Fashion Essays - Equipment, Clothing, Sports Equipment, Free Essays

Fashion Essays - Equipment, Clothing, Sports Equipment, Free Essays Fashion Fashion is everywhere these days. If youre not wearing something fashionable, youre just not cool. Most people realize this in the good old U.S.; but there are the occasional bad apples. This is where I come in. Im here to help some of these people out with choosing fashionable attire. And what better way to show it than in snowboarding, one of the most popular sports in the world. Here Ill show you how to choose everything from underclothing to goggles. Most people would say that underclothing has nothing to do with fashion, its only meant to keep you warm. But if you really get into the sport and you want to take your jacket off because youre hotter than a donkeys ass in a Texan summer, you want layers underneath your coat that will be fashionable, yet still keep you relatively warm. You need to remember that you must wear warm clothing underneath your outer layers, this is what really keeps you warm. Without these warm underlayers, you could have the worst day on the mountain because you will be freezing and be crabby all day. But the outerlayers are the fun part because they are your main fashion statements. Lets start with the coat; your coat needs to be the best. Youll want lots of pockets and plenty of room to move and lots of ventilation. You have to think fashion; no one likes an ugly coat. You should always pick a color that you like; however it needs to be easy on the eyes and something you can live in for a few years during the winter months. It also should be waterproof because a wet coat is a wet body, which forecasts a bad day ahead. Pants are much like the coat, something youll have to live in for a few years. These also, absolutely, need to be waterproof. If you sit on your ass a lot and it gets wet, thats just another opportunity for a terrible experience. Youll need a few pockets for money, keys or other objects that you want to have instant access to while on the slopes. Also, size is an issue. If your pants are too big, you have the danger of running yourself over, creating an extremely e mbarrassing moment for you, especially while you are trying to impress the girls with your fierce skills. On the other hand, if your pants are too small, you may not make it to the bathroom in time because you couldnt move from your seat while you were enjoying your lunchtime beer. While pants and a coat are your main fashionable paraphernalia, accessories can add to or take away from your statement. Gloves, for instance, cannot be underestimated. They must be warm and waterproof, because if your fingers are frozen, you cannot put on your board or write down that hotties phone number. Also choose one with a snot pad. These are for wiping your nose when its oozing so your snot wont get all over your coat. While your hands are busy writing down phone numbers, keep her attention on your head with a fashionable hat or beanie. Choose one that is thick for warmth and make sure it is in compliance with your coat and pants. If you have a red coat, fluorescent brown pants and a bright yellow beanie, people will be talking about you and the hot chicks will think you are a dork, so then it wont matter if your fingers are frozen because youll have no numbers to write down. In order to scope out the ladies, youll need your vision to be intact. Goggles are one of the most im portant objects for snow-loving people. Picture yourself going down a hill faster than a wild goose falling asleep after being shot with a tranquilizer dart. Thats fast enough to make tears come out of your eyes and onto your beanie and freeze into little icicles on the side of your head. Now imagine not having your goggles, your eyes are dryer than the Moab desert. Goggles wont prevent tears shooting out of your eyes; however, your eyes will be able to stay at a normal and constant moisture

