Global Issues in Youth and Community Development Essay

Global Issues in Youth and Community Development - Essay Example One of the ways this is achieved is through enhancement of local-global development themes that can be practiced locally through learning from the larger global context; this is particularly because globalization has transformed the world into a ‘global village’ (Sallah, 2014, p.6). Technological developments in communication now enables youth across the world to learn from each other and interact in real time through social networks and other platforms that are increasingly being used to enhance community development education (Bourn and McCollum, 1995, p.26). The main theme under discussion in this paper and for which an education manual will be prepared is self-enhancement of youth through small and micro enterprise. Self-enhancement of youth through enterprise is a theme that has been promoted and encouraged in the local and global contexts in many countries across the globe (Bourn, 2008, p.11). As indicated above, many programs and projects continue to emerge in both developed and developing countries across the world with the aim of streamlining the energy and innovativeness of youth towards socio-economic development (Cohen et al., 2013). Globalization and the internet have brought about the concept of the ‘global village’, this is based on the fact that is now possible for communication to take place between people globally in real time. Young people can therefore be able to learn what their peers are doing at the local level in other parts of the world while they are also able to share their activities through the sam e channel to a global audience (Sallah, 2014, p.8). This implies that youth can learn from each other globally as well as locally with regard to development of small and micro enterprises for their socio-economic enhancement and advancement of their communities. Youth self-enhancement through enterprise is a significantly useful theme as it targets the most active and viable portion of

Public policy problem Essay Example | Topics and Well Written Essays - 2000 words

Public policy problem - Essay Example Generally speaking, a person is considered obese when that individual has more body fat than is considered healthy for their particular age, height and gender. Though obesity is normally only regarded as a grown-up problem, their kids face even greater risks associated with the condition. While other types of physical conditions may be easier for children to hide under their clothing or to mask in various ways, obesity is impossible to hide under clothing and too often leads to them being teased or otherwise tormented by cruel jokes by their misunderstanding schoolmates. The disapproving stares and negative looks from other adults and children greet them every time they meet another set of eyes. This often unconscious response on the part of other people can contribute to severe emotional damage that often lasts a lifetime. Even when the excess weight is lost, these psychological scars can drastically impact the child’s ability to achieve the level of fulfillment and happiness that should be every child’s right. The physical consequences of obesity are also unacceptably extensive. It is widely acknowledged that obesity can significantly lower life expectancy despite the person’s age. With obesity now accepted as being at pandemic proportions, it is of supreme importance to identify the common causes of obesity as well as the most effective methods of treating it to help children overcome the social and personal drawbacks of being overweight. One of the most disturbing features of obesity is its close association with more than 30 adverse health conditions and countless psychological ramifications. Increasingly, younger persons are starting to experience arthritis of the hips, back, hands and knees as a result of the long-term misuse their bodily systems must endure. The possibility of breast cancer is doubled for people who are obese as compared to people who maintain a somewhat stable weight as an adult or ‘normal’ weight as a child. Other cancers such as esophageal, gastric, endometrial and colorectal cancers are also much more common among the obese, even those at younger ages. It seems pointless to list the elevated risk of cardiovascular disease because of obesities direct correlation with higher levels of cholesterol in the bloodstream which blocks arteries of the heart (â€Å"Health Effects†, 2002). This problem is aggravated in obese persons due to their veins being more constricted. This has the effect of impeding oxygen transmission to bodily tissues and provoking complaints of sleepiness, general fatigue and breathing problems. Predictably, all of these side effects and other associated risks of obesity or just being overweight have a negative impact on a child’s rate of growth and their general ability to develop. â€Å"Even for children, obesity can increase the risk of stroke and hypertension, a statistic supported by the fact that more than 75 percent of people who suffer fro m hypertension are obese†

