The Problem of Speech Genres

The excerpt â€Å"the problem of speech genres† explores the infinite diversity of speech. The manner in which a speech is delivered is said to be unique in every sense or piece of literary work. Speech is said to only have relevance in its immediate context. Once the style and words used in the delivery of a certain speech are moved to another domain, they become irrelevant.Advertising We will write a custom essay sample on The Problem of Speech Genres specifically for you for only $16.05 $11/page Learn More This inconsistency makes the classification of the types of speech into definite levels difficult. Styles that are common to certain professions or disciplines may give insight into the general orientation of the orator. The genres and styles have a relationship that cannot be changed or modified. In addition, the excerpt argues that style is complex and that it determines the nature of the grammar used in a specific speech. The author stipul ates that communication is the ultimate goal of an utterance and the entire speech. The listener should construct a response according to his or her understanding of the utterances in the speech. The author articulates that an utterance must have a comprehensive meaning and should not be confused for sentences. The excerpt argues that styles used by a speaker are likely to be related to one unique genre. However, the entire speech is related to a standard language common to many people. The author emphasizes that the orator has to have a certain degree of familiarity with the discipline in question to be able to formulate the most apt composition of the speech. Furthermore, words in a speech are given their appropriate meaning by the utterance in which they are contained. In this regard, their primary meaning in the language is discarded. In addition, each utterance must be able to provide a link between preceding and the succeeding ideas in a speech. The orator continuously evaluat es previous utterances in order to construct a meaningful speech. Once the orator understands the current situation, he or she can create a succeeding utterance. The author succeeds in expressing the diversity of styles of speech in relaying verbal information. The details of a speech are explained and their unique nature extracted. In addition, the author explains the most effective way of creating a communication link using speech.Advertising Looking for essay on rhetoric? Let's see if we can help you! Get your first paper with 15% OFF Learn More Although the author breaks down speech communication into its details, the relationship between various styles is not explored. Consequently, this seems to depict genres and different styles as independent languages. This essay on The Problem of Speech Genres was written and submitted by user Aiyana Hurst to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Making of a Cause and Effect Essay on Biomedical Physiology

The Making of a Cause and Effect Essay on Biomedical Physiology Writing an essay is one task every student must accomplish throughout his or her educational career. This is due to the fact that it teaches the average person how to organize his or her thoughts and put them clearly on paper in the attempt to get other readers to understand ones point of view. In order to do this, there are different forms in which one can write an essay and here, we will be providing you with some tips on how to write a cause and effect essay on biomedical physiology. As the name suggests, a cause and effect paper  is usually written as a means to explore how certain situations directly lead to a reaction. To simplify the above definition I shall use the following example: the lack of adequate surgical equipment in the 18th century- cause- led to studies in human physiology which created the backbone for the innovative surgical equipment now in use in the 21st century- effect. Here you can see how a cause created a situation which needed to be resolved and was indeed resolved. 1. A Good Introduction As with every essay you will be tasked with writing in the future, the use of an excellent introductory paragraph is recommended. This introduction must attempt to explain your chosen topic on biomedical physiology- and this link contains 20 topics for a cause and effect essay on biomedical physiology - as well as what your essay intends to achieve. Simply put, the introduction sets the tone for your entire body of work. 2. Structuring the Essays Body The structure of your essays body is what will determine if you have truly understood the job you have been tasked with. When writing a cause and effect essay, your body must consist of the following: a cause and an effect. Including this shows that you have truly grasped the assignment given to you. As explained earlier, a cause serves as the entire reason why an effect was put in motion or became necessary to counter that cause. Not including both factors in your essay means that you will end up either writing a narrative or an argumentative essay. 3. Both Factors Must Correlate The cause and effect essay is only written accurately when the effects are a direct result of whatever caused them. Putting two unrelated situations together will definitely not get you the top marks you expect. 4. An Excellent Conclusion An excellent concluding statement is a prerequisite for every essay and this is same for a cause and effect essay. Once you have laid out the body of your paper, the next step is rounding off your thought process. If writing about biomedical physiology a good way to end your essay after outlining or explaining your effects is to discuss the future of these effects and the role science will play in the continued advancement of your outlined effects. So here are some of the more important tips on writing a cause and effect essay on biomedical physiology and other subject matters. To further simplify your research, extra articles have been provided for you such as this article on 10 facts for a cause and effect essay for biomedical physiology.

