people. We all members enjoyed that day a lot. Some old men and women were so happy to see us. But the guard didn’t give us the chance to talk with everyone.They knew who are interested and who are not interested to talk with us. We talk with them who are interested to talk. In this day some old men and women told us to go again to meet with them. Fillings on their family absence: Almost all the people, who live in the old age home, have a family. They have children, they have grandchildren. But they are living here without their any of family members. Though they are here but they think about their family every moment. Though their family members are not careful about them, but they wish a happy life for their family. They also pray for their family.They always miss them all. They think if they are with their family. A conversation between an old woman and our group member Angkan kanti paul: An old woman called Angkan near her with smiley face†¦ Angkan: As-salamualykum. Woman: oalaikum-assalam, who are you? & What do you want? Angkan: I am Ankan, I want to know about you. I am here to see you, for spending few memorable times with you. Have you few times for me? Woman: I’m fine. I have a grandson as like as you. Angkan: I’m also your grandson. Woman: No. Because after leave me here he never come back for see me. But you come. Where is my grandson?He doesn’t come to m e and he doesn’t hug me anymore. After this conversation the old woman started to cry and went inside the room. Refreshment for them: On that day we got few times for spending with them. We did something for their mind refreshment. There was a few man and woman sitting beside garden, we joined with them. We asked about their health. After some time our one guest sung a song. They were happy with us. We walked some area with them. On the way they said some story of their life. After telling story of their life they became upset. When we understood that we told some jokes of our varsity life.We don’t know when we took place in their mind, when we told we have to go right now, they became upset and told us to come again to meet them. We all became also upset for them. They told us some sort story of their life. One Story of a woman given below: One old woman told as about her life story, how she came there. She had one son and one daughter. Her husband was a govt. employe r. After her husband died she reared her son and daughter. She gave her daughter marry. Her son got a job in privet farm. Then her son got marry. After half a year her son’s wife started to rude with her.One day her son came to her and told her that he will go outside with her for visiting a park. She was so happy. She got ready and started journey with her son. Her son brought her here. It is like a nice park so she didn’t understood. One time her son told her to seat in the park, and told that he is going for few moments, he will be back. But he didn’t back. Even he never met with his mother again. What we have learned from them? : We learn from them that in the last stage of life they are passing their time with full of sorrows, because they are the neglected person of their family. For this reason, they suffer in the long run.Only they know, living without family, how much painful. We also learn that we do not separate our mother, father, grandmother, grandf ather in the last stage of life, because they reared us with love. We will not send them to old age home. We try to feel there sorrows by standing on their present condition & promised us by ourselves that we never ever leave our parents alone in old home. We stay with our parents till their last breath. Limitations of our Project: For completing our project we face few obstacles & there also have few limitations, because in Old home, The Authority doesn’t permit us to talk freely with older.In old home, members are not living happily, if we asked them emotional questions, they become sad. For that reason, we try to talk with them very smartly but not freely. Though Authority gives them all facilities, they also have some limitations. It’s a institution not home, & Older are not fully satisfied with this types of facilities. But maintaining good quality of food & shelter they can’t improved the quality for making it best. Abstracted: Actually no one become happy in his life. But old people who lived in old home are really suffer a lot at their last stage of life.There life is full with sorrows & the pain for not getting happiness. Though their relatives leave them alone, they always pray for their good wish. In their last stage of life they only want to see their lovely child’s face for last time. It’s really shame for us that, we can’t take those persons responsibilities by whom, we came in this beautiful world. They all live here together like family, but this is not their real family. Actually without children they spend their life not happily. They don’t want to live long, they only want a happy Ending of their life.

A Change Of Heart About Animals: Rifkin’s Analysis Essay

How many times people give all their trust, love and affection to someone who  inevitably cheats, betrays or disappoints them? Who has the chance to cure and take  care of an animal knows that this wont’ ever happen, they remain faithful and loving by  your side in whatever situation. There are striking similarities between human and animal beings, from their astonishing  intellectual and cognitive abilities, to their widely developed emotional side. People should  reconsider and change the way they treat and relate our fellow creatures, legally and in  everyday life, because they are much more than an experiment, or a children amusement or  an accessorize, they are living beings. Jeremy Rifkin is an American writer, public speaker and activist who wrote an article for  the Los Angeles Times in 2003 , meaningfully dense from the title: † A Change Of Heart  About Animals†. In this article he sheds light on the human like qualities of animals,  emphasizing how similar they are to us, providing examples like persuasive studies and  accurate data. Our everyday companions do have empathy, intelligence and feelings and  should be treated as such. The author starts building up his credibility with precise and sophisticated diction  through the entire text, and making use of universally highly recognized sources. Referring  to studies on pigs’ social behavior at Purdue University or to findings published in the  Journal of Science, he obtains the attention and the trust of the reader. In fact references to  the highest level universities and science magazines, give the reader a sense of secure  reliability on the author, associating these names to quoted scientists and prestigious  researches. Moreover Purdue’s studies on pigs that showed how the lack of physical and  mental stimuli can depress and deteriorate pigs’ health, were heartily taken by the European  Union. Especially in Germany, the government took action encouraging the farmers to  stimulate pigs with human contact and toys every day. Researches taken so seriously not  only by a national government, but also by an institution like the European Union, lead to a  growth of the author’s ethos even for the most skeptical readers, installing a global sense  of trust. Then Rifkin goes on exploring the most emotional and sympathetic human like  aspects of our closest nature relatives. Since animals share the same emotions and anxiety  as humans do, the reader can relate on an expressive level with them. An actual example  that Rifkin uses, was how elephants will mourn over a death of their kin, standing next to  them, touching their dead bodies with their trunks. Elephants understand the sense of  mortality experiencing grief, and the sensation of loss after the death of a beloved one as  we do. Any person who unluckily had to face how struggling the last goodbye to someone  close is can connect with them, feeling empathy and at the same time sadness thinking  about their own tough experiences. And at the end, as last heart warming pathos appeal,  Rifkin gives colorful examples of the horrible treatments that some animals must go trough  like painful laboratory experiments, inhumane conditions and slaughter. These portrays of  unevenly horrific treatments put negative images in our minds, making the reader really  wonder how possibly people can treat with any regards creatures having so many things in  common with us. Rifkin strongly appeals to the reader’s logic as well, in fact one reason why animals are  treated with so much inferiority is because they are viewed as having much less  intelligence. On the contrary, the author displays how clever animals can be, including as  proof the mind blowing results of two experiments. For instance, Oxford University scientists  noticed how smartly two New Caledonian crows managed to use the right hooked wire to  extract one piece of meat from a tube, in the majority of time in which the experiment was  repeated. Beyond impressive was Koko, a 300 – pound gorilla in Northern California, who  was able to learn more than one thousand signs of the sign language and several thousand  English words, moreover she scored between 70 and 95 on human IQ tests. The example of  the unbelievably humane cognitive abilities of this clever female gorilla, is even more  impressive and has a greater impact on who is reading because the primate family is  widely known as being the closest to ours.  The human race descends from the animal one, and feelings, language skills  and anything purely related and considered human has not just appeared one random day. Animals are much more similar to us than we ever thought, sensing and experiencing  emotions like sorrow, depression and excitement. Moreover they have a mesmerizing level of  intelligence, they can master sophisticatedly tool making tasks and possess qualities that the  majority of people have never even imagined. How can people merely consider our four  legged companions as just animals? It is so hard to believe and realize that still so many  human beings are treating our fellow friends with no regards. When a man unfairly treats a  creature so similar to him, who should we really consider as beast? â€Å"The more I know  people, the more I love my dog. † said Mark Twain, and the way people treat animals  depicts what kind of people they are. If we consider ourselves as people who deserve the  title of human being, we should definitely behave in the best way possible toward them,  protecting and guaranteeing them similar rights to ours, considering how similar we are.

