Constitution, Elitist or Democratic free essay sample

Apart from the most important individual values, optimal orgasms and a gentle death, the most important social values are freedom and safety. In many instances, safety is a prerequisite to freedom, which is why a strong government is usually needed. A government can come into existence via different routes. One of the possible routes is to be elected, more or less directly, by the people. This is what we call a democracy. Whether this government later interferes with the personal freedom of the people or not has very little to do with the fact that it was established in a democratic way. As a matter of fact, a democratic route of establishing a government often has lead, and leads, to governments that interfere to a high degree with the personal freedom of the people. Hitler was democratically elected. Saddam Hussein came to power in a democratic succession. The Iranian government is democratically elected. We will write a custom essay sample on Constitution, Elitist or Democratic or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page All of these governments have not been, and are not, dedicated to preserve or grant personal freedom. The US is a democracy, but it also is the world’s most advanced police state. Whether a country is a police state or not has nothing to do with the question of how a government came into power, whether democratically or by any other way. To characterize a country as a police state just means that the police have wide-ranging power over the lives of the country’s citizens. And this is certainly the case in the US. It doesn’t really matter where the power of the police originates from. Whether it stems from power vested into the police by summary decree, or from a huge body of written legislation and regulations, as in the case of the US. It’s a very common misconception anywhere in the world to equate â€Å"democracy† with â€Å"freedom†. Democracy just means that a large number of largely incompetent voters are allowed to decide who should lead a government. In the Philippines, largely incompetent voters often elect movie stars as president, senators, mayors, and even city councilors. Stupid Filipinos just vote for their favorite actors, and want to know nothing about the potential leader’s political ideas. In Indonesia, former dictator Suharto always enjoyed much backing from the female part of the population. Why? Because he was perceived as being good-looking. In Islamic countries, when the people are called for to elect leaders in a democratic process, they vote for those candidates recommended by the prayer leaders in the mosques, because people are misguided into believing that it will give them credit with god. The best constitution is only as good as a Supreme Court can guard it and a government wants it guarded. At the end of the day, the freedom of the people does depend on those in power. If they are strong, the government itself may infringe liberties, and if they are weak, they can’t provide the safety to stop neighborhood rule by mafia types, talibans, feudal landlords or other repressive micro-organizations. Plato, who felt contempt for governments established by a vote of unqualified people, recommended that benevolent philosopher kings hold power. The constitution started with the people in mind. Over the last 200 years it has been modified ten times over, and isnt becoming any more people friendly. With all the amendments implemented into the constitution, it is becoming more vague as to who the constitution backs up. What areas of the constitution could be considered elitist? How about the 7th amendment? Do you think the right to a fair trial is to protect the average citizen? I think not. I believe a right to a trial is so the elites who commit crimes could have a chance to get off scott free. The 15th amendment gives people the right to vote? But who? Elite WHITE MALES! Even though the 15th amendment states â€Å"should not be denied of any state by race, color or previous condition of servitude. So how long did it take to finally incorporate women into the voting game? Women werent able to vote, but colored people were allowed to? So were women the real bottom section of the totem pole? It looks like it to me. They allowed women to vote with the creation of the 19th amendment â€Å"Womens Suffrage† 16th amendment The incorporation of income taxes from â€Å"any† source of income Wow the elites get more greedy everyday What about our personal freedoms? Looks like the government got involved with that too, when they banned our rights to drink liquor, or even import the stuff. The 21st amendment â€Å"Repeal of Prohibition† took a personal freedom from us. But I bet the Elites were still getting drunk, and having a good old time President Roosevelt â€Å"Gold confiscation† of April 5, 1933 made it illegal to hoard gold coins, certificates, and bullion because of the federal banks misfortunes. Doesnt that violate our rights? Those who were forced to hand over their belongings had earned their keep. Were elitist effected? Not that I have seen, in any text.. There have been countless times where the average citizen breaks a law, and goes to jail for it. On the same note, its a government official. The government official may get his hand slapped and may get fined, but I cant ever remember seeing one get jail time