Form and Structure Essay Example for Free

Form and Structure Essay As an AS drama group, we carried out certain exercises on narrative structure, to identify ourselves with that used in the play. For instance, we each acted out a scene, illustrating an everyday activity such as waking and getting up. We then narrated these scenes first in the first person narrative, then in the third. This enabled us to identify with how Brecht wished his actors to perform, as by narrating our own actions in the third person narrative, we were detaching ourselves from the parts we were playing, and so were not thinking emotionally what should this character think and feel now, but rather thought, how should this character appear. This also enabled us to understand how the process of taking photographs of scenes and trying to identify what was occurring within that scene, helped Brecht decide if his actors were performing correctly. The Verfremdungseffekte were designed to expose the familiar; Brechts actors were to present things in their concrete reality so that the audience would be encouraged to think about what had given rise to situation depicted, in this case Hitlers, or Uis rise to power, and therefore consider ways to change those conditions in the future. * The Resistible Rise of Arturo Ui is divided into 15 scenes, some of which are subdivided into several sections identified by letters. These 15 scenes are then divided almost equally into 2 acts. This symmetry gives the play a degree of continuity, enabling it to flow smoothly. Scene 8 displays a structure unique from that of other scenes throughout the play. It is the scene in which the innocent fish is on trial for potentially burning down Hooks warehouse. He is being tried before a corrupt judge caused by the manipulation of the judicial system by Ui and his underlings. This scene is divided into seven parts, a to g. Each of these parts is shorter in length than that preceding it, hence quickening the pace of the play and building tension within the scene. The shortening sections also highlight Fishs plunge into a prison sentence, that which he is undeserving of.