Look at the questions

Queen Elizabeth of England was known as one of the most successful rulers of her time for a number of different reasons. She did many things right, but the most prevailing aspect of her reign was her foreign policy. She was something of a revolutionary leader during that time in a number of different ways. While other leaders were busy fighting big wars to protect themselves from danger, Queen Elizabeth found a way to keep her enemies at bay by pacifying them. She used power and influence to balance between the countries and the powers that would have otherwise been a problem during that time. Though the premise of her policy was to help England, it actually helped much of Europe as a result. For example, European powers like France and Germany were able to build their military power and their financial backing while not having to defend against a large armed force in England. Without having to look too far, one can find some of Elizabeth’s policies being utilized in the world today. In some ways, they are being used in many of the same ways that Elizabeth used her policies back in England. There are some very good examples, including the situation that is currently happening in Ukraine. Ukraine is a country that was involved with the Soviet Union for a long time, so they have struggled in the period shortly following that. The adjustment has been difficult, because the country still holds onto its Russian roots, but it is being pulled towards the Western world. Being in such proximity to both Russia and Europe, Ukraine has to fact tough questions about the direction of their country. China is a country that is always in balance between various powers, as well. On one side of them, there is Japan, who holds much of the world’s power in the financial district. One the other hand, they have to balance between the socialist nations that surround them in the South Pacific. In order to make sure that they keep a good reputation around the world, China has had to keep pacify the Western world. They are a large producer of goods, so in order to stay viable, they have to keep the important trade relationships that have been developed up to this point. On the other hand, the socialist nature of their government makes it difficult for them to relate with countries like the United States and many of the nations in Europe. In the sixteenth century, England found itself in an interesting position. In many ways, the world was changing during that time. Today, it is still a changing world, so countries still have to account for these changes. Instead of having to simply care for today, countries like China and Ukraine have to take into account what might happen tomorrow. This is why it is difficult for these countries to have an economic and military strategy that pleases everyone. Queen Elizabeth was able to balance the interests of her country and many different countries, so that they could become a power in the changing world. If England did not have such a balanced policy, then there is no way they could have charged into the new age in such that they would maintain their power into this current time.

Gamification in Education

Gamification in Education Often the term â€Å"gamification† is met with controversy, resistance and confusion, as it is not completely clear what is meant by its implementation into education. If you strip away all of the additional information that has been added over the years, gamification is simply adding elements that are usually related to games or game-like activities into the classroom. Some examples of these features include: points, a focus on competition and a clear set of rules. This does not just mean games that are used in the classroom but rather activities or tasks that have game-like features added to them. This is an important difference to note. It seems like a straightforward concept but it is usually poorly implemented within education. This misuse can range from gamification being a mild yet useless distraction right to transforming an educational program into a farce of games masquerading as learning opportunities. In this article we will look at the best use of gamification and how it can increase the overall retention of information. We will also provide a range of methods to successfully bring gamification into everyday classroom activities without it becoming a waste of the student’s time.   More Complex Than Playing Games Often students, teachers and parents make the mistake of thinking that gamification is simply adding games to the classroom. There is a famous range of games that are considered educational but this is not the same as the concept of gamification. This is explained further in a great article by Steven Isaacs. To better understand the key differences between games, game-based activities and gamification, here are some points to consider: Win or Lose? In gamification there is not always a built-in chance of losing. The purpose is to motivate the students to learn or to take action and therefore there shouldn’t be any form of demotivation. This is why the focus is always on achievement and the attainment of new goals. Content – The game features are added to the educational system rather than the focus being on content, such as with traditional games or game-based learning. This is why gamification usually has in-depth storylines, which makes it an easier and less time-consuming system to implement. Objective – The main aim for gamification is for the participants to collect points as a form of reward. This is in direct contrast with games or game-based learning, as these forms of education have strictly defined learning objectives or even no objective at all. Gamification, therefore, has a wider and more flexible learning style that means students can develop knowledge rather than immediately stopping once a certain goal has been reached. For more details there is a useful infographic that shows the major differences between gamification, games and game-like activities. In More Detail   By now you will have a better picture and understanding of what gamification really is in a general sense. This is a good start and will now allow us to shift the focus to not what it is, but rather why it is important and significant in education today. Before we look at why gamification has become widely used and what the benefits are, we must first examine a brief history of this theory. The first example of gamification came in 1896 when stamps were sold to retailers and then used to reward loyal customers. This was all put into motion by marketers that claimed great success and results in reinforcing buying behavior and company engagement. In the 70s the theory began to form with Thomas Malone publishing, â€Å"What Makes Things Fun to Learn: A Study of Intrinsically Motivating Computer Games† in 1980. After this work was published companies, such as American Airlines, Holiday Inn and National Car Rental, began implementing reward systems for their customers. While gamification has been present ever since, it was not until Nick Pelling coined the official term in 2003. For businesses, consumers and lifelong learners, gamification is now a mainstream approach and a way of life with support and funding from many official bodies. To put things simply, the growth of gamification has established a place in both the workforce and education because it has been proven to be successful, whether it is with consumers gaining rewards for flying frequently or students achieving better test results. The reason for this success is due to the fact that this approach makes any task more interactive and essentially playful. This includes: Providing Goals. This offers the consumer or the student a step or a level to get to. This means that there is a visual progress throughout the process. Keeping The Participant Motivated. Having goals is a good way to stay motivated. This, paired with being able to get rewards, keeps the learner or the consumer interested and motivated to continue to focus on the task. Constant Rewards. What is better than getting rewards for your work or for your loyalty? This gives real value to any progress that is being made.   