The Oedipus complex Essay Example

The Oedipus complex Paper Psychoanalytical criticism, developed by Freud, is a way to interpret authors, and other artists work, making connections between the authors themselves and what they actually create. The Oedipus complex is a psychoanalytical theory where a child has the unconscious desire for the exclusive love of the parent of the opposite sex. The desire includes jealousy towards the parent of the same sex and the unconscious wish for that parents death. It usually occurs between the ages of three to five and is a normal developmental process of human psychological growth. The stage is usually ended when the child identifies with the parent of the same sex and represses its sexual instincts. Freud believed that all people experienced the Oedipus complex but many researchers in psychoanalysis believe it develops as a result of a persons environment and does not occur in everyone. Freud believed the complex could stay in the unconscious mind and affect the person in adult life.? Within Hamlet the Oedipus complex can be applied to Hamlets character. Hamlet still isnt over his fathers death, and the appearance of the ghost of his father at the start of the play fuels his anger to take revenge, but he delays killing Claudius throughout the play. This is because unconsciously he admires Claudius, because he has fulfilled Hamlets own unconscious wishes of killing his father and marrying his mother, a father killd, a mother staind, which is exactly the position Hamlet would like to be in. The Oedipus complex can appear to be reflected in Hamlets behaviour in Act III Scene IV. We will write a custom essay sample on The Oedipus complex specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Oedipus complex specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Oedipus complex specifically for you FOR ONLY $16.38 $13.9/page Hire Writer From the start of the scene Hamlet is talking to his mother with anger and resentment. He is disgusted with her for marrying her dead brothers wife; You are the Queen, your husbands brothers wife (III, IV, 14). This is because unconsciously he feels he should be in Claudius position, of being King of Denmark, and being married to Gertrude. Things start getting very heated between Hamlet and Gertrude and he shows his disapproval of their relationship; In the rank sweat of an enseamed bed, Stewd in corruption, honeying and making love Over the nasty sty! (III, IV, 92-94). At this point Hamlet sees the ghost of his dead father appear before him to remind him of what his purpose is, which distracts him and interrupts their heated conversation. The ghost appearing at this particular moment could be seen as Hamlets unconscious creating the image of his father to stop something happening with his mother. Hamlet then warns his mother But go not to mine Uncles bed (III, IV, 161) because he doesnt want her sleeping with Claudius, or being close to him because he wants her for himself. Act III Scene iv is a crucial part of the play for a director when deciding whether to interpret the play with the Oedipus complex in mind or not, because there is so much dialogue interaction between Hamlet and his mother, more so than other scenes in the play and because it is easy to identify the Oedipus complex in this scene. Looking at this scene especially, in different film versions different directors have interpreted it in different ways. In Zefirellis 1990 film version, Act III Scene IV has been performed with strong reference to the Oedipus complex in mind.? Oliviers 1948 production is performed with only a slight reference to the Oedipus complex in the way the characters interact with each other.? In Brannaghs 1996 film version, there is no direct reference to the Oedipus complex in Act III Scene IV at all.? Freuds theory can be applied to the text as a whole as well as just Act III Scene IV. In Act I Scene ii this is the closest Hamlet gets to confronting Claudius about the marriage to his mother. He talks to himself about it