Shane warns should be banned from playing cricket

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Cricketer Shane Warne should be fined and banned from playing cricket. On the of January Shane Warne took a prescribed drug given to him by his mother. He took the drug without checking with his physio or doctor, which has been a policy for the cricketers for many months. One of the more common uses for this pill is drastic weight loss. Even when Warne has been asked to lose weight, there is no reason for taking this drug when there are side affects, which a cricketer would not want. Warne took the drug the day he announced that he was retiring from one-day cricket after the world cup.

When taking a drug, the policy for everyone in the cricket squad is that they cant take anything without the consent of their physio or doctor. Shane Warne took a prescription drug from his mother knowing that it could have been illegal. If you take a drug, then you must know what is in it, and by being a cricketer Shane

Warne should be more concerned about his body health than anyone. Because he didn't check with his physio or doctor if he was allowed to take the pill, it is clear that he has something to hide. If there is a strong policy about not taking drugs then you wouldn't neglect that unless there is something strange happening. Shane Warne knows all about drug testing so he has ignored the warning signs and should pay for what he has done.

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The drug Shane Warne took is known as Moduretic, which can be used to mask performance-enhancing drugs, which are illegal. Even though this pill reduces weight, it is very ineffective for long-term weight loss because the body only sheds fluid not fat. It can leave you dehydrated that is why it would be unwise to use it as a weight loss pill. Even though he has a shoulder injury, Dr Peter Lewis said that there are much better drugs available for reducing swelling which are perfectly legal. If this drug is not the best way to either reduce weight or reduce swelling, and the drug is illegal, then Shane Warne would want to use the best drug available. Shane took the drug to cover up his use of steroids there for he should be banned from playing cricket. Did Shane Warne take this drug out of stupidity even when he knows that he shouldn't take it or did Shane Warne take it because he was covering up his use of steroids?

Shane Warne is educated about the use of drugs and he should have known better. Out of plain stupidity Shane Warne took the drug and now has to face consequences. As a professional sportsman he is well informed about drugs in sport and is always being drug tested. Even Shane didn't know if the drug was illegal, he should have checked with the physio or doctor and because of his stupidity he has been caught. Shane Warne knew that he could be drug tested at any time but he chose to ignore the facts. If you ignore the rules and don't play fair then you should expect a penalty because it is not fair on the other players. Shane Warne wasn't thinking about the consequences when he took the drug and for that he must be banned from playing cricket until he learns that taking drugs is the wrong thing to do.

Shane Warne has been Stupid taking the drug. He has caused a lot of trouble for himself because he didn't checked with his physio or doctor before hand if it was a legal drug. He took the pill to lose weight quickly but the reasons why he took that particular drug to lose just isn't convincing. Shane Warne has not done the right thing by himself or his teammates and because of his careless, stupid actions he should be banned for years from playing cricket.

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Englsh as the main language of the world

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nowadays, the ability of speaking english is a must for the people around the world. the world varies of cultures and languages so we need one language to spoken as one medium of communication against multicultural and multilingualism.

a lot of people spend thousand of dollar to learn english in an english speaking country. it will give them a lot of experiences to learn as well as to practice the english to the local community. it shows how english has become important and play the role as the main language of the world.

english is spoken internationally and it is used as media of communication between different languages. when you visiting countries that are non english speakers, we can use english as the intermediary of communication between the local people and the tourists.

many institutions uses english requirements for the commencements. english is also being used for the purposes of transportations, such as the media of communication within the airlines, the cruisers. in addition, english is mainly used in the bussiness world, especially in todays globaliazation.

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tourism is also one of the main pull factor for people to learn and speak advance english. on the other hand, since the existing of tourists and traders, nowadays, are mainly from other countries in a large numbers such as china, japan and europe, people intend to learn other foreign beside english.

however, english is still one of the important communications that people insist to be used as the main communication line in the international world. to do so, people from non english speaking country must learn the englsih as it has essential role in the globalization era