The Thirty Tyrants After the Peloponnesian War

The Thirty Tyrants After the Peloponnesian War Athens is the birthplace of democracy, a process that went through various stages and setbacks until it reached its signature form under Pericles (462-431 B.C.). Pericles was the famous leader of the Athenians at the start of the Peloponnesian War (431-404)... and the great plague at the start of it that killed Pericles. At the end of that war, when Athens surrendered, democracy was replaced by the oligarchic rule of the Thirty Tyrants (hoi triakonta) (404-403), but radical democracy returned. This was a terrible period for Athens and part of Greeces downward slide that led to its takeover by Philip of Macedon and his son Alexander. Spartan Hegemony From 404-403 B.C., at the start of a longer period known as the Spartan Hegemony, which lasted from 404-371 B.C., hundreds of Athenians were killed, thousands exiled, and the number of the citizens was severely reduced until Athens Thirty Tyrants were overthrown by an exiled Athenian general, Thrasybulus. Athens' Surrender After the Peloponnesian War Athens strength had once been her navy. To protect themselves from attack by Sparta, the people of Athens had built the Long Walls. Sparta couldnt risk letting Athens become strong again, so it demanded stringent concessions at the end of the Peloponnesian War. According to the terms of Athens surrender to Lysander, the Long Walls and fortifications of the Piraeus were destroyed, the Athenian fleet was lost, exiles were recalled, and Sparta assumed command of Athens. Oligarchy Replaces Democracy Sparta imprisoned the chief leaders of Athens democracy and nominated a body of thirty local men (the Thirty Tyrants) to rule Athens and frame a new, oligarchic constitution. It is a mistake to think all Athenians were unhappy. Many in Athens favored oligarchy over democracy. Later, the pro-democratic faction did restore democracy, but only through force. Reign of Terror The Thirty Tyrants, under the leadership of Critias, appointed a Council of 500 to serve the judicial functions formerly belonging to all the citizens. (In democratic Athens, juries might be composed of hundreds or thousands of citizens without a presiding judge.) They appointed ​a police force and a group of 10 to guard the Piraeus. They granted only 3000 citizens a right to trial and to bear arms. All other Athenian citizens could be condemned without a  trial by the Thirty Tyrants. This effectively deprived the Athenians of their citizenship. The Thirty Tyrants executed criminals and leading Democrats, as well as others ​who were considered unfriendly to the new oligarchic regime. Those in power condemned their fellow Athenians for the sake of greed to confiscate their property. Leading citizens drank state-sentenced poison hemlock. The period of the Thirty Tyrants was a reign of terror. Socrates Apposes Athens Many consider Socrates the wisest of the Greeks, and he fought on the side of Athens against Sparta during the Peloponnesian War, so his possible involvement with the Spartan-backed Thirty Tyrants is surprising. Unfortunately, the sage didnt write, so historians have speculated about his missing biographical details. Socrates got into trouble at the time of the Thirty Tyrants  but was not punished until later. He had taught some of the tyrants. They may have counted on his support, but he refused to participate in the capture of Leon of Salamis, whom the thirty wished to execute. The End of the Thirty Tyrants Meanwhile, other Greek cities, dissatisfied with the Spartans, were offering their support to the men exiled by the Thirty Tyrants. The exiled Athenian general Thrasybulus seized the Athenian fort at Phyle, with the help of the Thebans, and then took the Piraeus, in the spring of 403. Critias was killed. The Thirty Tyrants became fearful and sent to Sparta for help, but the Spartan king rejected Lysanders bid to support the Athenian oligarchs, and so the 3000 citizens were able to depose the terrible thirty. After the Thirty Tyrants were deposed, democracy was restored to Athens. Sources The Thirty at Athens in the Summer of 404, by Rex Stem. Phoenix, Vol. 57, No. 1/2 (Spring-Summer, 2003), pp. 18-34.Socrates on Obedience and Justice, by Curtis Johnson. The Western Political Quarterly, Vol. 43, No. 4 (Dec. 1990), pp. 719-740.Socrates as Political Partisan, by Neal Wood. Canadian Journal of Political Science, Vol. 7, No. 1 (Mar. 1974), pp. 3-31.

Marketing plan Essay Example | Topics and Well Written Essays - 250 words - 4

Marketing plan - Essay Example Companies have also been able to take into consideration the comments left by different consumers and work with them to deliver brands which match their specific taste. Moreover, companies or manufactures have been able to design their products to match the different taste of their consumers, thus remaining on top of the market competition. b) Addressability as marketing issues can be said to be the ability of the company to share with their consumer details concerning their products or operations in a way that is easily understood. Interactivity on the other hand can be said to be the ability of the company to make their consumers participate in the production or manufacturing process. This may involve engaging the consumers to achieve response about their content or products. Accessibility is the ability of the company or producers to avail their products or services to the consumers without putting them through much hassle. Connectivity can be said to be the ability of a company or producers to reach their consumers by knowing such details like their profiles and designing their products or services to match their preferred taste. Control in relation to marketing mix can be said to be the ability of a company to accurately determine key consumer characteristics in order to make them loyal to the respective brands th eyre producing or manufacturing. c) The use of digital media has its pros and cons. Social media is a form of digital media that makes communication easier between parties involved. It also allows individuals, especially business men to expand their contact with their consumers. In addition, it improves the image of a business while also expanding market research for entrepreneurs in different markets. However, it may also decrease productivity of employees when they use for other purposes other than work. It has also led to scams as scrupulous individuals use it for fraudulent activities. Electronic media is