In these ways, gamification can make anything more enjoyable and hook users into a process of learning. This means that consumers will be more likely to buy from one company or buy more often as they are being rewarded for doing so. Students will reap different educational benefits. What Teachers Can Expect From Gamification The same principles that are applied to gamification in any setting can be successfully used in the classroom. The strength of this theory in schools is something that can create synergy between classroom learning as focused on by the teacher and classroom learning becoming a focus for students. Few students would say that the normal classroom setting is playful or enjoyable. Gamification is something that changes that by giving students the goals and rewards as previously mentioned, but this can also have lasting positive effects in other areas. This process will: Motivate students to become more involved, Give teachers better tools for teaching and for giving out appropriate rewards, Encourage students to present their full capacity for learning at all times. Gamification shows students that learning can be more interactive, they can receive rewards to give value to their work and that formal and informal educational settings can combine for great results. Teachers can expect their students to be more self-motivated in the classroom. Rather than pulling teeth to get students to sit down and work through problems, they will want to work towards goals and reach those achievements on their own. Removing some aspects of having a formal learning environment can be extremely beneficial in the sense that students will not necessarily view the gamification aspects as uninteresting but rather will participate in active learning. While immediate benefits are regularly seen by teachers in the way students view the classroom, in their approach and their results, there are other advantages to consider that will follow the students throughout their learning career and life. These include: Modern Life Skills It is especially important for students to gain the skills necessary for them to enter into the 21st century as successful citizens. This means giving students access to technology and programs that will show them the real life situations. Students will develop a new framework for understanding the tasks around them and their school environment through gamification and being able to work within a reward system similar to many work situations. Deeper Understanding This theory will promote a better understanding of issues and solutions. Gamification helps students understand which problems need to be fixed, create systems of thinking that will promote a solution and maintain the effectiveness of those solutions. Students will be able to be creative throughout this process and this is actively encouraged. Promote Creative Thinking Students are able to experiment more as they learn. By testing the rules and the roles they are a part of, students will be able to understand the boundaries of the situation and of their learning. This promotes more awareness of the student’s self and abilities. Love of Learning The encouraged lifelong pursuit of learning is another side effect of introducing gamification and using it as a tool in the classroom. Students will no longer find learning a dull experience but rather something to be approached with the intent to achieve a goal and become a better person overall. Engaging the Learner Gamification, if implemented correctly, makes education more engaging and enjoyable. The learning environment can be more creative, playful and free as students have the game-like features of their education promoting a subject in a more digestible manner. The potential for gamification in practice and the results can be endless depending on how it is used and implemented. If these reasons are not enough for you to become invested in this method then we have included examples of specific learning programs and procedures that have been proven to be effective in the classroom.   The Success Stories   Gamification can be a useful classroom tool that will encourage a student’s natural desire to learn by presenting them with interesting materials and tasks with aspects of games built into them. The effectiveness of this education method has been proven time and time again. Here are some noteworthy examples: The World Peace Game. This is a political simulation for the classroom that is game-based but is more of a scenario task for students to carry out. Created by John Hunter in Virginia, this version of gamification is designed to teach the children about being a part of the global community and the complexity of relationships between different nations around the world.How does it work? The teacher introduces the information students need to interact. This is generally a scenario with details about the resources of a country, their political positions, issues they face and various other important pieces of information. The students use these facts and achieve cooperation and positive relationships. While this specific case of gamification is marketed as a game, the details give students focus and goals while they work. Pai’s Class. This is a digitally assisted learning environment for students. In this kind of classroom, students use various devices to access games, programs and the Internet in conjunction with their studies. This means that students will be learning about a particular subject or many subjects and be introduced to basic concepts using technology. This use of technology and age-appropriate graphics has increased interest and improved overall test scores. Students can reach different levels and get rewards for their success within the technology that they use. This is a school of gamification that can be used across many different age groups and with a wide range of subjects and topics. Coursera. This is an educational technology that operates collaboratively with leading universities to make their courses available to students for free. This is an example of gamification that applies to higher-level learning rather than the more commonly thought of elementary school environment. This program requires students to watch videos on their subjects of choice and then submit assignments and tests for evaluation. In this process students can level up and receive badges and rewards for their achievements. There is also a level of interaction between students to enhance the overall learning experience and create a community feeling. Bringing The Theory Into The Classroom We Haven’t Been Properly Introduced It is very difficult to immediately include a full range of gamification techniques into the classroom. Some of the most challenging aspects are: Getting students to the idea of a constant reward system, Fully understanding a potentially complex system before putting it into place, Creating the unique style of gamification that suits the specific group of students. When first starting to use gamification, it is a good idea to focus on educational games. Many classrooms have game-related activities built into the daily routine but not all focus on the concept of being rewarded, beyond the student being able to enjoy the process of learning. Including gamification concepts in the classroom is easy by gently adapting existing games that students are familiar with. By including badges, achievements, points and other aspects of the theory, any game-based activity becomes a starting point for implementing the theory as a whole. Here are some classic games that are easily transformed into tools for gamification. Scheduled Doses – A common issue with this theory is choosing the right time to include it in the daily timetable of a classroom. It is a huge task for students to go from nothing to absolutely everything they do being point-based. By selecting activities that will have a system based on points and building from there, the atmosphere will become implemented slowly and it will quickly spread to other activities, usually at the student’s request. It is important to not try to make gamification an all-or-nothing system and to integrate it into a full curriculum. One of the best places to start are grades. Instead of using the traditional system you can equate these to terms that remind students of games. This includes concepts such as: Achievements, XP points, Badges, Lives, Levels, If you are creative, then it is fun to invent all of the ways that your class’ favorite video game references can be implemented into the grading system. For some inspiration there are fantastic suggestions here. Foster Competition – It is a common theme in education to not create too much competition between students but this is crucial for gamification to be successful. There has to be a desire for points and this is important to foster, especially at the beginning. There are several ways that the teacher can encourage competition including: Leaderboards – Making the number one spot publicly means that students will know what they need to do to get higher on the board. Prizes – Whether this is something relatively small or more coveted, having a prize to reflect the achievements will help develop a competitive nature in the students. Having more of a focus than simply points has a great overall benefit on the energy levels in a classroom and the desire to achieve more through the education system. It is, however, still important to keep a balance between a cooperative and a competitive classroom. To see how to do this more effectively you should definitely check out this article.   