straight after Claudius and the rest of the court have left She married -O most wicked speed! (I, II, 156) but it is still directed at Gertrude not Claudius because unconsciously he cant blame him. And throughout the whole play he never says anything about, or to Claudius, being incestuous for marrying his brothers wife. After Hamlet sees the ghost of his father and is told by it to take revenge for his murder, Hamlet pretends to be mad, unconsciously, to delay killing Claudius. The Oedipal complex explains why Ha mlet delays killing him and is unable to take direct action, through out the whole play. Claudius has coincidentally fulfilled Hamlets unconscious fantasies. After the Mousetrap play is performed and Hamlet knows for sure that Claudius is guilty of his fathers murder, he still doesnt take action, but chats with Rosencrantz and Guildenstern, O, the recorders. Let me see one. (III, II, 36). He doesnt realise he is doing this, and so wont think that Claudius will stop him from telling people and he does. He sends Hamlet to England. Before Hamlet pretends to be mad, he is deeply in love with Ophelia, I did love you once (III, I, 115). But when he is pretending to be mad he tells her bluntly that he no longer does, which hurts her so much that she kills herself! The desire for his mother is so much that he no longer cares about Ophelia. Surely if he realised what he was doing, he wouldnt have done it because he cares for her. But he doesnt realise and unknowingly plays a part in her death. When Hamlet finally does take action against Claudius in Act V Scene II (the final scene), it is only after Gertrude is dead that he is able to kill Claudius. This is because Claudius is no longer a projection of Hamlets unconscious mind so he now takes revenge for the murder of his father and his mother. When applying the Oedipus complex to Hamlets character, it can be a valid interpretation. The behaviour of Hamlet, and his actions through out the play, shows how the theory can be applied, as it is in film versions by Zeffirelli and Olivier. But there is actually little textual evidence to support the idea. The only way it can be applied is by looking at it as a deep Freudian interpretation. If taken at face value with out reading into it as much, it is difficult to see the theory applied in the text, although it can be seen if a director has chosen to interpret it this way. As Shakespeare wrote Hamlet, and it was being performed, in the seventeenth century, the Oedipus complex and Psychoanalysis would not have been applied, as it was only developed in the twentieth century by Freud. This means that at the time, it would not have been performed with the Oedipus complex in mind. In Elizabethan England It most likely would have been performed simply as a play to entertain the audience and would have been understood by them to be a revenge tragedy which were popular types of play at the time. Act III Scene IV is a major part of the play for a director when deciding whether to interpret the play with the Oedipus complex in mind or not. In Brannaghs film version, there is no evidence of the Oedipus complex being applied to the scene, or the play as a whole. With out applying the Oedipus complex, Act III Scene IV can be presented in different ways. From the start we know Hamlet is still not over his fathers death; Do not for ever with thy vailed lids Seek thy noble father in the dust. (I, II, 70-71). He has so much pent up anger and emotion from the death of his father and the hasty marriage between Gertrude and Claudius, he doesnt know what to do. Act III Scene IV can be presented as a point where Hamlet finally releases all his anger because Claudius has just shown his guilt from his reaction to the Mousetrap play. This leads to the confrontation with his mother, where he shows his dislike for their marriage, Mother, you have my father much offended (III, IV, 9), and where he warns her to stay away from Claudius But go not to my uncles bed (III, IV, 161). He is so angry he has no hesitation in killing the person behind the arras, especially as he thinks its the king. The play can be presented at face value, simply as a story of revenge as it would have done at the time it was written. I think the Oedipus complex is a valid interpretation of the text when psychoanalysed and can be performed well with the theory in mind, but it is a twentieth century interpretation. In the seventeenth century when it was performed, it would have been written to be performed as entertainment. The performers would of performed it to entertain the audience and the audience would of understood it as it was performed, not my looking into the text and looking for deeper meanings.