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Mohatma Gandhi_

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Mahatma Gandhi whose real name was Mohandas Karamchand Gandhi, was born in 186 at Porbandar in the state of Gujarat in India. His father's name was Karamchand Gandhi and his mother's name was Putlibai. He was the youngest in the family of one sister and three brothers. Both his parents were deeply religious and frequently visited temples and took their meals only after daily prayers. In school Gandhi was a mediocre student who was quite an introvert. He was even afraid to talk to any student in the class as he thought that they would poke fun at him. However, he always upheld his honesty and truthfulness. He believed in respecting his elders and was always 'blind to the faults of the elders'. Gandhi was married in 188 at the age of thirteen to a girl named Kasturbai. He passed his matriculation exams in 1887 and then soon returned to Porbander as he found the studies of his college very tough. Then later on he went on to the University of London in England to pursue the study of law after a lot of opposition from his mother and some other people .He vowed not to touch woman, wine and meat. He passed the London matriculation exam in the second attempt. At last he sailed back to India in June, 181.later on, he went to Bombay to study Indian Laws. In spite of getting a case, he went to South Africa in April 18. Gandhi sailed for South Africa in April 18 and reached Natal at the close of May. It was in South Africa that Gandhi had a lot of experience in laws, handling cases and many other fields. He observed the pitiful conditions of the Indians and other colored people and also experienced it when on his way to Pretoria from Natal, he was thrown out of a train because he was the only colored person in the first class compartment. During this time Gandhi became deeply interested in religion. In spite of his Christian friends' tries of converting him to Christianity, he kept his faith. He helped the Indentured Indian laborers and fought for their rights. After three years in South Africa, Gandhi returned to India in 186. Gandhi had a lot of shortcomings in his personal life. He was a very suspicious husband and kept an eye on all the movements of his wife, Kasturbai. This resulted in bitter quarrels becoming the order of the day. But in his autobiography, Gandhi says that he did all this because he "wanted to make his wife an ideal wife and make her live a pure life." Some more of his shortcomings were that at a young age he had started smoking and eating meat in company of a cousin and a friend. He stole money from his servant's pocket and bought cigarettes. At last he gave up all the malpractices and became a strict vegetarian and stuck to it all his life. He educated his children and the child of his widow sister. He also became a very religious person and was greatly influenced by the "saintliness" of his mother. He practiced Ahimsa (non-violence), Brahmacharya (celibacy) and Aparigraha (non-possession). In his public life, Gandhi was very successful. When he went to South Africa, he came in contact with many people and went through many experiences. He protested against the color bar and helped all those who were neglected During the Boer War he participated with the British. He and some other people joined to form the Ambulance Corps who took care of the wounded fighters. Gandhi awakened a sense of duty to the Indians settled in South Africa, so that they sent money for the famine relief during the famines in India in 187 and 18. In 117, he got the Indentured Emigration from India, abolished. After returning to India, he set about reforming it. His campaign in India started from Champaran, a small place in the state of Bihar. There he fought for the rights of Indigo farmers. He upheld the principles of Swaraj (self rule), Swadeshi (self sufficiency) and Satyagraha (truth as a medium of protest). He instructed the people not to wear foreign clothes or use foreign goods. He told them to make their own clothes using handlooms and the cloth that they wore was known as Khadi. Even Gandhi made his own clothes by using a Charkha (spinning wheel), which became the symbol of prosperity and integrity of India. Gandhi created a number of Ashrams or communities where men, women and children from all backgrounds and nationalities came to learn from his daily example on how to make non-violence and love the basis of their lives. One of the ashrams was the Sabarmati Ashram in the state of Gujarat. He understood the problems of the untouchables who were thrown out of society. He called these people "Harijans" or "people of the lord". Wherever he went, he collected money for the Harijans. He traveled in the third class of the trains, which were dirty and meant for the low caste Indians. When someone asked him why, he simply said, "Because there is no fourth." Gandhi faced many challenges towards the end of his life. In 10, the British government levied tax on salt, which was the primary ingredient of every household's meal. Gandhi collected some followers and marched to a small, coastal town of Dandi, situated near the Arabian Sea, 40 miles away, where he proposed to produce salt from the sea water. Thousands of people joined the march on the way. This was known as the DANDI MARCH. Gandhi was arrested after this incident. But this did not hinder his courage. He started the NON- CO-OPERATION MOVEMENT. Nobody was to co-operate with the British, which would lead to their leaving India. On the 8th of August 14 the QUIT INDIA MOVEMENT started. This non-violent protest disrupted and destroyed the British Government and their system of governance and added nationalistic fire to every Indian's heart. On the eve of independence, Hindus and Muslims in India were in the throes of civil war. All the government forces were powerless to stop the massacres. The bloodshed and destruction touched the very depths of Gandhi. He went straight to the heart of the violence and walked barefoot through the remote, ravaged villages as a one-man force for peace. "He who trembles or takes to the heels, the moment he sees two people fighting, is not non-violent, but a coward. A non-violent person will lay down his life in preventing such quarrels" said Gandhi and he truly justified it. It was on the evening of 0th of January 148, that the final tragedy took place. Mahatma Gandhi was in Delhi, requesting for Hindu-Muslim unity. When the time for prayer meeting came, he walked briskly with his arms on the shoulder of two of the ashram girls. As he walked to the platform through the huge crowd, he held his palms together in front of him. Suddenly, a young man placed himself in Gandhi's path and fired a gun point-blank into his heart. Such was the greatness of Gandhi that as his body fell, he called out "Rama, Rama, Rama" which meant I forgive you, I love you, I bless you. The killer was later identified as Nathuram Godse, a Hindu fanatic. This 0th day of January, is known in India as the Martyr's Day.