25 Things Every New Italian Language Learner Should Know

25 Things Every New Italian Language Learner Should Know So you’ve decided to learn Italian? Hooray! Deciding to learn a foreign language is a big deal, and as exciting as it can be to make that choice, it can also be overwhelming to know where to start or what to do. What’s more, as you dive even more deeply into learning, the number of things you need to learn and all the things that confuse you can start to demotivate you. We don’t want that to happen to you, so heres a list of 25 things that every new Italian language learner should know. When you go into this experience with clear, realistic expectations and a better idea of how to handle uncomfortable moments, it can often make the difference between those who say they’ve always wanted to learn Italian and those who become conversational. 25 Things Every New Italian Language Learner Should Know There is not even one â€Å"Learn Italian Quick† program that will be your be-all-end-all. There is no lightning in a bottle for Italian. There are hundreds of great, high-quality resources, many of which I can recommend, but know, above all, that YOU are the person learning the language. As polyglot Luca Lampariello often says, â€Å"Languages cannot be taught, they can only be learned.†In the beginning stages of learning, you will learn a ton, and then as you near that blessed intermediate level, you’ll have a period where you feel like you’re not making any progress. This is normal. Don’t get down on yourself about it. You actually are making progress, but at that stage, more effort is required, particularly when it comes to spoken Italian. Speaking of†¦Learning how to sound fluid and natural in Italian requires a lot of speaking practice and not just listening, reading, and writing practice. As you’re able to form longer sentences an d have a larger stockpile of vocabulary, you’ll want to find  a language partner. For some people, speaking can start from day one, but it depends on your experience, and a language partner can help you stay in this for the long-haul, which is critical because... Learning a language is a commitment that requires devotion (read: studying on a daily basis.) Start with a so-easy-you-can’t-say-no routine at first, like five minutes a day, and then build from there as studying becomes more of a habit. Now that you’re a language learner, you’ve got to find a way to weave it into your daily life.It’s meant to be fun, and it’s also absurdly gratifying- especially when you have your first conversation where you can connect with someone. Make sure to engage in activities that you find joy in. Find fun YouTube channels, work with tutors who make you laugh, find Italian music to add to your playlists. But know that...You will try to like Italian music, but you will probably be disappointed.  You will be able to understand more than you’ll be able to say. This is to be expected since at first, you’ll be taking in more information (listening and  reading) than you’re putting out (writing and speak ing).BUT, EVEN THEN...you may study for a long time and then feel brave enough to watch some Italian TV and not understand more than 15 percent  of what they’re saying. That’s normal, too. Your ear isn’t used to the rate of speech yet and lots of things are in dialect or contain slang, so be gentle with yourself. There is a thing in Italian where you have to make your nouns, adjectives and verbs agree in number and gender. This will happen with pronouns and prepositions, too. No matter how well you know the rules, you will mess up. It’s not a big deal. The goal is to be understood, not perfect.And in that same vein, you will definitely make mistakes. They are normal. You will say embarrassing things like â€Å"ano - anus† instead of â€Å"anno - year.† Laugh it off, and think of it as one entertaining way to acquire new vocabulary.You will get confused between the imperfect and the past tense. Just consider that challenge as a recipe you keep on tweaking. It will always be edible, but it could still be better.You will overuse the gerund tense when you mean to use the present tense. This and a host of other problems will arise from your  depending on English to inform your Italian.  You will totally forget to use the past tense during conversations. Our brains like to go to what’s easiest, so when we’re nervous while trying to have a conversation with a native speaker, it defaults to what’s easiest, which is often the present. And while you’re having those early conversations, you will feel like you lack a personality in Italian. As you learn more, your personality will re-emerge, I promise. In the meantime, it could be helpful to make a list of phrases that you often say in English and ask your tutor for the Italian equivalents.You will say â€Å"yes† to things you meant to say â€Å"no† to and â€Å"no† to things you meant to say â€Å"yes† to. You will order the wrong thing when youre dining out. You will ask for the wrong size when youre shopping. You will get a lot of weird stares from people trying to understand you, and you will need to repeat yourself. It’s all okay, and nothing is personal. People really want to know what you’re saying.When you visit Italy, anxious to put your Italian into action on its home turf, you will be English-ed, and it’s not meant as an insult.You will constantly wonder whether you should be using the â€Å" tu† or the â€Å"lei† form with all people everywhere that ever existed. At some point (or more realistically, several points), you will lose motivation and fall off the Italian studying wagon. You’ll also find new ways to get back on it. You will be impatient to reach â€Å"fluency.† (Hint: Fluency isn’t a real destination. So enjoy the ride.)You will consider using Google Translate for everything. Try not to. It can easily become a crutch. Use dictionaries like WordReference and Context-Reverse first.Once you learn how to use the word â€Å"boh,† you will start using it all the time in English.You will love the colorful proverbs and idioms that differ from English. ‘Who sleeps doesn’t catch fish’  instead of ‘the early bird catches the worm’? Adorable.Your mouth will feel weird pronouncing unfamiliar words. You will feel insecure about you’re speaking. You will think you should be further along. Remember that feeling uncomfortable means you’re doing something right. Then, ignore those negative thoughts and keep studying.You will forget that communication is about more than a perfectly constructed sentence and will try to learn the language through just studying the grammar. Resist the temptation for everything to be structured.But most importantly, know that you will, after practice and devotion, be able to speak Italian- not quite like a native, but comfortable enough to do the things that matter, like make friends, eat authentic Italian food, and experience a new country from the eyes of someone who is no longer a typical tourist. Buono studio!

Designing and managing networks Essay Example | Topics and Well Written Essays - 3000 words

Designing and managing networks - Essay Example ere are principles that are consistent with standards set by the UK public inquiries Act and according to Justice Cory criteria for conduction of public inquiries. These principles are (Longworth, 1999); It should also be understood that public inquiries are neither prosecutions nor trial cases but rather seeking answers about a criminal or civic liability of any organisation or person hence it does not express any solution (Hamerton-Kelly, 1999). It operates by way of public hearing and that members of the media or public are invited to participate in the hearing process. Evidence is heard by the public inquiry panels commonly referred to as commission counsel. It also operates the way a court of law conducts its business but the rules here are different because no individual pleads guilt or not guilt. Witnesses are cross examined one by one until all parties are satisfied that they have exhausted the evidence required (Hamerton-Kelly, 1999) Organisations and governments usually form public inquiries with the sole purpose of investigation and reporting any matter with substantiality of interests within among members of the public which relate to any public organisation within a specific jurisdiction or good governance violation (Schà ¶n, 2001). Most public inquiries work under the terms and reference orders specified by either the government or the organisation that ordered the inquiry. Public inquiries are paid by the government or institutions it is intended to advice on the matter. (Derksen, 2005) Organisational learning is the acquisition and development of knowledge and skills within a given organisation in order to improve their outcomes with reference to the goals and objectives of the company. These outcomes may be the overall efficiency of the organisation, creating and maintaining competitive advantage, better performances etc. in the face of changing situations, organisational leaning helps restore settings and resolve any problems that might exist.