The scope and limitations of Reiss text typology

The scope and limitations of Reiss text typology Reiss translation-oriented text-typology provides a systematic approach to translation. More interestingly, it approaches translation at the text level. This essay will examine Reiss typology with focus on Parting the Waters, published in National Geographic, a monthly magazine that borders on science, geography, history and culture. REISS TEXT-TYPOLOGY Reiss sees translation as an act of communication whereby the translator acts as a medium (secondary sender). This presupposes that a message has to be passed across, from a primary source to a target receiver. The major media are the source language and the target language. The aim here is to produce a target language text that is functionally equivalent to the source language text (Reiss 2000:160). This means the source text should be the consultative point for the translator. In order to achieve this functional equivalence, Reiss proposes a functional approach of text-typology. This approach takes into account the major communicative function of a source text as a basis for translating into the target text. In other words, a target text that does not have the same function as the source text is not entirely a translation, but what Reiss calls transfer. Reiss text-typology includes a two-phase approach in translating a text: Phase of analysis and phase of reverbalization. The analy sis phase basically involves establishing the text type, genre and style (linguistic form).The phase of analysis is the most important as that is what would inform the translation method to employ. Text-type of Parting the Waters Reiss identifies three text-types according to their communicative function namely: the informative type (communication of content), the expressive type (communication of artistically organised content) and the operative type (communication of content with a persuasive character). There is another hyper-type which she calls the audio-medial text type. This is more of a super-ordinate term for the other three and does not concern the text in question since it is a written text. Parting the Waters can be seen chiefly as an informative text type; first given the context of the text: magazine and second because it gives factual information about a place: Korea, and the geographical events that take place there. The translation strategy recommended in this case by Reiss should thus focus on conveying content. Text variety of Parting the Waters This stage has to do with the conventions of structure and language adopted by the text. However, Reiss explains that they may differ according to different cultures. The importance of this is to be able to find a functionally equivalent convention in the target text culture. In this light, Parting the Waters is a kind of popular scientific text. This suggests also that it seeks a wider audience other than scientists. This leads to the final stage of analysis: style. Style in Parting the Waters The final stage of analysis has to do with detailed semantic, syntactic and pragmatic analysis of the language use (Reiss, 2000:166). Ordinarily, one would expect that when a text is an informative type, even the language used should be such that it is aimed only at giving facts. But that is often not the case, as Reiss herself admits, not in one single language do form and function show a 1:1 relation (2000:166). Hence, looking at the text, one would find a similar occurrence. The text has expressive language such as the internal rhymes: tides, divine, divide; of 15 feet. There is also an allusion to a biblical story: not divine interventions, an expression that answers the presupposition in the title itself Parting the Waters. Reiss thus considers this stage of analysis the most important, as the translator is faced with a decisive battle on what would inform the translation: the language or the function of the text. At this point, Reiss posits that if using an equivalent language style may weigh on the content of the text, then the translator should stick to the predominant function of the text. Translating Parting the Waters to Yorà ¹bà ¡: limitations Taking into consideration the content-focused function of the text, the translator is expected to employ a method that would achieve the same function as that of the target text by translating according to the sense and meaning (Reiss 2000:167). This suggests that the meaning conveyed by the target text should be equivalent to the meaning in the source text. Being a popular science text, and specifically about geography, Parting the Waters has terms such as peninsula, southwestern, mile, width, feet, and spring. While some of them might have some kind of equivalence (i.e. peninsula, mile width), a climatic description like spring poses a problem because Yorà ¹bà ¡ neither has a word nor group of words for it. This is basically due to the different weather conditions. The question is: what should the translator convey here? This is important because spring as used in the text plays a major role in the content; by telling us when an event takes place. The only alternative here would be to replace the word with the time of the year this season occurs in Korea. The problem with this is that it might change the meaning, as the sense of season is different from the calendar year. To solve this translation problem, the translator could adopt Nidas gloss translation of formal equivalence, that is, the use of footnotes in order to make the text fully comprehensible (Nida 2000:129). What this means is that Reiss method is not sufficient to solve this translation problem. The expression divine interventions in the text makes allusion to a biblical story about the Red Sea. This could be because the author had a target audience in mind and presumes they know about the story in the Bible. Although this can also be linked to the use of expressive language, it is however difficult to ignore the fact that this type of language use plays a role in the text- to maintain the interest of the reader. If the original audience for the source text were specialists, there is doubt as to whether expressive language would have been used at all, since all that would be needed are facts. The question is whether or not to include it in the translation. The answer to this is dependent on another question: who are the audience? Sacrificing the expressive form might change the text to an entirely scientific or historic one. This means a different readership, as it may not appeal to a common reader. The problem here is that Reiss method overlooks the fact there is an address ee for even an informative text type. She acknowledges this only in the text variety stage. However, communication itself is not complete without a receiver, in this case the readers. The title, Parting the Waters, also draws attention. It first makes the reader think of the biblical story of the Red Sea, and then makes a reader assume that is what the text is about. But this effect can only be achieved based on a shared knowledge between the author and the reader about the biblical story of the Red Sea. This assumption too must have been informed by the fact that the author had an audience in mind. However, the author quickly attends to this curiosity and possible misconception by the following opening sentence Tides, not divine interventions, divide Unfortunately, the target language (Yorà ¹bà ¡) audience is a mixture of different religions. In this text the title performs an expressive function, but that is not to say its predominant function is expressive. Since it is an informative text, one would expect again that the title would be informed by the major content being conveyed. But this is not the case. Moreover, attractive titles seem to be a common featu re of this genre. This is also a common feature of Yorà ¹bà ¡ magazines (Salawu 2004:100). The question here is: since content is the aim, should the target title be informed by the content alone and leave the use of expressive language? This of course is possible, as Reiss already advises on ignoring such language use especially if it will weigh on the content. Thus the translation can simply have à pa-Õnà   Ã’kun Korea which means The Path between Korean Waters. The consequence of this however is that it might not appeal to the wider audience except a few, specialists. This brings up again the question: who are the audience? Reiss considers this an appropriate factor only when the function of the target text is different from the source text (Reiss 2000:170). What her typology fails to recognise is that both source and target texts can have the same function (as in the case of Parting the Waters) but different addressees. CONCLUSION While Reiss translation-oriented text-typology provides a systematic method of approaching a translation task, it does not provide a complete solution to some problems in English to Yorà ¹bà ¡ translation of Parting the Waters. This suggests that it is not absolute that a text function will provide a translation strategy. Fawcett (1997: 107) makes this same point: There is simply no necessary link between text function and translation strategy. Just because we have identified a text functiondoes not mean that we are led inexorably to any logical or translation-scientific imperative to take this function as an overriding parameter to which we subordinate our translation decisions. (Fawcett 1997, p.107) This further suggests that other translation theories are valid and useful to the extent to which they proffer a solution to a translation problem.