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Racial Tracking

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Based on the film we watched in class, "Racial Tracking," the theories applied to it in chapter 1 are manifest and latent functions of education under the functionalist perspective, class reproduction, hidden curriculum, unequal funding, and segregated and resegregated schools under the conflict perspectives, and education and the self-fulfilling prophecy, and education and labeling under the interactionist perspectives. The film took place in 15 in Calhoun County, Georgia. It dealt with how the school system worked and how black students were not treated fairly because the were not given equal opportunities to be placed in advanced placement classes as the white students were. There were examples of school activities that took place that were segregated and very unfair.

Manifest functions of education are the open, stated, and intended goals or consequences of activities within an organization or institution. Latent functions are the hidden, unstated, and sometimes unintended consequences of activities within an organization. Class reproduction relates to access to quality education being related to social class. The hidden curriculum is the transmission of cultural values and attitudes through implied demands found in rules, routines, and regulations of schools. Unequal funding is a source of inequality in education. Segregated and resegregated schools have serious negative implications for students. Education and the self-fulfilling prophecy say that stereotypes based on IQ and race make some students less capable of learning. Education and labeling result in certain students not being able to receive equal treatment because of the unabilitiy to understand a test.

Based on the film we watched in class, "Racial Tracking," the theories applied to it in chapter 1 are manifest and latent functions of education under the functionalist perspective, class reproduction, hidden curriculum, unequal funding, and segregated and resegregated schools under the conflict perspectives, and education and the self-fulfilling prophecy, and education and labeling under the interactionist perspectives. The film took place in 15 in Calhoun County, Georgia. It dealt with how the school system worked and how black students were not treated fairly because the were not given equal opportunities to be placed in advanced placement classes as the white students were. There were examples of school activities that took place that were segregated and very unfair.

Manifest functions of education are the open, stated, and intended goals or consequences of activities within an organization or institution. Latent functions are the hidden, unstated, and sometimes unintended consequences of activities within an organization. Class reproduction relates to access to quality education being related to social class. The hidden curriculum is the transmission of cultural values and attitudes through implied demands found in rules, routines, and regulations of schools. Unequal funding is a source of inequality in education. Segregated and resegregated schools have serious negative implications for students. Education and the self-fulfilling prophecy say that stereotypes based on IQ and race make some students less capable of learning. Education and labeling result in certain students not being able to receive equal treatment because of the unabilitiy to understand a test.

The hidden curriculum is the transmission of cultural values and attitudes through implied demands found in rules, routines, and regulations of schools. Unequal funding is a source of inequality in education. Segregated and resegregated schools have serious negative implications for students. Education and the self-fulfilling prophecy say that stereotypes based on IQ and race make some students less capable of learning. Education and labeling result in certain students not being able to receive equal treatment because of the unabilitiy to understand a test

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How to assess an unresponsive individual

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How many people are CPR trained? How many people in the room know what to do if their family member becomes unconscious? I'm going to demonstrate the correct method on how to assess an unconscious person.

I personally am a Medic First Aid Facilitator for my company, qualifying employees in the use of CPR/first Aid. The circle of care, as it is called, is the first step in assessing; it consists of the letters SETUP. S, standing for the first action, STOP, don't enter an Environment that your unfamiliar with. Next is Traffic, beware of the hazards on and off traveled highways. U, stands for the Unknowns, entering into an area without knowing your limitations is hazardous. P, stands for Protect yourself, Make sure you have your protective barriers before handling an individual your not familiar with.