Annotated references Essay Example | Topics and Well Written Essays - 750 words

Annotated references - Essay Example This model was evaluated and later on proven successful to both teachers and learners. Conversely, there are issues cited in the article, which still remain lacking in this model. This is with regard to the safety of the program and how to win the teacher’s trust versus imparting the right knowledge in children. In particular, this article is helpful in the development of early childhood. This is with an aim of empowering both teachers and children in the line of acquiring high quality education. The authors intend to enhance efficiency and boosting quality of learning in children. The article is relevant to the curriculum with regard to the choice of words and noteworthy sources used. Ultimately, the sources used target the development of early education. For example, the model helps teachers in comprehending what they do clearly and much more helps them see the value of articulating their practices effectively, such as integrating young children with the old in order to have the young learn from the old. The authors, Blank, Damjanovic, Peixoto da Silva and Weber (2012), present a multi-case study that provides an explanation of early childhood and teachers with their experiences when executing project work in present-day classrooms. The authors put emphasis on the challenges that teachers encounter during the implementation process of the project work. This entails how they responded to both developing professional knowledge and skills on the subject of the project strategy and to the available practices considered in the specific school perspectives. This article provides a description of operational project work in a study of three classes with an aim of illustrating main arguments from each of the specific scenarios. The article also presents a construed argument that merges the three scenarios. Finally, the authors indicate what teachers’ encounter while putting

The Human Function in Plato and Aristotle Essay Example for Free

The Human Function in Plato and Aristotle Essay Plato and Aristotle have similar perspectives about human function. They also share some of their ideas about how human function is related to other philosophical notions such as virtue, good, justice, and the soul. According to Aristotle the chief good (and the human function, which has its end in itself) is happiness. But his definition of happiness is different from what ordinary people usually think. Happiness is neither pleasure nor wealth, nor is it even a kind of honor (Nicomachean Ethics, Chapter 5). It is rather a final state and all human activities attempt to reach this final state. Plato holds that the human function is justice and that it ensures happiness for both the individual and the society when practiced correctly. But this ideal of justice is not for individuals who have special professions or â€Å"crafts. † Justice is rather an ideal that every person should pursue for himself/herself. While their definitions seem to be more or less similar, the two philosophers differ on the relative importance of these notions. That is to say, while according to Plato justice is the most important ideal (and happiness is its derivative), Aristotle holds the opinion that happiness is the most significant good which has its end in itself. A correct definition of happiness however is not simple pleasure, according to Aristotle, but a state of moral well-being (which assumes both justice and virtue.) The two philosophers agree on the issue that in order to be happy, we must exercise our human function (and reach the ideals this function requires). They also seem to agree that the human function (justice for Plato, happiness for Aristotle) is impossible to exercise without being virtuous. All these concepts refer to each other and they sometimes even seem more or less equal. This paper will therefore argue that the two philosophers share similar views on the nature of the human function and how happiness and virtue relate to this notion. It will also be argued, however, that they disagree on the relative importance of these concepts (and that some of their philosophical definitions are different). The human function in Book I of Plato’s Republic is defined towards the end of the book, on pages 29 to 31. Plato’s definition of the human function comes after a long and complex argument on the nature of wealth, justice, craft, and virtue (and how they all refer to each other). Plato does not seem to favor the particular idea that justice is a kind of craft [techne] (Republic, 7.) â€Å"Craft† here is taken to mean something similar to â€Å"business† or â€Å"expertise† and some crafts mentioned in that part of the dialogue are: cooking, medicine, boatbuilding, horse breeding, being the captain of a ship, lyre playing, â€Å"soldiery and musicianship† etc (Republic 6-9). What all these crafts have in common is that they are individualistic and not universal. Justice will therefore differ from this definition because the exercise of justice is a universal goal. Justice therefore cannot be a kind of techne and there are two major reasons for this exclusion. The first reason is that if justice is a kind of techne, then only those who have justice as their profession would be expected to exercise justice, as opposed to all human beings (only those who have justice as their profession). It makes no difference whether an individual is a cook or a doctor or a boat-builder or a horse breeder in that regard: every professional individual is expected to be just and virtuous in his/her life. The second reason is related to the earlier discussion about the nature of wealth and how it relates to happiness and morality. If justice is a kind of techne, that would mean that the person who exercises justice could make money out of it, being a professional. â€Å"Justice† in that regard would be nothing but another kind of business to earn a living. Plato however rejects this idea very strongly: justice cannot be bought or sold. Justice is a kind of human good but it is neither material nor has a fixed price. Justice is superior to wealth, since it is â€Å"a thing more valuable than even a large quantity of gold† (Republic, 13). When we come to the final pages of Book I, we see that Socrates gives the example of the human body to illustrate what justice means. The specific function of the human ear is to hear, the specific function of the human eye is to see, etc. And the function of the human body as a whole is to be healthy and harmonious. The soul has the special function of ruling over the body in a way that will ensure the happiness of the whole. That is the say, the soul is responsible for both its own happiness and the well-being of the body (which it commands). There are strong political implications of this statement: the rulers of a city are responsible for the happiness of the people they rule (like good shepherds). Moving over to Aristotle, we see that the Nicomachean Ethics opens with a similar discussion about the nature of crafts and how they refer to notions of justice. Aristotle claims that â€Å"where there are ends apart from the actions, it is the nature of the products to be better than the activities† (Nicomachean Ethics, Chapter 1). This distinction is of great importance. Aristotle draws a line between goals and actions: actions are towards the fulfillment of goals. Aristotle, like Plato, lists several professions and remarks that these â€Å"arts† have specific goals. The art of strategy has as its goal victory, the â€Å"medical art† has as its goal health, the art of shipbuilding has as its goal the construction of a vessel, etc (Nicomachean Ethics, Chapter 1). But these specific goals cannot stand for the human function by themselves. Just like Plato, Aristotle dismisses the idea that justice is any kind of craft. Chapter 2 of Nicomachean Ethics explains this idea powerfully. According to Aristotle, politics is the â€Å"most authoritative art and that which is most truly the master art. † Politics â€Å"uses the rest of the sciences† and therefore â€Å"the end of this science must include those of the others. † Aristotle also claims that this goal (justice) is the same for both â€Å"a single man and for a state. † We may perhaps paraphrase this as: justice for individuals concerns ethics, justice for society concerns politics. We may furthermore claim that, while the human function on the level of individuals is the exercise of virtue, the human function on the level of societies would be political justice. When an individual is virtuous he can reach happiness. When a community exercises justice (or has just rulers) they can reach happiness as a whole. Plato and Aristotle reach very similar conclusions and even though they seem to be discussing justice on an individual level at first, soon we understand that their real intention is to discuss politics. The conclusions they draw (and even the examples they use) concern communities and in particular, the city-state [polis]. Another important aspect of the human function is the exercise of reason. Aristotle, in the Nicomachean Ethics, defines reason as the characteristic human trait (the main distinction between an animal and human being). According to Aristotle, biological facts such as â€Å"nutrition and growth† cannot be considered as characteristically human traits. Even the â€Å"life of perception† cannot be called the human function because â€Å"it also seems to be common to the horse, the ox, and every animal† (Nicomachean Ethics, Chapter 7). Aristotle finally arrives at a definition of the human function which includes virtue, reason, and goodness: â€Å"human good turns out to be the activity of soul in accordance with virtue, and if there are more than one virtue, in accordance with the best and most complete† (Nicomachean Ethics, Chapter 7). The human good (or the human function) is therefore the activity of the rational soul and not the human body. â€Å"By human virtue we mean not that of the body but that of the soul; and happiness also we call an activity of soul† says Aristotle (Nicomachean Ethics, Chapter 13). Plato, interestingly, uses the same example of the soul to explain justice. â€Å"Justice is a soul’s virtue† is what Socrates says in Book I of The Republic. The soul (which is rational) is superior to the body just as a good ruler is superior to the people he rules over. Both Aristotle and Plato have same approach on whether virtue has an essential role in the pursuit of happiness. Neither Plato nor Aristotle can imagine happiness without justice and virtue. The relation between virtue and happiness, according to Aristotle, is the relation between an activity and a product. When we consider the totality of his arguments in Book I, it becomes clear that virtue is the activity and happiness is the product. Happiness therefore is superior to virtue: virtue is how an individual reaches happiness. Happiness is its own purpose: it is a final state and all human activities attempt to reach this state. Whether Plato would make such a distinction is unclear. His definition of virtue is somewhat different from the modern term. According to Plato, virtue is not exclusively moral (even though the moral aspect is perhaps the most important). Plato defines virtue [arete] as what makes a good dog good, or a good horse good, or a good human good, etc (Republic, 10-11). Arete in this sense â€Å"applies to things (such as knives) which are not moral agents† (footnote, page 11). Socrates however, through Book I of The Republic, refutes Thrasymachus’ view that justice is simply the advantage of the stronger. Thrasymachus’ view is amoral and Plato rejects this view very strongly. From this we may perhaps infer that the most important aspect of virtue is its moral aspect. This definition of arete is also a description of the human function (i. e. what makes a human a human). The two philosophers, therefore, are in agreement on the issue that virtue, reason, and justice are significant aspects of human happiness. The four concepts are interrelated and each would be a good candidate for the human function. Aristotle formulates the human function as â€Å"the activity of soul in accordance with virtue. † Plato however does not reach at a fixed formula by the end of Republic, Book I. We are told that humans indeed have a function (just as organs like ears and eyes do, on page 29) and that it is impossible for the whole to be healthy unless every part is performing its function in a satisfactory manner. We are also told that every specific organ or individual has a specific kind of virtue without which they would â€Å"perform their function badly† (Republic, 30). The final addition to this argument is that it is impossible for a human being to be happy without the exercise of virtue and justice (Republic, 31). However, the exact definition of justice (without which it is impossible to define happiness) is not given at the end of Book I. Socrates makes an admission of this inability towards the end: â€Å"for when I do not know what justice is, I will hardly know whether it is a kind of virtue or not, or whether a person who has it is happy or unhappy† (Republic, 31). The two philosophers therefore share similar views on the nature of reason, happiness, justice, and virtue: all these concepts are interrelated and necessary for each other to exist. However, even though Aristotle gives a formal definition of the human function by the end of Book I in Nicomachean Ethics, Plato does not. He raises the question but the answer is not yet given.