Equalize The Playing Field It is a common misconception that gamification is only suited to extroverts. By introducing the aspects of gamification into quieter more introverted activities you will be able to level the playing field and provide the benefits to the entire class. One of the greatest tools for this is the range of apps available for quieter quizzing. The use of the app is on an individual level but the points or XP can be easily tracked and added to a collective leaderboard. This research is indispensable when you are trying to better understand how to implement gamification for both introverts and extroverts.   Common Mistakes To Avoid It is often said that the use of gamification can be potentially harmful. There are several reported reasons for this but it should be noted that the most common cause of gamification failing is due to mistakes made with the implementation of the theory. Here are some of the most common errors made by educators. They are not necessarily made by those new to gamification but they can also develop over time as the original idea becomes stale with the students in the educational system. Focusing on the successful implementation and the maintenance of that focus can really make a difference in the results observed in the classroom. Winning Isn’t Everything – One of the most common errors that educators make is crafting the classroom to be too focused on achieving points. Having students too focused on winning means that the educational value of the tasks will be lost.   The reason that this happens is almost always because the stakes are too high or the prizes are too desirable. It is the duty of the teacher to put themselves in the mindset of their student and choose prizes that are desirable enough without them becoming the main focus. This issue might seem contradictory to the push for prizes and points mentioned previously, but it should be considered how exactly this has to be done for your specific class. A good way to avoid this from happening is to keep the focus on: â€Å"Does this result in learning?† This will ensure that winning is always secondary to a learning objective. Too Much Reward – The concept of gamification is often oversimplified when it is put into place. It is a common belief that it is the achieving of goals that drives the students forward and this means they create systems that awards points or achievements almost arbitrarily. If the success is not meaningful and consistent then the students will quickly lose interest. Students need to feel like they are really progressing whilst they are earning points and getting rewards.   At first this can be a very laborious task of continually checking the reward system and keeping to strict rules, but once the students get a hang of the system it will start to regulate itself.   Not Integrating The System – Whether this is treating gamification as an isolated learning technique or not following up on a natural process, not bringing it fully into the daily schedule means it is usually a waste of time. It should be a solid part of a larger curriculum that gives students a chance to get to know the system and fully benefit from it.   This should be balanced when you first introduce this theory into the classroom so that it is not overwhelming. In the end, however, the theory should be a normal part of the overall educational approach.

Free Essays on Bolting In Wilderness Areas

Bolting In Wilderness Areas Environmental ethics in America is a fairly new train of thought in America. Few people in America even think about the ethics of what we do to the environment for our own needs and wants. The wilderness act of 1964 was made to protect a small peace of what is left of the truly natural environments left in our country. Big business, conservationists and the government are in a constant battle to decide what should and should not be allowed under this act. One of the issues that has come up in recent years is the issue of permanent bolting for climbers in wilderness areas. This issue can be seen from a couple of different angles. One can look at it from a human-interest point of view or one can look at it from a conservationist point of view. Those who see bolting in wilderness areas from a human-interest point of view have a good argument. There are a lot of climbers mainly climb on bolted climbs. These climbers are known as sport climbers and they make up a big part of the people who climb in wilderness areas and therefor a big part of the money coming into wilderness areas. These climbers would be limited to the amount of climbs they could do in a wilderness area if bolting is banned. For this reason some sport climbers would fight for the right to put permanent bolts in wilderness areas. Another reason a climber might back permanent bolting in wilderness areas is safety. With fixed bolts in the rock one can climb with a higher degree of safety than with out. The human-interest side of the argument has a lot of support not only from a lot of climbers but from big recreation companies as well. Together they have the money and political power to fight for their cause. For example, on June 1, 1998 the Chief of Forest service, Michael Dombeck, announced a nationwide ban on... Free Essays on Bolting In Wilderness Areas Free Essays on Bolting In Wilderness Areas Bolting In Wilderness Areas Environmental ethics in America is a fairly new train of thought in America. Few people in America even think about the ethics of what we do to the environment for our own needs and wants. The wilderness act of 1964 was made to protect a small peace of what is left of the truly natural environments left in our country. Big business, conservationists and the government are in a constant battle to decide what should and should not be allowed under this act. One of the issues that has come up in recent years is the issue of permanent bolting for climbers in wilderness areas. This issue can be seen from a couple of different angles. One can look at it from a human-interest point of view or one can look at it from a conservationist point of view. Those who see bolting in wilderness areas from a human-interest point of view have a good argument. There are a lot of climbers mainly climb on bolted climbs. These climbers are known as sport climbers and they make up a big part of the people who climb in wilderness areas and therefor a big part of the money coming into wilderness areas. These climbers would be limited to the amount of climbs they could do in a wilderness area if bolting is banned. For this reason some sport climbers would fight for the right to put permanent bolts in wilderness areas. Another reason a climber might back permanent bolting in wilderness areas is safety. With fixed bolts in the rock one can climb with a higher degree of safety than with out. The human-interest side of the argument has a lot of support not only from a lot of climbers but from big recreation companies as well. Together they have the money and political power to fight for their cause. For example, on June 1, 1998 the Chief of Forest service, Michael Dombeck, announced a nationwide ban on...