Definition and Examples of Prepositional Adverbs

Definition and Examples of Prepositional Adverbs In English grammar, a prepositional adverb is an  adverb  that can also function as a  preposition. Unlike an ordinary preposition, a prepositional adverb is not followed by an  object. An adverb is a word used to describe or modify a verb, an adjective, or another adverb. Adverbs can help describe how an action is performed (carefully, happily, quickly), when an action takes place (before, after, daily, weekly), or where an action takes place (here, there, inside, outside). A preposition, meanwhile, is a word used to show direction, location, or time (on, at, over, near). It is a word that introduces a prepositional phrase, which usually ends with an object. Prepositional phrases include expressions such as on the ground, by the store, and near the wall. English words that can function as prepositional adverbs include the following: about, above, across, after, along, around, before, behind, below, between, beyond, by, down, in, inside, near, on, opposite, out, outside, over, past, round, since, through, throughout, under, up, within, and without. Phrasal Verbs Prepositional adverbs  (also called  adverbial particles) are also used to form  phrasal verbs. These are idiomatic expressions, usually consisting of a verb and an adverb or a verb and a preposition, that form a single semantic unit. Examples include phrases such as see to, pulled up, call on, give in, and hold back. Phrasal verbs are also known as compound verbs or multiword verbs. What makes them unique is the fact that their meaning is not the sum of their parts, as Grover Hudson points out in Essential Introductory Linguistics. Hudson offers the example of throw[ing] up, an action that doesnt involve either throwing or a direction up. Another good example is call off, meaning to cancel. The meaning of the verb call is transformed by the addition of the prepositional adverb off, creating an entirely new meaning. A single verb can be made into several different phrasal verbs, each with their own distinct meaning, by adding different prepositions. For example, the verb come can be turned into come up (with) (to think of an idea), come in (to enter), come across (to find), or come forward (to offer information).   Examples One way to spot prepositional adverbs is to look for prepositions that do not have corresponding objects. In many cases, these words are serving as adverbs: We were playing records, Mama, listening to the radio, just hanging around. Mama, just hanging around.(Annie Lou in Waiting for MacArthur, a play by P. Paullette MacDougal. Dramatic Publishing, 2003)Ring-a-ring-a-roses,A pocket full of posies;Hush! hush! hush! hush!We’re all tumbled down.(Kate Greenaways Mother Goose or the Old Nursery Rhymes, 1881)He called her up, she said oracularly, he called her up, and asked her to keep you at the telephone, so he could talk to Miss Louise. A thankless child is sharper than a serpents tooth.(Mary Roberts Rinehart, The Circular Staircase, 1908)After he finished wiping his shoes, he stepped inside.In the last quarter of the game, their fans cheered them on.In the middle of the investigation, an informant came forward with valuable information.As they passed by, they saw all kinds of amazing sights through the window of the train. In each of these examples, the adverb (around, down, up, inside, etc.) is a word that can also serve as a preposition. In each case, though, the word is not used to  form a prepositional phrase. In other words, each preposition (which functions as an adverb) appears without an object, making it a prepositional adverb. Pure Prepositions vs.Prepositional Adverbs In The Elements of English Grammar, George Philip Krapp writes that [t]he difference between the pure preposition and the prepositional adverb is illustrated by the following two sentences: He ran up the stairs.He ran up a bill. In the first sentence, stairs is the object of up. The expression up the stairs is a  prepositional phrase  modifying the verb ran. In the second sentence, however, bill is not the object of up, and up a bill is a not a prepositional phrase modifying the verb ran. Rather, the word up is acting as a prepositional adverb modifying the verb ran. Together, the two words form the phrasal verb ran up, an expression whose distinct meaning has nothing to do with the act of running.