No Child Left Behind Act Essay -- Politics Education School Learning E

No Child Left Behind Act President Bush quoted, â€Å"Clearly, our children are our future†¦Too many of our neediest children are being left behind† (www.ed.gov). The â€Å"No Child Left Behind† Act expands the federal government’s role in elementary and secondary education. The NCLB emphasizes accountability and abiding by policies set by the federal government. This law sets strict requirements and deadlines for states to expand the scope and frequency of student testing, restore their accountability system and guarantee that every classroom is staffed by a teacher qualified to teach in his or her subject area. Furthermore, the NCLB requires states to improve the quality of their schools from year to year. The NCLB pushes state governments and educational systems to help low-achieving and low-efficiency learners in high-poverty schools meet the same academic standards that apply to all other students.   Ã‚  Ã‚  Ã‚  Ã‚  There are many important aspects of the â€Å"No Child Left Behind† Act. I think the most important area of the act is the parents. Parents play just as an important role to the educational system as anyone else. NCLB expands parental options. NCLB supports learning in the early years, thereby preventing many learning difficulties that may arise later in the student's life. In fact, research shows that most reading problems faced by adolescents and adults are the result of problems that could have been prevented through good instruction in their early childhood years (Snow, Burns and Griffin 1998). NCLB provides more information for parents about their child’s progress. Reading and math assessments are done several times and provide parents with objective data on where their child stands academically. NCLB requires states and school districts to give parents easy-to-read, detailed report cards on schools and districts, telling them which ones are suc ceeding and why. These report cards are detailed with extensive data. NCLB ensures that parents have important information regarding the schools their children attend and whether they are performing well or not. In addition, under NCLB, such schools that are considered low-performing must use their federal funds to make needed improvements. In the event of a school’s continued poor performance, parents have the option to ensure that their children receive the high-quality education to which they are entitled. This... ...dards are one of the main topics of educational and political rhetoric and debate in this decade. One of the major reasons for this controversy is that it is almost impossible to separate standards from assessment of student progress and teacher and school accountability. Therefore, parents are at somewhat of a crossroad.   Ã‚  Ã‚  Ã‚  Ã‚  With the right amount of funding and the proper objectives from government, the education reform could grow to be a huge success. As for right now, it is still under reform, and with certain changes comes certain conflicts. The goal at hand seems to be an effort to put all students, no matter what race, gender, income-status, etc. at the same academic standing as all other students. This is an extremely difficult task with many students being at different learning abilities. President Bush is not going to give up and maintain his fight for better education. Our country, noted as the greatest nation in the world, deserves to give our children the right to an excellent education. The children of today are the men and women of the future. Therefore, the â€Å"No Child Left Behind† Act is a great step forward for teachers, parents and students across the country.