Ergonomics Lifting Lab †Anatomy Essay

Ergonomics Lifting Lab – Anatomy Essay Free Online Research Papers Ergonomics Lifting Lab Anatomy Essay Abstract The purpose of the experiment was to determine the moment of force as well as the shear and compressive forces acting on the lumbar spine (L4/L5) during two different lifting techniques – crane and bent knee. The experiment included photographing an 81.14 Kg male lifting a 20Kg mass 25 cm off the floor using each of the lifting techniques. The photographs were then used to calculate the moment of force of the erector spinae for the crane (250.3Nm) and bent knee (273.4Nm) lifts. The moment of force was used to calculate the force produced by the erector spinae in the crane (5006N) and bent knee (5470.2N) methods. The shear and compressive forces of the erector spinae were also calculated for the crane method – shear (530.49N), compressive (5312.3N) and the bent knee method – shear (351.35N, 158.32N) and compressive (5821.5, 6061.8N). The two measurements presented for the bent knee method indicate the two different angles of L4/L5. The calculations indicate that the bent knee method would be preferred in preventing low back pain as it causes lower shear forces on the L4/L5 region of the spine. Introduction: Second only to the common cold, low back pain is the most prevalent affliction of man (Borenstein, 1995). Approximately 80% of the total population is affected by this problem sometime in their life, thus it cannot be ignored. With respect to the working community, back pain is the most common musculoskeletal condition with 25% of all working men being affected by low back problems, forcing one out of twenty-five to change jobs (Anderson, 1989). Work related risk factors include repetitive lifting; particularly in forward bent and twisting positions, exposure to vibration and predominantly static work posture. These problems peak at the age of 40 for men and 50-60 for women. Due to occupations requiring less physical work, women have a decreased incidence of low back pain in comparison with men, giving improper lifting of heavy weights (Anderson, 1989). However, a decrease in the quality of life and increase in the level of stress can have dramatic effects on the productivity of society. Low back pain has been clearly established to be triggered by lifting (Moore, 1992). More importantly, improper lifting techniques have been implicated as the major cause of work-related low back pain (Fathallah et al., 1998). Recurrences are frequent, and three or more episodes have been reported in 30 to 70% of afflicted patients (Moore, 1992). The combination of lifting, bending and twisting is believed to be quite stressful to the spine because of the load moment. Weight, speed of the lift, location of the load and posture of the trunk are also important factors to consider (Anderson, 1989). Compressive and shear forces are two primary forces that affect the lumbar spine (Garg, 1992). The vertebral body is the first structure to fail with compressive and shear forces causing the vertebrae to move forward and down relative to the vertebra below it (Adams and Dolan, 1995). With respect to this lab, the compressive force rises from 500 N during standing to 1900 N when stooping to lift a 10 kg weight (Adams and Dolan, 1995). Incidence rates of low back pain are nine times higher when compressive forces are greater than 650 kg (6500 N) (Anderson, 1989). In this lab, we will examine the biomechanics of the crane and bent knee methods of lifting using a static model. We will determine the moment of force on the back extensor muscle group as well as the force acting on the lumbar spine. To find these values, the load on the lumbar spine (L4/L5) will need to be calculated. The weight of the body, arms, an external force (weight) and the erector spinae will also be considered. The erector spinae is the key extensor muscle of the vertebral column (Moore and Agur, 1996) while L4/L5 is critical for forward flexion and extension of the low back region (McGill and Norman, 1986). Due to the small moment arm (5 cm) between the erector spinae and L4/L5, small forces applied during lifting can produce large internal muscle forces (Garg, 1992), resulting in low back problems, and more specifically, chronic pain. With the incidence of low back pain rising consistently, physiotherapists are at the forefront of creating techniques and treatments that relieve low back pain. Traditionally, these treatments have been aimed at â€Å"living with the pain† and recently more active mobilization techniques are being implemented (D’Orazio, 1993). The focus is now on understanding and teaching the mechanical principles involved in lifting, rather than simply teaching a particular technique. Because low back pain is often a result of repeated stress over time (Garg, 1992), and not merely a one time accident, physiotherapists have to understand the relationship between individuals and job-related factors and the resulting risk of injury to the worker (Moore, 1992). This understanding of the biomechanics of lifting will result in improved patient education and adherence to prevention and treatment plans. Methods: The subject of this experiment was a twenty year old, 81.14Kg male with no previous history of back pain. Anatomical landmarks were placed on the subject to define segments for the calculations. In order to have these markers visible in the photograph, the subject wore shorts and removed his shirt. These anatomical landmarks were positioned in specific areas; they included: the auditory canal, glenohumeral joint, ulnar styloid process, C7/T1 spinous process and the L4/L5 vertebrae at the anterior superior iliac spine. These landmarks were represented by florescent markers and were positioned in the sagital plane of the subject so that they were visible in the digital photograph. Two separate photographs of the subject were taken. Each consisted of the subject being positioned parallel to a solid backdrop situated a few meters in front of the camera. Located on the backdrop were reference markers placed a meter apart (for scaling purposes). The subject was photographed lifting a 20 kg mass at a height of 0.25 m above of the ground using two separate techniques. The first photograph was of the subject exhibiting the â€Å"crane† method of lifting. In the subsequent photograph the subject utilized the â€Å"bent knee† technique. These digital recordings were then transferred to the computer where they were printed off for the purpose of static analysis (Appendix A B). The mass of each segment was determined by using values from Soderberg’s anthropometric data (Soderberg, 1986). The mass was calculated by multiplying the subject’s total mass (81.14Kg) by the percentage of total