Not for Profit and For Profit Companies Under the same Leadership (why Essay

Not for Profit and For Profit Companies Under the same Leadership (why it can happen) - Essay Example The authors’ results indicate that the risk propensity of entrepreneurs/not-for-profits companies are greater than that of managers. However, both are successful. Moreover, there are larger differences between entrepreneurs/not-for-profits companies whose primary goal is venture growth versus those whose focus is on producing family income. Results also underscore the importance of precise construct definitions and rigorous measurement. The research question of the journal was clearly defined. MacMillan, Siegal, and Narshimha (1994) examined the methods that venture capitalist use to assess the senior managers of new ventures prior to making an investment decision. The lack of theory and empirical research in this area has led scholars to call for studies which examine the process of management team assessment in venture capital due diligence, as cited by Siegel, Siegel and MacMillan, 1993. This research article assessed that more research is needed on this subject matter, how ever the research question of the journal article was clearly defined: there is a correlation between entrepreneurship behaviors and success. . ... The articles offer insight into the complex balancing act that thriving entrepreneurism must execute to generate support form distinct stakeholder markets. The value this research provides is insight on thriving entrepreneurs/not-for-profits companies and financial success. The correlation between successful entrepreneurs/not-for- profits companies depicts the behavior pattern of the individuals’ capacity to build relationships with private investors, foundations, venture capitalist or Angels instead of with the stakeholder’s monies. In turn, the literature suggests that a thriving entrepreneur’s financial success is in how they treat the people who fund their cause. This reflects a dominant logic of causation; taking a particular effect as giving and focusing on selection between means to cause this effect (Sarasvathy, 2001). The network theory, which is a social network approach, views organizations in society as a system of objects joined by a variety of relat ions. The goal of this empirical research analysis is to show that the behavior trait of being a builder of relationships is the cause of a thriving entrepreneur’s financial success. This example is seen through the transition towards defining strategy as a perspective rather than a position, meaning that strategy is seen in wide terms, as the â€Å"theory of the business† (Drucker, 1994). However, the element of entrepreneurial leadership is not clearly present in the empirical evidence. Entrepreneurial leadership is defined by Coven and Slevin (1991) as consisting of the following: the nourishment of an entrepreneurial capability, protection of innovations that threaten

Discuss the extent to which you feel modern tourism brings either more Essay

Discuss the extent to which you feel modern tourism brings either more advantages or disadvantages to popular tourist areas - Essay Example Either ways so tourism has become very important for nations, specially those blessed with the natural beauty,a vast culture,heritage and history .Nations amongst these include most of Europe,Malaysia,Maldives,India and America.These countries have changed the way tourism was thought about like.To facilitate the customers of tourism,these nations did not only create hotels and motels but also satisfied tourists with the creation of a whole new dynamic infrastructure just to accommodate tourists near to the site.Online packages of all kinds including flight bookings,accommodation and transitions making it easier for a person to arrange for these things after the arrival.Other than this hotels also offer the service of airport pick and drop.People have made touring a part of their life.Tourism has been developed very well and hugely invested apoun as it was seen as the potential export.Every penny a household saves, one third of it is spent on travelling as it has not only been markete d well but become like a luxury and a way to ease out from the daily life activities. Popular tourist destinations around the world like Switzerland,America,Paris and turkey are all places that provide a unique selling point in terms of tourism.These place are either naturally blessed or part of some historical civilization or even artificially(manmade) designed very well.May it be the famous Eiffel tower of Paris, the statue of liberty in America or the canals and churches of Venice, these places attract tourists.For the tourist area the biggest advantage is the economic factor ofcourse as tourism creates employment for a huge population living in that country(Singh,2010). If tourists do not come to the destination, those persons directly involved in tourism for example, the straw vendors, the taxi drivers, retail storeowners etc., could be unable to pay their bills. If they are unable to make money they could

Tackling Inactivity in Disabled Young People