Ergonomics

The aim of this study is to investigate the isometric strength or MVC (maximum voluntary contraction) by measuring grip strength, arm strength, leg strength, torso strength and key pinch strength. So that each participant’s strength percentile values in the population for each strength category can be calculated and human biomechanical capabilities and relative variability in human capabilities can be understood by comparing the data collected. Also the effects of the factors, like grip span, wrist posture or using the dominant side, on each of the strength categories can be examined. . INTRODUCTION Isometric strength is the force that a muscle group can exert without movement. Maximum Isometric strength is the maximum force that a muscle group can exert without movement. It is also called MVC (maximum voluntary contraction). Some of the widely used isometric strengths are: arm strength, shoulder strength, composite (leg) strength, back (torso) strength, grip strength and pinc h strength. All of the strength categories are measured for the subjects excluding for the ones having health problems about their waist.These measurements are done by using Caldwell Protocol, which says that after a build-up time of about 2 seconds, the subject is required to maintain a steady state maximal exertion for at least 3 seconds and this (average) level is taken as the subject’s strength score. So that we can say that, in general, the isometric strength measurement procedure requires individuals to build-up their muscular exertion slowly over a 4-6 seconds period, without jerking, and maintain the peak exertion for about 3 seconds. This peak exertion (3 sec average) is the isometric strength of the individual.No external motivation should be provided. A break of at least 30 seconds should be provided between successive exertions if only a few measurements are to be made. It is necessary to increase the rest duration to 2 minutes if about 15 measurements are to be m ade in one test session. This additional rest is necessary to recover from fatigue generated due to the isometric exertion (Mital and Kumar, 1998). While measuring the strength categories, the effects of some factors like elbow angle, wrist posture, grip span and using dominant or non-dominant side are observed.The orientation of the arm influences human isometric strength exertion capability. As the arm orientation changes the mechanical advantage also changes, resulting in weaker or stronger strength exertions. Also the wrist orientation is critical in generating isometric torques with non-powered hand tools. Approximately 70% more torque is exerted when wrenches are in the horizontal position than when they are in vertical positions (Mital and Kumar, 1998). Therefore, by using some statistical techniques like ANOVA (Analysis of Variance), the significance of the factors that are mentioned before is tested. . OBJECTIVES The main objective of this study is to investigate the isomet ric strength or MVC (maximum voluntary contraction) by measuring grip strength, arm strength, leg strength, torso strength and key pinch strength. So that each participant’s strength percentile values in the population for each strength category can be calculated and human biomechanical capabilities and relative variability in human capabilities can be understood by comparing the data collected.Also the effects of the factors, like grip span, wrist posture or using the dominant side, on each of the strength categories can be examined. 4. METHODS The experimental task consisted of performing isometric handgrip, pinch grip and lifting contractions for the combinations of the levels of wrist posture, grip-span and by using the dominant or non-dominant side in a standing posture. The equipments used are handgrip dynamometer, pinch grip dynamometer and lift platform.Our lab group conducting this study consists of two female and a male student, which are all right-handed and served as subjects. While measuring the grip strength the combinations of neutral wrist posture with the 5 grip-span settings, vary from 33mm to 85mm, are used. For the 2nd setting the combinations with the wrist flexion and wrist extension are measured too. Then non-dominant side MVC in neutral posture in 3rd setting for males and in 2nd setting for females, and dominant side MVC keeping the wrist in neutral posture and the elbow at 150o angle are measured.The reason for using the 3rd setting for males and 2nd setting for females is that, on average, 3rd setting is the standard for male hand size, and 2nd setting is the standard for female hand size. After finishing the grip strength measurements, the key pinch strength at neutral arm and wrist posture is measured. After all, by using the lifting platform, MVC for arm, leg and torso strength are measured. While measuring all types of strength categories Caldwell protocol is used and all of the measurements are done as two trials. The dat a including only the maximum recordings can be seen from the table below: Table 4. : Collected Data for All Group Members for All Strength Categories |Name |Dominant Grip |Non-dominant |Dominant |Arm | | |Strength(MVC) |GS (MVC) |side GS at |Lift | | | | |elbow 150: | | |Female |16. 43 |4. 47 |19. 6 |17 | |Male |37. 86 |6. 69 |44. 81 |19 | The following table combines the data collected from the subjects with the data taken from the population. By looking at it, one can say that for males, with respect to grip strength, our sample mean, 37. 86 is about the 25% tile in strength, which means, Gurkan has more strength than about 25% of the population. And by using the same way, we can say that our female subjects have more strength than 2% of the population on average.And the information like percentiles for the rest of strength categories can be seen in a same manner from the table below. Table 5. 2: The percentiles of small group and data comparison with the population [pic] Another result from the study is the relationship between grip strength and grip-span and wrist/elbow posture. In order to understand the effects, Analysis of Variance (ANOVA) test is done. Our ANOVA hypothesis is as the following; H0:The group means are not different. H1:The group means are different. For the ANOVA results we can look at the following table to investigate he r-squared values, p-values and f values to understand the effects and relationships. According to the results taken; the highest p-valued factor is the wrist posture which has 3 levels of extension, neutral and flexion. Then comes the elbow posture and finally the grip-span. Table 5. 