body weight of the particular segment. Thus, to determine each segmental force, the segmental masses were simply multiplied by the gravitational force. The purpose of the aforementioned landmarks was to serve as a means of determining the segmental lengths of the subject. These body segments consisted of the head and neck, thorax and abdomen, the upper arm and the forearm. In order to determine the actual length of the body segments, they were first measured in the photograph (in centimeters) and then converted into actual length in meters using the scaling factor. We were then able to use these segmental lengths to determine each segment’s centre of mass. This was calculated by multiplying the segment length (from the photographs) by the proximal distance of the COM taken from Soderberg’s anthropometric tables (1986). In determining the moment arm lengths of each segment and the load, we first drew a vertical line through the L4/ L5 axis on the photographs. By measuring the perpendicular distance from the centre of mass to the axis of rotation, we were then able to calculate the true moment arm lengths using our scaling factor. See pictures for drawing of the moment arms (Appendix A B). Prior to calculating the muscle moments of force, the muscle force, and the shear and compressive components of the Joint Reaction Force, several assumptions had to be made. These consisted of: 1) no acceleration (static equilibrium); 2) angle of vertebral body from horizontal during the crane lift was 60 degrees, and 35 15 for the bent knee lift; 3) no antagonistic muscle action; 4.) Moment Arm Length (MAL) of erector spinae (ES) muscle is 0.05m; 5) Force of ES acts perpendicular to the vertebral body, which is a compressive force; 6) Single muscle equivalents. Results: Table 1. shows the results of the calculations which can be seen in Appendix E. The results indicate that the moment of force of the erector spinae muscle is greater for the bent knee method of lifting than for that of the crane method by 23.2Nm. Table 1. also demonstrates the muscle force of the erector spinae when using the two different lifting techniques and shows clearly that the bent knee method causes a 464.16N larger force on the erector spinae than the crane method of lifting. The shear and compressive forces are also reported in Table 1. The crane method shows the lowest compressive force (5312N) and the highest shear force at 520.49N. The bent knee method (at both angles of L4/L5) shows higher compressive and lower shear forces. When the spine was bent at a 35 º angle a compressive force of 5821.48N is seen and a shear force of 351.35N; when bent at a 15 º angle the compressive force was 6061.8N and the shear force was 158.32N. Overall this demonstrates clearly that as the angle of the spine at L4/L5 increases as the compressive force decreases. The opposite is true for the shear force on L4/L5; as the angle increases the shear force also increases. Table 2. shows the moment of force for each body segment which was then used to calculate the moment of force of the erector spinae seen in Table 1. The calculations for the data found in these tables are presented in Appendix E. Table 1. A comparison of the moment and muscle forces of the erector spinae muscle and the compressive and shear joint reaction forces on that muscle during two different lifting techniques – crane and bent knee. Method of Lifting Moment Force of Erector Spinae (Nm) Muscle Force of Erector Spinae (N) JRF Compressive on L4/L5 (N) JRF Shear on L4/L5 (N) JRF Resultant (N) Crane 250.3 5006 5312.3 530.49 5338.72 Bent Knee 15 273.5 5470.16 6061.8 158.32 6063.87 Bent Knee 35 273.5 5470.16 5821.48 351.35 5832.1 Table 2. Moment of force for each body segment, calculations in Appendix E Segment Moment of Force (Nm) Head Neck 42.95 Thorax Abdomen 47.13 Upper Arms 24.2 Lower Arms 12.62 Box 123.4 Discussion: The purpose of this study was to determine and compare the moment of force of the erector spinae muscle group, as well as forces acting on the lumbar spine, between the crane method of lifting and the bent knee method of lifting. In this study, the moment of force of the erector spinae muscle group was determined to be 23.2Nm greater during the bent knee method of lifting compared to the crane method of lifting (Table. 1). The bent knee method has a greater moment of force because all the segment moment arm lengths (MAL) are larger than they are for the crane method (Table 2 Table 4). The definition of moment of force is the MAL of the segment(s) multiplied by the force acting on the segment(s) (Neumann, 2002). In addition, because the MAL for the erector spinae muscle group was 0.05m for both the crane and bent knee method, the MALs of the body segments plus the 20kg box were the only changing factors. Therefore, the extra moment of force of the erector spinae in the bent knee method is due solely to the increased distance to the center of mass of the box and body segments from the L4/L5 vertebrae. The force of the erector spinae muscle group was also larger during the bent knee method compared to the crane method (Table. 1). The magnitude of the force generated by the erector spinae muscle group is directly proportional to the erector spinae’s moment of force. Therefore, because both the force and the moment of force of the erector spinae muscle group are directly proportional, the MALs are the only changing factors. Potvin et al.’s study (1991) obtained similar results concerning the moment of force of the erector spinae muscle group. They implemented five trials of crane and bent knee lifts that involved increasing weights for each trial. In their trial with a 22kg weight the moment of force of the erector spinae muscles were 269.5Nm for the crane method and 275.6Nm for the bent knee method. Frankel and Nordin (1989) however, obtained data contrary to this study. Their results showed that the crane method had a larger moment of force of the erector spinae group than the bent knee method. Fortunately these contradictions can be explained by comparing MALs in both studies. Frankel and Nordin (1989) point out that the moment of force of the erector spinae muscles can be significantly increased during the bent knee method if the object’s distance from the body is increased. In their study, the moment of force of the erector spinae muscles increases from 151Nm when the object is close, to 212.5Nm when the object is farther away. Thus, the fact that the MAL in this study is longer in the bent knee method than the crane method suggests that the object in this study was farther away than in Frankel and Nordin’s study. It is of note that there are a number of factors that contribute to spinal load during lifting and carrying. These factors are important for