Corporate Social Responsibility and Poverty Essay

Corporate Social Responsibility and Poverty - Essay Example nations have achieved high levels of prosperity based on the support provided to them by private organization that invested in the nations and help out in others ways through corporate social responsibilities initiatives. This paper provides analyzes the effect of corporate social responsibility in developing and developed nations. Corporate responsibility is the commitment of businesses to contribute to sustainable economic development, working with employees, their families, local communities and society at large to improve the quality of life of everyone (Centidamar & Husoy, 2007). The contributions of corporate responsibility towards the sustainable development of a region and the globe can either be directly or indirectly. An indirect contribution of a company’s presence is a region is lowering the government’s unemployment rate by creating a substantial amount of new employment opportunities for the unemployed residents of a region. Coca-Cola is a multinational firm the as of 2003 employed nearly 30,000 people in the People’s Republic of China and creates through the supplier chain effect nearly 410,000 in the country (Thecoca-colacompany, 2007). This beverage company has applied corporate responsibility initiatives to directly help the community of China. Two examples of the types o f social project in which the company donates resources is an HIV initiative which donates on a yearly basis 340,000 RMB to help support 150 organ children infected with the HIV virus and Coca Cola’s sponsorship of the 2012 Olympic Games in Beijing, China (Businessfightsaids, 2007). Corporate Responsibility is a balancing act between the global stakeholder’s interest and the shareholders interest. A shareholder has a narrow mind as far as what they feel is the most important goals since their only interest is to have the value of their investment go up which typically occurs with increase revenue and profitability. The manager of the firm is the one responsible of

How I Learnt How to Navigate the Cyber Space Essay

How I Learnt How to Navigate the Cyber Space - Essay Example Plainly speaking the experience would be unforgettable, defining, and somewhat perplexing. This paper explores my first steps on a journey through the cyberspace. Introduction Having read and heard a lot about the internet and cyber space, and obsessed over the concept for what seemed like my whole life, I had a few things in mind I was more than anxious to try. My initial approach was an intricate mixture of curiosity, anxiety, and bewilderment. I was keen to find out if some of the things I had read about cyber space were true. To be specific, I had even come up with a list of a few things of my own with which to challenge the ingenuity of the outspoken technological phenomenon. However, I was inwardly unsettled over how the new virtual world would appear to me. Precisely, I was keen to find out whether cyber space would it be a passive unexciting computing experience. My greatest wonder was whether the web, arguably one of the best inventions of the century, would be an infinitely complex and unfathomable mass of data and material that would be utterly intolerant to my inexperience, and numbing to my bristling curiosity? Technology has always been my greatest source of marvel and intrigue for as long as I can remember. All things I found amazing about human accomplishments with regard to innovation were beginning to gather around technology and later and by extension computing. While some things would seem normal on computers and their many applications, for instance, do calculations at unimaginable speeds, some elements were especially influential to my curiosity and interest in computers. Particularly appearing improbable was the claims that it could do a multiplicity of activity including communicating with other computers with people all over the world in virtually no time. Even to a person fairly read on technology, particularly computing, this was simply extraordinary: I knew that computers had a myriad of abilities, which were beyond some of our wilde st perceptions on what is possible through human endeavour. I knew that computers could control complex systems, that computing knowledge had been critical in man’s first conquest of the moon in the outer space, could store mammoth amounts of data, do apparently complex and time-consuming manual activities at blinding speeds, and replace common technological innovations such as typewriters, and video output devices with unmatched effectiveness (Rajashekar, 22). At the time, it was only possible to read materials about the internet and the web in physical libraries. Therefore, metaphorically, I consider my first web experience occurred before I ever typed my first word on a browser search tab. What I found out about cyber space was more than I was hoping to unfold, and quite honestly, quite sobering. The moment I typed in a dictionary vocabulary, a popular name in computing, and the president’s name, my reality materialized from a haze of eccentric veneer and supressed doubts. I was sure of one thing, I was going to be part of this community, intellectually, and in many other ways a kid my age could imagine, I felt I belonged, and had means to let my imaginations run wild with a few keystrokes. The internet at the time was painfully and insufferably slow by today’