Tackling Inactivity in Disabled Young People Introduction In accordance with the Equality Act 2010, disability requires an individual to have mental, physical, sensory impairment and chronic diseases to be classified disabled. Therefore, the individuals disability is considered to have long-standing influence on their ability to carry out the normal day-to-day activities (EA, 2010). Carlon et al. (2013) and Frey et al., (2008) both state that the challenges that disabled children face in everyday life can mean that they see sport and physical activity as something which is beyond their reach. Children with disability participate less in physical activity compared to their peers. Less than 2 in 10 disabled people (18 %) in England are taking part in sport once a week meaning that disabled people are more than half as likely to be active as non-disabled people (39%) (EFDS, 2014). This data is based on adults with disability, which reflects on young children with disability. The reasons for inferior levels of partaking in physical activity or sport for children with disability are diverse (Heah et al, 2007). The aim of this report is to identify and analyse the key barriers faced by disabled young people at each of the stages using the Behaviour Change Model, by recognising two barriers at each stage that are placed in the context of existing research or reports. As well as reviewing and justifying, the most effective actions to reduce or remove barriers faced by disabled young people at every stage, by drawing evidence based solutions to overcome those barriers from past pr ogrammes, research or reports. An individuals impairment influences on their ability to carry out the normal day-to-day activities, so it is generally not something that inspires them. However, their attitudes and motivations are more likely to be driven by one or more of the following key values of; Maintaining health, independence, having relationship, progressing in life, having fun and having a positive self-image (EFDS, 2014). For that reason, persuading and inspiring children with disability to participate, the opportunities provided to them needs to be connect with these values that are important to them rather than their impairment (EFDS, 2014). Pre-contemplation At this stage, sport is not even considered a possibility; a lack of awareness of other individuals with a disability taking part in sport can act as a barrier and may not be aware of others participating in sport. Where these individuals have had limited or no exposure to others taking part, it brings about the assumption that people with disability either cannot or do not do sports. As a result, sport is not seen as an option for them (Porter, 2001). Maloney et al., (1993) found that the key barrier to participation was an individuals impairment, those with several impairments were less likely to be involved compared to those with one impairment. Societal stereotypes negative attitudes, of disability and a lack of acceptance by others are also well recognised barriers to participation according to Jones, (2003) and Kang et al., (2007) as they inhibit interest in physical activity among children with a disability (Tsai and Fung, 2005) In addition, Sports and disability convey negative stereotypes that are often represented by the media, these generate social barriers for the disabled, in the extent of social perception (Barton, 2001). Those hurdles can be overcome with more positive exposure in the media, such as a similar campaign as This Girl Can but for those with a disability (Sport England, 2017) The 2012 Paralympics Games has provided inspiration and role models for people with disabilities to become involved in sport at all levels, as well as helping to change the perceptions of many amongst the non-disabled population regarding what people with disabilities are capable of (Ferrara et al, 2015) Contemplation At this stage, the individual is aware of possible benefits and start to consider the possibility of participating in sport. However, they have not made the decision to participate yet, they are still weighting the pros and cons of taking part (Porter, 2001). Attitudes of significant others is crucial at this stage, parents and families are key to whether a child with disability is physically active. Parents are a childs key supporter in their participation both practically and financially (Trost et al, 2003). in spite of this, they can act as a barrier if they share concern or lack of confidence about the individual with a disability participating in sport. According to Porter (2001) this is a problem for Dependants and Unconfidents; Dependants lack confidence and tend to be reliant upon others. Unconfidents are the middle ground of Dependants and Independents and are more willing to participate. Another barrier faced at this stage is lack of awareness of appropriate sporting environments. Arthur and Finch (1999) found that lack of information held by individuals with a disability prompted to low awareness of the possible appropriate sport facilities and sporting activities. Both barriers can be overcome by Effective Advertising that could inspire participation by including information on skill levels, instruction, program goals, transport and staffing (Anderson et al, 2005). As well as distributed locally where the target group can get hold of it, it should be inviting particularly for first time users (Anderson et al, 2005 and Hunter, 2009). Also, programmes such as the 5 Star Disability Challenge, they use sport to positively challenge negative attitudes and misconceptions about people with disabilities. 