the physiotherapist and are as follows: 1) The objects position relative to the spine’s center of motion, 2) the spine’s degree of flexion and or rotation and 3) the size, shape, weight and density of the object (Frankel and Nordin, 1989). The anatomical structure of the spine allows for the vertebrae to withstand a significantly larger compressive joint reaction force (JRF) compared to a shear JRF (McGill, 2002). More specifically, McGill (2002) states that the tissue tolerance in vitro for compressive forces is 10,000N while it is only 2800N for shear forces. In addition, according to NIOSH the maximum permissible limit (MPL) for lifting is a compressive force of 6400N and a shear force of 1000N. The significant difference between the MPL of compressive force compared to shear force on the lumbar vertebrae can be explained by the anatomy of the spine. The spinal cord is positioned in the body predominantly on a vertical axis. Furthermore, throughout the vertebral column each vertebra is separated by a vertebral disc containing vertebral fluid designed to cushion forces on the spinal cord. Therefore, because the definition of a compressive force is to push two ends of an object together the vertebrae are better able to withstand compressive forces than they are shear forces which act to slide ends apart. The compressive JRF in this study was greater for the bent knee method compared to the crane method (Table. 1). The bent knee method had a compressive force of 5821.5N when the L4/L5 vertebrae had an angle of 35 degrees and 6061.8N when the angle was 15 degrees. The crane method had a compressive force of 5006N at an angle of 60 degrees (Table. 1). A higher compressive force for the bent knee method is expected due to the angle on the L4/L5 vertebrae being smaller than the crane method angle. The compressive JRF occurring at the L4/L5 vertebrae is measured by taking the Sine of the angle to which the segment weights are acting (Table. 3). In addition to the Sine component of all the segment weights the muscle force of the erector spinae muscles is added because we are assuming that the orientation of the erector spinae muscles allows for compressive JRF only. The erector spinae muscles are positioned practically perpendicular to the inferior and superior surfaces of the vertebr al discs and parallel to the line of the vertebral bodies (McGill Norman, 1987). Therefore, the greater the spinal angle, the larger the Sine component determining the compressive JRF will be. In other words, the more erect your posture during lifting, the greater the compressive force acting upon your vertebrae. Potvin et al’s study (1991) has similar findings on the compressive JRF during the two methods of lifting. In support of this study their findings were that the bent knee method creates greater compressive forces on the L4/L5 vertebrae than does the crane method. The shear JRF in this study was greater for the crane method than the bent knee method (Table 1). Particularly, the shear JRF for the crane method, which has a spinal angle of 60 degrees, was 530.5N, while it was 158.3N for the bent knee method at 15 degrees and 351.35N for the bent knee method at 35 degrees (Table 1). Shear JRF is determined by the Cosine of the spinal angle multiplied by the sum of the external weights. This explains the shear JRF being greater for the crane method than the bent knee method. In other words the more you bend over when lifting the greater the shear forces on your L4/L5 vertebrae. Shear JRF is considered to be more damaging than compressive JRF during lifting, in relation to low back pain (Potvin et al., 1991). The crane method of lifting has the greater shear force and, according to Potvin et al., is the more dangerous lifting method. However, it should be noted that the shear JRF during the crane lift was only 53% of the MPL, while the compressive force during the bent knee lift, at a spinal angle of 15 degrees, was 95% of the MPL. Therefore, even though shear forces are considered to be more dangerous in terms of lumbar vertebrae, the crane method only exerted a shear JRF that was half of the MPL. Thus, upon lifting a 20kg weight the shear JRFs are of no great concern. It should be noted that although the crane method is only producing a shear JRF that is half of the MPL, cumulative shear over a given period of time has been shown to be very important as a metric risk to injury (Norman et al., 1998). A number of assumptions have been made during this study that could have affected the results. Two of the assumptions made for this study can be looked at together. 1) The erector spinae muscle group is studied as a single muscle equivalent, and 2) the MAL for the erector spinae is 0.05m. McGill and Norman’s study (1987) examined the erector spinae muscle group using the individual muscles and found that the MAL for the erector spinae should be 0.075m rather than the previous accepted 0.05m. This 50% increase of the MAL is determined by reassessing all the active extensor tissues that act under an equivalent MAL. In another study, the MAL of the erector spinae muscle group was 0.06m (Dennis and Barrett, 2002). Therefore, the implications to this study is that there is an under estimate of the erector spinae muscle group force. Increasing the MAL used would significantly lower the compressive JRFs of the crane and bent knee methods away from the MPL. No antagonistic activity is another assumption made in this study. There has been some debate on the role of abdominal muscle activity during lifting. Zetterberg et al. (1987) found that there was above minimal antagonistic activity of the abdominals during lifting. It has been hypothesized that intra-abdominal pressure creates a tensile force as well as an extensor moment on the lumbar spine (Bartelink, 1957 and Morris et al., 1961). If this hypothesis is true it still doesn’t specify the force and extensor moment the abdominals produce at different positions of the spine. Therefore, in this study the antagonistic force of the abdominals would not be differentiated between the bent knee and crane method of lifting. As a result, if there was discrepancy because of antagonistic abdominal force it would not alter the results of the forces obtained on the lower back. The last assumption that will be looked at is that the study was performed under static equilibrium. Static equilibrium has been used numerous times in the literature (Dennis Barrett, 2002; Granata Wilson, 2001; Kozey et al., 1990; McGill Norman, 1985). Static equilibrium is used frequently when interpreting the forces acting on lumbar vertebrae during lifting. However, according to McGill and Norman et al.’s study (1985), using a static model gave lower lumbar moments of force as well as lower