Structural conflict and consensus in Socialization

Structural conflict and consensus in Socialization Explain the relevance of socialization from both the structural conflict and the structural consensus perspectives. Discuss the efficiency and the pitfalls of each approach in relation to youth work. Both structural conflict and structural consensus theories approach the study of social life from a macro perspective, that is, both are concerned with the study of large-scale social structures, such as ideas and belief systems, and institutions, such as the family and education, in their attempts to examine and explain social life (Bilton et al. 1994: p. 10). From this perspective, a better understanding of a given society, and the relationships within it, can be gained through examining the function of social institutions and organizations in terms of the part they play in maintaining social structures within society. An example of this is the study of institutions which are agencies of socialization for example the family and the media to explore the part they play in the production and reproduction of social roles and values (Bilton et al. 1994: p. 12). Socialization, then, is the process through which individuals learn the ways of thought and behaviour considered appropriate in [their] society (Bilton et al. 1994: p. 12), and agencies of socialization function in both formal and informal ways to pass on to the next generation such norms of thought and behaviour. Much early socialization within the family is informal; children learn through observation and interactive experiences with siblings and adults around them the behaviour expected of themselves and others (Ibid). While there is also a degree of formal education within the family, it is within institutions such as schools that children gain much of their formal instruction of the roles and types of behaviour expected of young people in society. The concept of socialization is a useful one and relevant to those working in a range of professional fields, and in particular to those working with young people. This will become more apparent as we now look in more detail at the differences between the structural consensus and the structural conflict approaches. The key difference between structural consensus and structural conflict theories is that, broadly speaking, for consensus theories the values and norms of society that people learn through the process of socialization are shared by all members of society; that is, there is an agreement, or a consensus about, and commitment to, the ideas and beliefs prevalent in society among individuals (Fulcher and Scott 1999: p. 49). Conflict theories, however, argue that, rather than there being a consensus about ideas and beliefs in society, social life is fraught with conflict among different members and groups in society as they struggle with one another to attain or maintain power and control (Ibid: p. 61). This is obviously a simplistic outline of the core tenets of both approaches; however, it may begin to be apparent from this that both perspectives theories of socialization have potential relevance to individuals working with young people. A comparative analysis of both perspectives even at this stage reveals some of the issues encountered by formal and informal educators in this area. In relation to youth work, for example, a key issue for workers, it could be argued, is that of purpose. Is the proper purpose of youth work, as Mark Smith (1988: p. 106) has questioned, to promote the welfare of individuals, serve to secure the reproduction of the means of production and existing power relations, promote community or what? Conflict theorists would argue that socialization of young people in areas such as youth work serves to secure existing power relations; consensus theorists would argue that it serves to promote the welfare of individuals and society as a whole. Smith later concludes that informal educators should be committed [in their work practice] to that which is right rather than that which is correct. However, without a good understanding of conflict and consensus theories, it would be difficult to make judgements regarding the difference in practice between that which is right or correct. It will be argued later that there are, of course, limitations to the extent to which such knowledge is useful in practice, however, this essay will argue that a good understanding of the theories of socialization from the consensus and conflict perspectives can not only give us insight into issues faced by workers in this area, but also help our understanding of our own and our clients feelings and motivations, as well as the agendas and motivations of official institutions and agencies. The questions of purpose and motivation are, it can be argued, very important ones, and are questions into which a study of socialization from consensus and conflict perspectives can give us good insight. In the area of youth work, knowledge and understanding of the above perspectives can lead to healthy questioning of government purpose and motivation when, for example, reviewing official documents such as the DfEE 2001 consultative paper on English youth work. This paper details the governments key priority to help keep young people in good shape (DfEE: 2001: p. 13). Much of what is written in terms of this priority appears to make good sense; for example ensuring young people have access to a rich variety of personal growth experiences and helping them to make informed choices [and] expand their potential (Ibid: pp. 13-14). However, as we shall see, closer analysis of elements of this, and indeed other, official documents and government policies reveal, when studied with knowledge of conflict and consensus theories, underlying official issues and agendas. According to consensus theories, socialization into the cultural values and social norms of society is essential to the stability and cohesion of social structures (Fulcher and Scott 1999: p. 48). From this perspective, all individuals in society share a commitment to societys values, ideas and beliefs. In general we all want the same things and agree that they are the right things to want, for example to secure good employment, achieve our potential, and to contribute to the