3: R-squared, p-value and f values of factors effecting grip strength |   |   |r-squared |p-value |f | |grip |grip – span |0. 9395 |0. 64 |3. 45 | |strength | | | | | |vs. | | | | | | |wrist posture |0. 8997 |0. 769 |0. 28 | | |elbow posture |0. 9896 |0. 321 |1. 71 |The quality of the fit is given by the statistical number r-squ ared. An r-squared of 1. 0 would mean that the model fit the data perfectly, with the line going right through every data point. More realistically, with real data you'd get an r-squared of around 0. 85. Finally in order to support the other techniques we have looked at the result of the Tukey’s test. 5. DISCUSSION The implication of strength measurements in Ergonomic Intervention and the uses and importance of strength data in ergonomic intervention can be explained by the means of the following concepts.Many industrial activities are performed through human intervention. It is generally accepted that knowledge of what a person can or cannot do under specified circumstances is essential for efficient work design and injury prevention. Human strength recommendations for tool design and work and workspace design have also been receiving considerable attention. Lack of design guidelines and screening procedures can lead to overloading of the muscle-tendon –bone-joint sys tem and, thereby, fatigue and possible consequent injuries. As a matter of fact, Chaffin et al. (1978) have reported that the incidence rate of back injuries ustained on the job increased when the job strength requirements exceeded isometric strengths of the workers. Human strengths of individuals thus form the basis for many design data bases and screening procedures. Therefore we can say that the overall intent of these developments is to reduce injuries and, in the process, maximize industrial productivity. 6. CONCLUSIONS AND RECOMMENDATIONS The results indicate that although there’s not a significant difference, the optimum grip-span setting for the males is the 3rd, for the females is the 2nd setting as it’s been told in the literature.These findings were supported by the results of tukey’s test, which shows that the maximum strength is achieved with these settings. Also when we look at the R-squared values from the ANOVA test applied to understand the rela tionship between grip strength and grip-span and wrist/elbow posture, we can see that the effect is not so significant because of the large R-squared values. But if we want to sort them, wrist posture is the most significant, and then grip-span and elbow posture come respectively, where it can be seen easily from the table below: Table 7. : R-squared values for the factors effecting grip strenth |   |   |r-squared | |grip |grip – span |0. 9395 | |strength | | | |vs. | | | |wrist posture |0. 8997 | | |elbow posture |0. 9896 | Although the effect is not significant, the study suggests that grip span of a tool and the posture of wrist and elbow are important factors to be considered.From this study it can be understood that the isometric strength measurement is inexpensive and flexible. But the major disadvantage of isometric testing is that only one joint angle is tested at a time. If different joint angles need to be tested, the process must be repeated for each angle. The refore as a further study, ways to test different joint angles one at a time can be studied. REFERENCES Eksioglu, M. , 2006. Optimal work-rest cycles for an isometric intermittent gripping task as a function of force, posture and grip span.Ergonomics, 49, 180-201. Eksioglu, M. , 2004. Relative optimum grip span as a function of hand anthropometry. International Journal of Industrial Ergonomics, 34, 1-12. Mital, A. , Kumar, S. , 1998. Human muscle strength definitions, measurement, and usage: Part I – Guidelines for the practitioner. International Journal of Industrial Ergonomics, 22, 101-121. Mital, A. , Kumar, S. , 1998. Human muscle strength definitions, measurement, and usage: Part II – The scientific basis (knowledge base) for the guide.International Journal of Industrial Ergonomics, 22, 123-144. http://en. wikipedia. org/wiki/Confidence_interval http://talkstats. com/showthread. php? t=2460 http://en. wikipedia. org/wiki/Analysis_of_variance http://en. wikipedia. org/wiki/Student's_t-test http://en. wikipedia. org/wiki/Multiple_comparisons http://www. le. ac. uk/bl/gat/virtualfc/Stats/mult. htm APPENDIX A) Descriptive statistics of the collected sample data (mean, std. dev. , and range only). In calculations, we have considered only the highest values but not all trial values. Table A. Descriptive Statistics of the collected sample data | | |Descriptive Statistics: FEMALE | | | |Variable Mean StDev Variance Range | |FEMALE 16,43 4,47 19,96 17,0 | | | |Descriptive Statistics: MALE | | |Variable Mean StDev Variance Range | |MALE 37,86 6,69 44,81 19,00 | B) Each participant’s strength percentile values in the population for each strength category (pinch strength calculations excluded). Again, we have considered only the highest values but not all trial values. Table B. 1 Grip strength percentile calculations | |Descriptive Statistics: Dicle; Duygu; Gurkan | | | |Variable Q1 Median Q3 IQR | |Dicle 10,00 15,00 17,00 7,00 | |Duygu 15,00 19, 00 20,00 5,00 | |Gurkan 33,00 36,00 43,00 10,00 |Table B. 2 Leg, arm, torso strength percentiles measured for each participant | | |Descriptive Statistics: ARM. M; LEG. F; LEG. M; TORSO. M; TORSO. F;ARM. DYG; ARM. DCL | | | |Variable Q1 Median Q3 IQR | |ARM.M * 34,300 * * | |LEG. F * 48,40 * * | |LEG. M * 109,90 * * | |TORSO. M * 119,1 * * | |TORSO. F * 53,00 * * | |ARM.DYG * 15,650 * * | |ARM. DCL * 11,20 * * | C) 95% confidence interval for the true average grip strength, based on the sample data. [pic] C. I. for alpha = 0. 05 For males: (30. 334 , 45. 386) For females: (9. 466 , 23. 