compressive JRFs compared to a dynamic model. The implications of the static model having values less than the dynamic model is that the actual stress the lower back is subjected to during lifting may be greater than the static model predicts. Therefore, lifting tasks that are under the MPL may actually be above the MPL, putting the subject in danger of lower back injuries. The objective of the study is to determine the forces acting on the lower back during lifting. The crane method compared to the bent knee method is analogous to a flexed spine compared to a neutral spine. In accordance with our study, McGill (2002) states that the flexed spine creates a greater shear JRF than does the neutral spine. More specifically, McGill (2002) states that maintaining a more neutral lordotic posture, while lifting, will reduce the shear JRFs to about 200N from 1000N. The reduction in the shear force is due to the extensor moment created by the extensor musculature. The extensor moment creates a posterior shear force that supports the anterior shear forces produced by the upper body (McGill, 2002). Additionally, the lumborum fibers help protect against anterior shear and the interspinous ligament helps resist posterior shear of the superior vertebrae, while maintaining a neutral spine. However, during lumbar flexion, the lumborum fibers cause a loss of the fiber’s oblique angle, causing loss of protection again anterior shear, while the interspinous ligament contributes to anterior shear on the anterior vertebrae (McGill, 2002). Furthermore, the risk of a shear injury during lumbar flexion is 10% versus a compressive injury being only 3% (McGill, 2002). Thus, it is plausible to deduce that a method of lifting that increases the shear JRF has a higher risk of injury than a method that has a lower shear JRF. In relation to this study, the crane method increases the shear JRF and therefore has a greater risk of inducing injury than the bent knee method. Conclusion: The purpose of this experiment is to determine which lifting technique (crane or bent knee) is the most effective in limiting the stress on the L4/L5 region of the spine. The results indicate that the bent knee method induces a lower shear force on this region of the spine and therefore is a better and safer lifting technique. Although the bent knee causes greater compressive forces than the crane method it is still safer because shear forces are what tend to cause injury and pain. The results indicate that the moment arm length is naturally shorter when an object is lifted using the bent knee method because of the natural position of the body. The shorter moment arm length leads to lower forces on the erector spinae. Also demonstrated is that a smaller angle of the vertebrae leads to lower shear forces. These results demonstrate clearly that a smaller vertebral angle and a smaller moment arm length will lead to lower forces on the erector spinae. 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The activity of individual trunk muscles during heavy physical loading. Spine, 12 (10), 1035-1040. Appendix D Table 3. Presentation of mass, weight, length, moment arm length and calculation of moment for the crane lift. Segment Mass (Kg) Weight (N) Length Measured (m) Actual Length (m) MAL Actual (m) Moment (Nm) Head Neck 6.57 64.386 0.024 0.178 0.667 42.95 Thorax Abdomen 28.8 282.24 0.075 0.556 0.167 47.13 Upper Arms 4.54 44.492 0.0525 0.389 0.544 24.2 Lower Arms 2.6 25.44 0.046 0.341 0.496 12.62 Box 20 196 0.6296 123.4 Table 4. Presentation of data calculated in Appendix E showing the shear and compressive forces of the crane method with a spinal angle of 60 º. Segment Weight (N) Weight*Sin30 (Compressive N) Weight*Cos30 (Shear N) Head Neck 64.386 32.193 55.76 Thorax Abdomen 282.24 141.12 244.43 Upper Arms 44.492 22.246 38.53 Lower Arms 25.44 12.72 22.03 Box 196 98 169.74 Table 5. Calculations of mass, weight, length, moment arm length and calculation of moment for the bent knee lift lift. Segment Mass (Kg) Weight (N) Length Measured (m) Length Actual (m) MAL (m) Moment (Nm) Head Neck 6.57 64.386 0.023 0.177 0.654 42.108 Thorax Abdomen 28.8 282.24 0.072 0.554 0.208 58.7 Upper Arms 4.54 44.492 0.052 0.4 0.546 24.29 Lower Arms 2.596 25.44 0.045 0.346 0.561 14.27 Box 20 196 0.715 140.14 Table 6. Presentation of data calculated in Appendix E showing the shear and compressive forces of the bent knee lifting method with a spinal angle of 35 º. Segment Weight (N) Weight*Sin55 (Compressive N) Weight*Cos55 (Shear N) Head Neck 64.386 52.74 36.93 Thorax Abdomen 282.24 231.2 161.89 Upper Arms 44.492 36.45 25.52 Lower Arms 25.44 20.84 14.59 Box 196 160.55 112.42 Table 7. Presentation of data calculated in Appendix E showing the shear and compressive forces of the bent knee lifting method with a spinal angle of 15 º. Segment Weight (N) Weight*Sin75 (Compressive N) Weight*Cos75 (Shear N) Head Neck 64.386 62.192 16.66 Thorax Abdomen 282.24 272.6 73.05 Upper Arms 444.492 42.98 11.52 Lower Arms 25.44 24.573 6.36 Box 196 189.3 50.73 Appendix E Calculations: Conversion factor Appendix A = 7.41 Conversion factor for Appendix B = 7.69 Sample calculation for conversion of measured length to actual length: Crane method 1m = .135m 1/.135 = 7.41 = conversion factor 0.024m (measured length of head and neck) * 7.41 = 0.178m (actual length) Sample calculation for Moment of Force MAL * Weight of Segment = Moment of Force 0.667m * 64.386 = 42.95Nm Sample Calculation for Moment of the Erector Spinae: Crane method 0 = ?M 0 = -MES + MH + MT + MUP + MLA + MB MES = 42.95 + 47.13 + 24.20 + 12.62 + 123.4 MES = 250.3 Nm 250.3Nm/0.05m = 5006N Bent Knee method 0 = ?MES 0 = -MES + MH + MT + MA + MB MES = 42.108 + 58.7 + 24.29 + 14.27 + 140.14 MES = 273.51Nm 273.51Nm/0.05m = 5470.16N Sample Calculation for compressive component of individual body segments: Crane method Weight*Sin30 64.386*Sin30 = 32.193N Sample Calculation for Compressive component of Joint Reaction Force (JRFC) 0 = JRFC – FH – FT – FA – FB FES(c) JRFC = 32.193 + 141.12 + 22.246 + 12.72 + 98 + 5006 JRFC = 5312.3N Sample Calculation for shear component of individual body segments: Crane method Weight*Cos60 64.386*Cos30 = 55.76N Sample Calculation for shear component of Joint Reaction Force (JRFS) Crane method 0 = -JRFS + FH + FT + FA + FB JRFS = 55.76 + 244.43 + 38.53 + 22.03 + 169.74 JRFS = 530.49N Research Papers on Ergonomics Lifting Lab - Anatomy EssayDefinition of Export QuotasTrailblazing by Eric AndersonThe Hockey GamePersonal Experience with Teen PregnancyBionic Assembly System: A New Concept of SelfInfluences of Socio-Economic Status of Married MalesAssess the importance of Nationalism 1815-1850 EuropeIncorporating Risk and Uncertainty Factor in CapitalCapital PunishmentAnalysis Of A Cosmetics Advertisement