community. While we may be socialized into such norms and values through formal and informal means, we nevertheless agree that they are right and just. The priorities set out in the DfEE consultative document fit closely with such generally agreed aspirations. The documents authors assert the need to develop preventative strategies and actions which enable [young people] to make informed choices about a range of issues which include avoiding crime, protection from drug or alcohol related dangers, preventing teen age pregnancies and others (DfEE 2001: p. 14). In order to make informed choices about such issues, young people will be able to discuss them with youth workers who have a key role in keeping young people in good shape (Ibid) From a consensus perspective, the socialization of young people regarding these issues is unproblematic; society as a whole can only function effectively if all individuals are properly socialized into the agreed norms and values of society. From a conflict perspective, however, such strategies are not as unproblematic as they may at first appear. While consensus theory sees society as being held together informally by norms, values and a common morality (Ritzer 1996: p. 266) conflict theories argue that order in society stems from the coercion of some members by those at the top (Ibid). As stated earlier, analysis of perspectives such as conflict theories can lead us to question the motivations behind official agenda setting, as well as those behind our own actions and those of others, and here, examining documents such as the DfEE paper, we may begin to question the motivation behind such apparently worthy intervention strategies. The question we may begin to ask, when viewing the world from a conflict perspective, is, in whose interests are the implementation of such policies and strategies? Youth workers and others working with young people do of course want to help young people to live happy and fulfilling lives, and help them to stay safe and well, however, questions can be raised as to whose primary interests some inter vention strategies serve. While the majority may well agree that a state of disorder in society is in no ones particular interest, it is clear that it is certainly in the interests of those in positions of power and advantage to maintain order through effective socialization of individuals into the values and norms of society, in particular the values and norms of society that best suit their own interests. It is, to take what may be considered a more extreme view from the conflict perspective, far better to have good, hard-working, honest citizens paying taxes and refraining from crime, in particular property crime from persons with abundant wealth, than to have gangs of disaffected young people stealing money for drugs and falling pregnant in order to secure valuable government housing. It may now be apparent, then, that comparative analyses of theories of socialization from the conflict and consensus perspective help give us insight and understanding when approaching issues affecting work with young people. The examples above hopefully show the efficiency of this analysis in relation to official agenda setting and policy, however, as mentioned earlier, knowledge and understanding of theories of socialization can also help workers in this area better understand issues facing themselves and their clients. An awareness of whose interests are being served in relation to practice performed by workers with their clients can only work to ensure continued practice evaluation. An understanding of the conflicts in values and norms which many young people may encounter can help workers when making judgements within their own practice with regards to what is right as opposed to correct. One example of the above could be the possible conflict experienced by young people between the values and goals seen by individuals around them, and perhaps by the young people themselves, as fair and just, and the means available to them to embrace such values or achieve such goals. Sociologist R. K. Mertons (1938) theory of anomie addresses this experience of conflict, and suggests that if a society places great emphasis on achieving goals, and less on the appropriate means to obtain them, then an individuals commitment to approved means and thereforeconformity to social norms may be eroded (Fulcher and Scott 1999: p.49). Merton argues that the rift between culturally approved ends, and the means of attaining them, which he refers to as a situation of anomie, can result in individuals resorting to inappropriate means to achieve goals which they, along with the rest of society, agree are worthy. Here individuals have been effectively socialised into the norms and values of approp riate goal attainment, but not so successfully into the appropriate means by which to obtain them. From a conflict perspective, however, it could be argued that the social values placed on goal attainment, and passed on through socialization, do not necessarily serve the best interests of all members of society in the first place. The goal, for example, of buying a large house in an expensive neighbourhood will simply put more revenue the governments way in terms of council tax than will a smaller property, as well as more revenue to mortgage companies, power suppliers and so on. This essay has hopefully shown the relevance, and in the areas discussed, the efficiency of structural conflict and structural consensus perspectives in relation to youth work, however, as stated earlier there are obvious limitations to the extent to which such theories are of use in practice, not least because theories, while helpful, are more usefully conceptualised as tools to stimulate thought and discussion relating to policy and good practice. Finally, all theory is limited because the number of variables present in any given situation means that no theory can simply be taken as a model and then applied. Bibliography Bilton, T. et al., 1994. Introductory Sociology. 2nd edn. London: Macmillan. DfEE, 2001. Transforming Youth Work. London: Department for Education and Employment/Connexions. Also available from: Smith, M. K. (2001) Good Purpose [online] Introduction. Available from: http://www.infed.org/archives/developing_youth_work/dyw6.htm