394) These intervals say that; in 95 of 100 trials these intervals contain the true average grip strength. D) Grip-strength vs. grip-width and wrist/elbow posture relationships: Table D. 1 ANOVA : Grip-span sets relationship General Linear Model: Value versus Grip; Member | | | |Factor Type Levels Values | |Grip fixed 5 set1; set2; set3; set4; set5 | |Member fixed 3 dicle; duygu; gurkan | | | | | |Ana lysis of Variance for Value, using Adjusted SS for Tests | | | |Source DF Seq SS Adj SS Adj MS F P | |Grip 4 171,60 171,60 42,90 3,45 0,064 | |Member 2 1374,40 1374,40 687,20 55,20 0,000 | |Error 8 99,60 99,60 12,45 | |Total 14 1645,60 | | | | | |S = 3,52846 R-Sq = 93,95% R-Sq(adj) = 89,41% | Table D. 2 ANOVA : Wrist posture relationship General Linear Model: values versus position; names | | | |Factor Type Levels Values | |position fixed 3 ext; flex; neutral | |names fixed 3 dicle; duygu; gurkan | | | | | |Analysis of Variance for values, using Adjusted SS for Tests | | | |Source DF Seq SS Adj SS Adj MS F P | |position 2 18,67 18,67 9,33 0,28 0,769 | |names 2 1178,00 1178,00 589,00 17,67 0,010 | |Error 4 133,33 133,33 33,33 | |Total 8 1330,00 | | | | | |S = 5,77350 R-Sq = 89,97% R-Sq(adj) = 79,95% | Table D. 3 ANOVA : Elbow position relationship |General Linear Model: numbers versus elbow. ; members | | | |Factor Type Levels Values | |elbow. p fixed 2 ds150; neutral | |members fixe d 3 dicle; duygu; gurkan | | | | | |Analysis of Variance for numbers, using Adjusted SS for Tests | | | |Source DF Seq SS Adj SS Adj MS F P |elbow. p 1 6,00 6,00 6,00 1,71 0,321 | |members 2 660,33 660,33 330,17 94,33 0,010 | |Error 2 7,00 7,00 3,50 | |Total 5 673,33 | | | | | |S = 1,87083 R-Sq = 98,96% R-Sq(adj) = 97,40% |The quality of the fit is given by the statistical number r-squared. An r-squared of 1. 0 would mean that the model fit the data perfectly, with the line going right through every data point. More realistically, with real data you'd get an r-squared of around 0. 85. So that, we can say that the effect of the factors investigated is not significant by looking at the large R-squared values. E) Comparison analysis among the data collected (Analysis of Variance, multiple comparison and t-tests, as necessary). In testing the null hypothesis that the population mean is equal to a specified value  ? 0, one uses the statistic [pic] where  s  is the  sample standar d deviation  of the sample and  n  is the sample size.The degrees of freedom used in this test is  n  ? 1. Also we can use the Multiple Comparison Tests, which are a group of tests that follow on from one or two-factor ANOVA or the Kruskal-Wallis test,  but only if significant differences have been found. It would appear that they could be used on their own but because they are not as powerful as ANOVA or Kruskal-Wallis, they can occasionally fail to find differences when the former succeed. They are used for exactly the same reasons that ANOVA and Kruskal-Wallis are used, but provide more information. ANOVA and Kruskal-Wallis can only tell you whether there is a difference between two or more of your groups and not which ones.We made ANOVA test for the grip-span settings, elbow/wrist posture and dominant/non-dominant side usage. When we look at the R-squared values from the ANOVA results, we fail to reject the null hypothesis; H0: The group means are not different. H1: The group means are different. Because, we have large R-squared values. And also by looking at the F and p-values,which is a small value, we can say that there is not a significant difference between the test groups. There is no need to conduct Tukey test because of failing to reject the null hypothesis, but despite of this situation we have conducted to support our previous results. And again we saw that there is not a significant difference. C25 = set1 subtracted from: | | | |C25 Lower Center Upper ——-+———+———+———+– | |set2 -27,59 5,00 37,59 (————*————) | |set3 -26,26 6,33 38,93 (————-*————) | |set4 -32,59 0,00 32,59 (————*————) | |set5 -35,26 -2,67 29,93 (————*————) | |— —-+———+———+———+– | |-25 0 25 50 | In this test, set 1 is compared with the other sets’ average. And as it can be seen the sets are not significantly different, there is only a slight difference, because the range includes â€Å"0†. So that there’s chance that different sets give the same results. TUKEY’S TEST FOR SETS: One-way ANOVA: C26 versus C25 | | | |Source DF SS MS F P | |C25 4 172 43 0,29 0,877 | |Error 10 1474 147 | |Total 14 1646 | | | |S = 12,14 R-Sq = 10,43% R-Sq(adj) = 0,00% | | | | | |Individual 95% CIs For Mean Based on | |Pooled StDev | |Level N Mean StDev ——-+———+———+———+– | |set1 3 21,67 12,42 (————*————) | |set2 3 26,67 14,15 (————*————) | |set3 3 28,00 13,75 (—à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€*————) | |set4 3 21,67 10,60 (————*————) | |set5 3 19,00 9,00 (————*————) | |——-+———+———+———+– | |12 24 36 48 | | | |Pooled StDev = 12,14 | | | | |Tukey 95% Simultaneous Confidence Intervals | |All Pairwise Comparisons among Levels of C25 | | | |Individual confidence level = 99,18% | | | | | |C25 = set1 subtracted from: | | | |C25 Lower Center Upper ——-+———+———+———+– | |set2 -27,59 5,00 37,59 (————*————) | |set3 -26,26 6,33 38,93 (————-*————) | |set4 -32,59 0,00 32,59 (————*————) | |set5 -35,2 6 -2,67 29,93 (————*————) | |——-+———+———+———+– | |-25 0 25 50 | | | | | |C25 = set2 subtracted from: | | | |C25 Lower Center Upper ——-+———+———+———+– | |set3 -31,26 1,33 33,93 (————-*————) | |set4 -37,59 -5,00 27,59 (————*————) | |set5 -40,26 -7,67 24,93 (————*————) |——-+———+———+———+– | |-25 0 25 50 | | | | | |C25 = set3 subtracted from: | | | |C25 Lower Center Upper ——-+———+———+———+– | |set4 -38,93 -6,33 26,26 (——â€⠀Ã¢â‚¬â€*————-) | |set5 -41,59 -9,00 23,59 (————*————) | |——-+———+———+———+– | |-25 0 25 50 | | | | | |C25 = set4 subtracted from: | | | |C25 Lower Center Upper ——-+———+———+———+– | |set5 -35,26 -2,67 29,93 (————*————) | |——-+———+———+———+– | | | |-25 0 25 50 | E) CONTINUED Comparison of our data with population data. In order to compare, we should calculate the percentiles; Calculating percentiles for a value relative to a population with known mean (50th %tile) and standard deviation (assuming normal distribution): 1. Calculate z. [pic] z = (37,86 – 40. 5)/3. 84 = -0,69 2. Look up the z val ue from the table of â€Å"cumulative probabilities of the standard normal distribution. † z = -0,69 is about 0. 25 so the percentile is 25% for the first calculation.Here is the table of our all computations taken from EXCEL: Table E. 1 Comparison of our data with population data [pic] The following table combines the data collected from the subjects with the data taken from the population. By looking at it, one can say that for males, with respect to grip strength, our sample mean, 37. 86 is about the 25% tile in strength, which means, Gurkan has more strength than about 25% of the population. And by using the same way, we can say that our female subjects have more strength than 2% of the population on average. And the information like percentiles for the rest of strength categories can be seen in a same manner from the table above.