The second step consists of assessing what is known as the ABC's, the airway, breathing, and circulation. Check the airway by looking inside the mouth for any obstruction, food, dentures, liquids, or even a retainer. Place your ear near the individual's mouth listening for sign of breathing and looking at the plane of their chest for it to rise and fall. Placing your index and middle finger on the windpipe and slide them over about an inch check circulation. After assessment, it's time to activate an emergency call to 11. Assign somebody to make the 11 call and to return to you when they're done, this assures that the call has been made, and medical attention is on the way. Stay with the individual until medical help arrives, keeping them safe from further harm.

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Primary Sources: An aid to comparing political views of the past

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In Sources of the Western Tradition, by Marvin Perry, Joseph R. Peden, and Theodore H. Von Laue, many primary sources are provided, giving the ideas of historical figures with conflicting views. For instance, the sources from Niccolo Machiavelli and James I provide insights into their contrasting views on political authority. These selections give historians critical information on how political systems differed in the past according to the time and ruler of the state.

When reading the sources, the opposing views of Niccolo Machiavelli and James I become very obvious. Niccolo Machiavelli was a prince who believed, contrary to Medieval times, that there was no divine origin to kingship. He disagreed that kings should adhere to Christian moral teachings (Perry, Peden, and Von Laue 1). Instead he proposed the state resulted from pure human creation. He thought princes should ignore morality and use religion only to unite their subjects and foster obedience to law (Perry, Peden, and Von Laue 1). James I, on the other hand, had completely opposite ideas. He believed in the divine right of monarchy; that monarchs were chosen by and responsible to God only (Perry, Peden, and Von Laue 0). He described the role of parliament as a group who could merrily advise the king of laws to be implemented, while knowing the king had the final word on all creation of laws. A king's relationship to God played a large role in the opposing views of Machiavelli and James I.

The two excerpts from these rulers convey the same type of message, although the way they are demonstrated varies greatly. In The Prince, Machiavelli thoroughly describes many characteristics a prince should have, even going to the extent as to which ones he should display and disguise. The excerpt from James I is quite different in style; it is a concise, direct message clearly stating the high standing of a king and the role of parliament. Machiavelli's and James I's selections are both from a book, but James I's also includes a speech. While Machiavelli agreeably advises and provides suggestions, James I forcefully states his views, enforcing the way the system is and will remain under his rule.

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The variance of style in which each message is relayed is a result of the individual purpose of each author. Machiavelli wrote to reveal his ideas to people capable of understanding, since they were new and contrary to public belief at the time. He wanted to address rulers and enforce his point that a successful ruler should not adhere to morality and religion (Perry, Peden, and Von Laue1). Overall, he wanted to propose a new way of political thinking in contrast to the medieval political theory. Perhaps he thought The Prince, his particular work in question, might influence future leaders. James the first wanted to enforce the current political theory already in place, and justify his position of power. He made this clear by instilling that kings were like Gods and held the utmost authority. They had power to make and break laws solely based on their opinion. He felt the need to enforce the place of the parliament and the common people; he told them they should avoid grievances and interfering with his ways. It was important for everyone to know that he had been in power for a long time, and it was inappropriate for people to question his authority. The authors' opinions, as well as the context they were situated in, give them unique purposes for writing their documents.

Historians can make inferences about the times of the authors based on the readings. Machiavelli notes that his opinions differ from most others, so it is clear he is writing in a time where most people do believe in the divine origin of kinship, such as in medieval times. Since James I refers to his many predecessors a historian would know the system of the divine right of kings had been in place for some time. Obviously Parliament had been established in his state since he addressed his speech to his subjects.

The content of each source provides particular uses and restrictions for a modern historians' analysis. Machiavelli's selection is very descriptive, making it useful in determining exactly what he envisioned a prince should be. This helps a historian know what qualities he believed were necessary for an effectively run state. It, again, instils the idea that Machiavelli did not believe the previous teachings that morality and responsibility to God were the keys to a successful prince. A historian learns with evidence as to why Machiavelli believed the medieval political theory was futile and why his theory was much more effective. A limiting factor for a historian could be that the passage does not go into detail about the origins of his thoughts. There is no explanation as to what inspired his rejection of divine origin to kinship and his new vision of politics. Since the passage is very short, it is difficult to fully understand the basis for Machiavelli's claims. Perhaps more examples of the failures and successes according to the prince's characteristics would help provide a clearer picture.