37,319 children from 256 schools and community organisations participated in the project since its been launched in 2009. The programme uses disabled sports people to deliver an awareness raising presentation to pupils in schools and parents, followed by a practical sport sessions that allows children the opportunity to complete a circuit of fun based challenges each based on a Paralympics sport (DSNI, 2014) Preparation At this stage of the behavioural change, they still have not started participating. However, they starting to value potential benefits and are considering what is available (Porter, 2001). A barrier at this stage is lack of appropriate activities. Paciorek and Jones (2001) state that access to facilities and the equipment required are the reason that the majority do not take part. Programmes such as Disability Sport Donegal set up in Ireland can overcome those barriers; this association intends to give kids a chance to take part in various activities that incorporate Boccia and martial arts. They build up the program for inclusion into physical activity for children with disability likewise form an association with nearby schools to incorporate youngsters in sport. With the inclusion inside schools, they can then create programmes outside of school and offer chances to impaired youngsters and grown-ups to participate in sport clubs that provide fun, safe environment and facilities that are required to provide a more extensive range of sporting activities for those with a disability (Sport Ireland, 2007). Action At this stage, individuals have started participating in sport for the first or first few times, a barrier could be the attitudes or behaviour of others. Adversities towards people with a disability include other facility users. DePauw and Gavron (1995) established that students held negative and stereotypical attitudes for people with a disability being included in sporting Activities. Arthur and Finch (1999) saw a relation concerning the negative attitudes of other facility users, which shaped the lack of motivation and confidence for those with a disability. This doesnt effect Independents as much, since they do not let their disability define them and do not allow it to limit their approach to life nor are they influenced by attitudes of others (Porter, 2001) Changing attitudes is difficult, however contact theory proposes that the experience of becoming more acquainted or working with somebody with a disability, can emphatically change dispositions (Shields et al, 2007). Another barrier as reported by Lockwood and Lockwood (1997) and Doll-Tepper (1999) the subsistence of inadequately trained service providers, inflexible programmes and unsuitable activities are of concern. As stated by Anderson et al. (2005) and Stuart et al., (2006) disability awareness and training programmes for staff and peers may limit misconstruing about the necessities and capacities of individuals with a disability. Moreover, it can help in developing knowledge and skills on how to facilitate sporting activities for those with a disability (Jones, 2003) and encourage peer interaction to create a welcoming environment. Positive interactions offer opportunities for friendship for children with disability such as building relationships, which is a key value for them (Hunter, 2009). Confirmation At this stage, the individual would be Active, regularly participating with the values and benefits of sport confirmed (Porter, 2001). A barrier at this stage is Withdrawal of Support or Discontinuation of Activity. DePauw and Gavron (2005) state the loss of physical and emotional support is a factor that can cause people with disability to withdraw from taking part in sport, one example being that the individual has no-one to go with to the sporting facility. According to Arthur and Finch (1999) this represents an issue for the Dependants and Unconfidents, as they require assistance and moral support. Whereas, Independents dont let their disability define them and do not allow it to limit their approach to life nor are they influenced by attitudes of others (Porter, 2001) Furthermore, lack of infrastructure to support development in sport is also a barrier at this stage, For those looking to participate at a higher level there is often a lack of awareness as to how to proceed to the next stage, a lack of support or encouragement from either significant others or official sporting bodies, as well as a lack of opportunities for identifying individual coaching or development needs. (Porter, 2001) These Barriers can be overcome by providing programmes such as Red Star Athletics club in Scotland. They provide coaching every week for your chosen sport to all types of people with disability by trained staff. They provide links to athletes into mainstream clubs; encouraging athletes to be involved in all aspects of the club such as players/athletes and coaching. Provide opportunities to gain coaching qualification and for those who want to develop further they provide elite sports development. Finally, they provide good role models in the wider community (Porter, 2001) Conclusion With the Programmes and initiatives already in place, more work needs to be done to make them successful, without those programmes people with disability would not be able to participate in sport or physical activity. More initiatives should be developed as well as making existing initiatives more accessible by improved promotion and information. Regular exercise and consideration for inclusion in physical activity for people with a disability is as vital as it is for their active peers. Experts working with individuals with disability ought to enthusiastically motivate participation in sports and physical activities. An improvement for individuals with disability in sport and physical activity is needed, as there is a considerably low level of participation in sport for reasons beyond their control. Therefore, more should be done to eradicate barriers that society has placed (Barton, 1989). According to Yuen et al., (2007) the development of initiatives can increase participation an d disability in sport can progress and offer opportunity to individuals where participation would be inaccessible. Reference Anderson, M., Bedini A., Moreland, L. (2005) Getting all girls into the game: physically active recreation for girls with disabilities. 