Effective Approaches to Prevent Teen Pregnancy Essay -- essays researc

Effective approaches to prevent teen pregnancy After reading numerous articles and abstracts in regards to the ever so intriguing topic of teen pregnancy, I’ve come to a conclusion which is a little different than I had expected. Before reading any of the literature on teen pregnancy, I was under the assumption that the sex education classes provided in school were an extremely effective weapon against unwanted teenage pregnancies. Of the literature references that I’ve used and those of which I have haven’t chosen to extrapolate on, many have reported results based on random surveys while others have conducted quantifiable research to reach their findings. In an article by Dryfoos J in the Planned Parenthood Review, Dryfoos mentions some methods that have been proven to slightly impact the teenage pregnancy issue. The article, â€Å"Preventing teen pregnancy: what works,† the author tells us of what’s necessary for any program designed to prevent teen pregnancy to be effective. He states â€Å"To avoid unintended pregnancy among young persons, two conditions must be met: they must have the capacity and a reason to want to control their fertility.† This means that a teenager must have a reason to prevent herself from becoming pregnant as well as the means to do so. There are programs currently in place which help to provide a means to an end to this problem. They include family life education and birth control services. Programs which assist in providing a reason to not get pregnant include quality of life programs and expanding opportunities programs. Based on studies performed, two trends are emerging. These studi es indicate that sex education can enhance knowledge but little evidence shows that these school based sex education programs have sexual activity or contraception use. Also, evaluations on the method of problem-solving have shown a reduced amount of risk-taking behavior as well as increase in the use of contraceptives for sexually active teenagers. Another article that I chose was the Journal of Adolescent Health by K. A. Hacker, Y. Amare, N. Strunk, and L. Horst entitled â€Å"Listening to youth: teen perspectives on pregnancy prevention.† This article gives statistical evidence of a teen’s perspective on pregnancy prevention. This article gives us a very convincing detailed analysis of their survey including percentages of students who felt a particular wa... ..., as I have discussed before – what is being taught to students is not the reality of the topic, but a non-controversial â€Å"G† rated version of the dangers of early sexual activity. I believe that neither of the two solutions will work without the other. Parents must speak to their children regardless of how awkward it may feel in addition to better and more informative education on the sexuality and its repercussions. Bibliography Dryfoos J. â€Å"Preventing teen pregnancy: what works.† Planned Parenthood Review, October,   Ã‚  Ã‚  Ã‚  Ã‚  2002, pp. 6-7. Hacker, Karen A; Amare, Yared; Strunk, Nancy; Horst, Leslie. â€Å"Listening to Youth: â€Å"Teen   Ã‚  Ã‚  Ã‚  Ã‚  Perspectives on Pregnancy Prevention.† Journal of Adolescent Health, April, 2000,   Ã‚  Ã‚  Ã‚  Ã‚  pp.279-288. Somers, Cheryl L.; Fahlman, Mariane M. â€Å"Effectiveness of the 'Baby Think It Over' Teen   Ã‚  Ã‚  Ã‚  Ã‚  Pregnancy Prevention Program.† Journal of School Health, May, 2001, Vol. 71 Issue 5,   Ã‚  Ã‚  Ã‚  Ã‚  p188, 9p. Wood, B. Daniel. â€Å"Teens, sex, and power of parents.† The Christian Science Publishing Society,   Ã‚  Ã‚  Ã‚  Ã‚  September, 2002.