A historian might find the selection from James I to be very concise and informative, yet lacking in depth due to its length. It is effective in defining what he believes to be the role of Parliament and the power the head monarch has in a state. It gives the reader a clear vision of what James I believed of his place and conveys his expectations for his government and subjects. The passage relays his association of God to kings well, with its discussion of divine origin. Since the source includes a short excerpt from a book and a speech, there is minimal background information. A historian might like to know the events preceding the speech, for instance. They might wonder what provoked James I to feel the need to enforce his powerful position. It might be helpful to know the reactions of the people in Parliament and the common people after the speech he gave and after reading True Law. This source relates only the views of James I but not the issues leading up to and resulting from his words.

Many factors of a primary source determine the obtainable information for a historian's analysis. These could include the format, the purpose of the selection, and the depth of information. Primary sources allow historians to analyze the opposing views of historical figures; their qualities determine the potential for investigation.

Bibliography

Perry, Peden, and Von Laue. Sources of the Western Tradition. Boston Houghton Mifflin Company, 00.

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Missing Pieces

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The book I have read is called Missing pieces, written by Norma Fox Mazer. The most interesting part of this book is that when the 14-year-old girl, Jessie, after years of anxiety, starts to track down her father who walked out of the family when she was a baby. In addition, her conflicts with her mother would touch many people's hearts, as her emotions are very realistic and would echo with our emotions.

The most important character in the book is Jessie Wells, a 14-year-old girl whose father walked out of her family when she was a baby. Her family's incompleteness made her to seem more mature and heavy hearted than normal 14-year-old, she collects ¡§D words¡¨ because they ¡§dominant in doom and gloom¡¨(Mazer 4). She is unique and wants to be identified, as she claimed that ¡§don't call me a teenager, I'm a person¡¨ (Mazer117). She follows her will and sometimes can be describes as stubborn too, even though her mother forbids her from finding her father, she still do it secretly.

Maribeth Wells, Jessie's mother, could be described as the antagonist in the story. She, as a single mother, has to work hard in order to feed her family, but she never complained it. This demonstrates her characteristics as hard-working, responsible, dutiful, and soft hearted. Jessie often described her as ¡§a charity bureau¡¨ since she is always willing to help others (Mazer 6). She is a loving mother who cares her daughter more than anyone else; however, she failed to understand her daughter's emotions and loneliness of not having a father. She strongly discourages Jessie to find anything about her father, James Wells.

The primary conflict of the story is that Maribeth refuses to let Jessie know anything about James Wells, except the little romantic story that she told her. Nevertheless, Jessie decides that she is going to try everything she can to find out more about her father. Jessie's actions angered her mother, as Maribeth took Jessie's actions as breaking their promise and the friendly, loving relationship between a mother and a child. Disappointed Maribeth even cried ¡§I don't know you anymore, you're breaking my heart¡¨ when she found out what was Jessie doing behind her back (Mazer 104). Jessie was infuriated; she accused Maribeth that she ¡§throws out everything of James Wells's¡¨ (Mazer 117). Ever since the conflicts between them, there seemed to be tension and stiffness in the atmosphere of Wells' home.

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The resolution of the conflict approached when Maribeth finally realized that Jessie is no longer a little girl who knows and understands nothing. So as Jessie's birthday draw near, she decides to tell Jessie everything about her father. In addition, when James Wells happens to stay in the town for a few days ¡§working for his computer company as a roving troubleshot¡¨ and Maribeth informs Jessie that she saw her father ¡§came into the diner for dinner¡¨ one night (Mazer 10). She made up her mind that Jessie should be the one to decide if she wants to meet her father or not.

Jessie Wells changed gradually throughout the story, the desire to know more about James Wells turns her from a girl who thinks a lot, but hardly expresses her true feelings, to a girl who is willing to speak out what she feels and thinks. As she turned 15 in the story, she thinks and acts more like a young adult and became more independent, whereas in the beginning of the story, she somehow relied on her mother and never think of doing something alone.

The setting of this story is in a town somewhere in United States, which is not closely connected to the story. Basically a story about a father deserting his daughter and wife can be found in any town, city, or country. As long as a society exists, Jessie's story is everywhere, disregarding race, religion, and place. This is why I like this book, it seems real, it may happens around us, which makes me think more and share Jessie's emotions and thoughts while reading it.

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