Physiological Effects of MDMA Use :: Health Drugs Essays

Physiological Effects of MDMA Use MDMA has significant cardiovascular effects. This is consistent with its norepinephrine releasing (Johnson et al. 1991; Rothman et al. 2001) and  £\_2 adrenergic agonist (Lavelle et al. 1999) properties. MDMA dose dependently produces robust increases in heart rate and blood pressure (de la Torre et al. 2000a; de la Torre et al. 2000b; Grob et al.). Peak cardiovascular effects occur between 1 and 2 hours after MDMA administration and largely subside within 6 hours of drug administration. A study suggested that the relationship between MDMA dose and cardiovascular effects was supralinear by de la Torre et al. (2000a) who reported unexpectedly high drug exposures (measured as AUCplasma for MDMA) and diastolic blood pressure increases in two volunteers given 150 mg MDMA. While pharmacokinetic data suggest MDMA has nonlinear kinetics, there is no clear evidence of supralinear relationships between dose and blood pressure or heart rate. In fact, there may be less increase in heart rate after higher doses. The tendency toward less heart rate increase with higher dose is consistent with a study using both conscious and anesthetized rats (O'Cain et al. 2000). In this rat study, 3 mg/kg IV MDMA decreased heart rate, while lower doses tended to increase it or leave it unchanged. Studies monitoring blood pressure found significant relationships between MDMA use and blood pressure. In one study, (Vollenweider et al. 1998) involving subjects without a history of MDMA use, one subject experienced hypertensive crisis from a dose typical of recreational use. The correlation of blood pressure is described, "A two way ANOVA for systolic blood pressure revealed a significant main effect of drug [F(1,2) = 41.09; p < 02] and a significant drug x time interaction [F(3,6) = 11.31; p < 007]. Significant changes occurred in the 0 to 75 minutes and 75 to 150 minutes interval (one way ANOVAs). Two way ANOVA for diastolic blood pressure was not significant, but one way ANOVAs showed significant changes in the 75 to 150 minutes and the 150 to 300 minutes interval. Increases were in the range of 10 to 30 mm Hg for systolic blood pressure and 5 to 10 mm Hg for diastolic blood pressure." (Vollenweider et al. 1998 pp.245_246) This study shows a similarity in changes in systolic blood pressure, and a lesser similarity in changes in diastolic blood pressure. The occurrence of hypertensive crisis suggests caution in potential use and study.