training of an athlete Essay -- essays research papers

Training of an Athlete   Ã‚  Ã‚  Ã‚  Ã‚  When training a football player, or any athlete for that matter you want to make sure that they are not smoking. Smoking is very harmful and addictive to the body and causes increased airway resistance. When smoking is done it takes 24 hours to clear the poisons from 1 cigarette. The effects of smoking can be damaging for life by causing heart disease, cilia damage, throat cancer and other many life-treating effects. If an athlete is smoking the results of smoking they will see will be decreased endurance, decreased ventilation, decreased Max VO2, and decreased oxygen capacity. For athletes to be able to perform at their best it is important for them not to be smoking.   Ã‚  Ã‚  Ã‚  Ã‚  When training or playing games endurance athletes will sometimes experience something that is called â€Å"second wind†. Second wind is the feeling of relief upon making the necessary metabolic adjustments to a heavy exercise intensity. The major change that takes place for â€Å"second wind† to happen is when there is a changeover from labored breathing which is called (dyspnea) to normal breathing which is called (eupnea). This respiratory adjustment however is only a reflection of metabolic adjustment to the exercise intensity. The way that â€Å"second wind† is most likely explained is by a change in skeletal muscular efficiency as increasing muscular temperature brings it on.   Ã‚  Ã‚  Ã‚  Ã‚  When an athlete is training there is some type of pain experienced in the lower lateral aspects of the thoracic wall this pain is called â€Å"stitch in the side†. This is caused by the body making a respiratory adjustment to an intense exercise such as distance running. A â€Å"stitch in the side† usually occurs when the body is adjusting to new metabolic demands, it is believed that ischemia of either the diaphragm or intercostal muscles are the cause. Scientist have not been able to find any scientific evidence to explain the cause of â€Å"stitch in the side†.   Ã‚  Ã‚  Ã‚  Ã‚  Innervation is the stimulation of the heart and how the heart is stimulated. The heart is stimulated by four parts starting first with the SA node- a wave of excitation begins in the sa node and travels throughout the heart. The wave of excitation is then sent by way of ephaptic conduction in the atria to the AV node, this is located at the ... ... sprinting a 40 and then walking a 40.   Ã‚  Ã‚  Ã‚  Ã‚  The frequency training for interval training is as follows. For an endurance athlete distance and time is the key to glycogen storage, never use both distance and time training in the same day, 4-7 day workout plan is usual for about 12 to 16 weeks, quarter mile intervals are most widely used training method. For a speed athlete a 3 week plan should be used, must build up ATP a CP stores, for sprinters it is not uncommon to work 5-6 time a week, year round hard and easy day alternate is most widely used training method with a pulse vs. time and recovery plan. Cross training is also another form of training that can be used for either endurance or speed athletes, when cross training make sure you pick a sport similar to the sport your are training in.   Ã‚  Ã‚  Ã‚  Ã‚  When taking and using pulse as an indicator it is important to remember these guidelines; never use thumb, the carotid or radial pulse is acceptable, use light pressure when taking pulse, must take pulse within 10 seconds of stopping, allow recovery no longer than a heart rate of 132, and most important never work of a heart rate of 180.

The Elevator Response to Lit

Response to Literature: â€Å"The Elevator† Par ·a ·noi ·a- noun. A mental disorder characterized by systematized delusions and the projection of personal conflicts. In the short story â€Å"The Elevator,† William Sleator uses fear and paranoia to drive his main character to a compelling resolution. The main character’s (Martin’s) fear of elevators created an imaginary obese monstrous woman who intimidates him every time he rides the tiny exhausted elevator. In the beginning of â€Å"The Elevator,† the setting is set up at a decrepit building with eighteen floors.The elevator is the root of fear for the weak, thin Martin. Sleator implies this by writing, â€Å"Of course he always felt uncomfortable in elevators, afraid that they would fall, but this one was especially unpleasant. † By stating this, it proves that Martin already had a mild phobia of elevators and the fact of this matter is that this particular elevator appeared to be ver y worn out and only big enough to hold 2 people. When he first encounters a gargantuan woman on the elevator, at first he is disturbed and then mentally disturbed for the rest of the day until he encounters her again after school ends.After every confrontation, Martin’s anxiety grows. In the rising action of this horror story, immediately after Martin spots the plump lady already on the elevator again, he bolts down the stairs. In the process, he snaps his leg while sealing his unfortunate fate. Sleator expressed, â€Å"Martin had broken his leg and needed to walk on crutches. He could not use the stairs now. Was that why the fat lady had smiled? Did she know what would happen? † He broke his leg, which means that he is obligated to use the elevator.Now he will have more confrontations with his worst nightmare. His fear of this woman is what caused him to run away from her in the elevator and break his leg. Finally, in the climax, Martin is abandoned by his father and left alone in the elevator. Before long, the whale-like woman gets on the elevator and corners Martin. The end is sealed with, â€Å"The door closed and the elevator began to move. ‘Hello, Martin,’ she said, and laughed, and pushed the Stop button. † This quote was important because this is the first time we see the fat lady speak and actually do something.Her increased actions have instilled an overbearing fear within Martin and have now made him insane. Have you ever had a bad experience with an elevator? Well, in this case, Martin has and his broken leg proves it. His fear evolved every time he rode the elevator. Martin’s fear was shaped into a living nightmare because his phobia was so immense. It drove him to the point of insanity and that is why the story ends at a cliffhanger. If William Sleator didn’t use fear as the focal point, then story wouldn’t be interesting as a horror-based narrative should be.