23(4):78-103. Arthur, S. and Finch, H. (1999) Physical activity in our lives: qualitative research among disabled people. London, Health Education Authority Barton, L. (1989) Disability and Dependence, Falmer, Basingstoke Barton, L. (2001). Disability, Politics and the Struggle for Change. London, David Fulton Publishers Capel, S. and Whitehead, M. (2015) Learning to teach physical education in the secondary school. 4th edn. Oxon: Routledge. Carlon, S., Shields, N., Dodd, K., Taylor, N. (2013) Differences in habitual physical activity levels of young people with cerebral palsy and their typically developing peers. 35:647-55. DePauw, K. and Gavron, S. (1995) Disability and sport. Champaign-Illinois, Human Kinetics. Disability Sport Northern Ireland. (2014) Annual report http://dsni.co.uk/files/97174_Disability_Sports_NI_Annual_Report_14-15.pdf. Accessed on 06/03/17 Equality Act. (2010) http://www.legislation.gov.uk/ukpga/2010/15/body, (Accessed 04/03/16) Fitzgerald, H. (Ed.) (2008) Disability and Youth Sport. London: Routledge. French, D., Hainsworth, J. (2001) Obstacles and opportunities in the provision of sport for disabled people. Managing Leisure. 6:35-49. Frey, G., Stanish, I., Temple, A., Physical activity of youth with intellectual disability: review and research agenda. Adapt Physical Activity. 25:95-117. Heah, T., Case, T., McGuire, B., Law, M. (2007) Successful participation: The lived experience among children with disabilities. 74(1):38-47. Hunter, D., (2009) A phenomenological approach: The impact on families of sports participation for a child with a physical disability. United States, Texas Jones, B., (2003) Barriers to participation in community recreation programs encountered by children with disabilities in Maine: perspectives of parents. 28(2):49-69 Kang, M., Zhu, W., Ragan, G., Frogley, M. (2007) Exercise barrier severity and perseverance of active youth with physical disabilities. 52(2):170-6. Kate, F., Jan, B., and Hayley, M. (2015) Public Attitudes Toward People With Intellectual Disabilities After Viewing Olympic or Paralympic Performance: Adapted Physical Activity Quarterly. 32:19-33. Human Kinetics Paciorek, M. and Jones, J. (2001) Disability Sport and Recreation Resources 3rd edn. Cooper Publishing Group Porter, S. 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Deforestation: Its Devastating Effects on South American Rainforests Es

Introduction Tropical rainforests are the Earth?s oldest, richest, most productive, and most complex living ecosystems. They are located throughout many of the world?s continents including South America, Africa, and Asia and are defined by a few specific factors. Their location must be within the regions of the tropics and they must receive between 4-8 meters of rain per year (compared to about 1-2 meters in the United States). These forests also have no ?seasonality?, which means that they lack a definite dry or cold season of slowed growth. Rainforests are the most valuable environmental entity on this earth as they provide the world with the majority of its species of animals and plants, food resources, and medicines. Because of their extreme importance, rainforests are also being used for economic and social welfare. The rate of habitat destruction has increased to 2.47 acres per second, 214,000 acres each day, and about 78 million acres each year. Rainforests house more than half of the living organisms on Earth, but 50,000 of these species are becoming extinct in these unique regions per year. That translates into 6 species per hour and 137 species each day. These worldwide numerical rates show the urgency that is required to save these precious forests. Information involving the destruction occurring in South America currently and in the past will offer a more intimate view concerning the effects of rainforest deforestation. Characteristics of South American Rainforests Overview South America, with its rich and far reaching tropical forests, is a key example of the harsh realities of tropical rainforest depletion. Countries such as Brazil, Bolivi... ... shelter, materials, oxygen, medicine, and wealth. The economic profit and modernization available from these vast stretches of resource-filled land, entices both companies and consumers to take advantage of the environment. This ignorance and selfishness has led to the nearly complete devastation of these great resource treasures. Without these regions, much of the species on Earth would suffer to the point of extinction. It is obvious that unless consumption is slowed significantly and these areas of diversity are allowed to maintain and regain their dominance over the South American landscape, not much time will pass before their complete disappearance is a reality. With a combined effort from many developed countries around the world and the governments of the native rainforest nations, salvation can be achieved for these priceless South American rainforests.