Forensic Psychology and Jury Selection Essay

Modern criminal trial practice demands that the law as an academic discipline cannot exist in a vacuum; quite the contrary, the law must be viewed as an overriding set of principles which must be viewed in conjunction with other academic disciplines (Carson & Bull, 2003). This is particularly true in the case of jury selection in criminal trials where the law has been combined with forensic psychology. This essay will discuss the policy underlying the incorporation of forensic psychology into formal criminal proceedings, the precise role of the forensic psychologist in jury selection, and what types of juror risk factors are of particular interests to prosecutors and defense attorneys. Forensic Psychology and the Law If the purpose of the legal process is the discovery of truth, and the guarantee of justice, then it is essential that legal procedures facilitate these objectives. Jury selection, the research has demonstrated, has contributed to many miscarriages of justice in criminal cases; indeed, one scholar has pointed out that In the incidence of capital cases, the U. S. Supreme Court has recognized what research has long shown: Jurors often make sentencing decisions prematurely, and they often base their decisions on their personal reactions to the defendant, their confusion about the rules of law, and their lack of understanding regarding their own role and responsibilities (Schroeder, Guin, Pogue & Bordelan, 2006). As a result of this well-known data, efforts have been made to provide for better jury selection procedures. This has involved a multidisciplinary approach in which lawyers, both prosecutors and defense attorneys, have retained the services of forensic psychologists in order to make better decisions during voir dire. On the one hand, it is hoped as a matter of sound public policy that intelligent jurors will be selected and that truth and justice will prevail. One the other hand, the potential for abuse of the criminal justice system exists because prosecutors and defense attorneys may use the juror profiles prepared by the forensic psychologists in order to win their case rather than to ensure a neutral type of justice. Forensic Psychology and Jury Selection Generally speaking, a forensic psychologist is enlisted in criminal trials in order to make psychological assessments about individuals and a certain set of facts underlying a particular type of criminal case. Jan Mills Saeth, a jury consultant who works with forensic psychologists in order to conduct voir dire on behalf of clients in criminal cases, has stated that â€Å"Jury selection includes helping the trial team eliminate risky jurors, and I help develop a juror profile, voir dire questions, and jury questionnaires. (â€Å"Behavioral Profiling: A Panel of Experts,† 2007). Generally speaking, therefore, the fundamental purpose of the forensic psychologist is to identify potentially risky jurors. What constitutes a risk depends on who the forensic psychologist is representing and whether the nature of the particular criminal allegations. Risk refers to some factor or set of factors which might predispose a potential juror to making certain types of assumptions, to harboring certain types of bias, or to in some way being psychologically disinclined to vote in favor of the forensic psychologist’s client. There are numerous tools employed by forensic psychologists in order to assess a juror’s risk factors during the jury selection process. These tools may include written questions, oral questions posed by an attorney after consultation with the forensic psychologist, and other non-verbal clues. The totality of this information is collected and the forensic psychologist then constructs a series of juror profiles which the attorney can then review in order to decide which jurors to retain and which jurors to challenge or dismiss. One of the difficulties is the fact that, in criminal trials, prosecutors and defense attorneys are zealous adversaries. They are thus required to seek to present their case in the light most favorable to their respective clients; to this end, as is relevant to this paper, the prosecutors and the defense attorneys are interested in jurors whom will be the most receptive to their particular version of the facts, whom are most likely to be swayed by certain facts and witnesses, and whom are most likely to rule in their favor (Tsushima & Anderson, 1996). A prosecutor will seek jurors that possess some psychological tendency to agree with the case in general, to sympathize with law enforcement or a particular type of victim, or some other type of bias that supports their case. Psychological traits favored by many prosecutors include a trust or confidence in authority figures, a generalized conception that the American criminal justice system is fair and reasonable, and a psychological tendency to agree with majority opinions. A defense attorney will be concerned with similar issues; however, the defense will also want to choose jurors whom possess a different set of psychological traits. More specifically, a defense attorney will seek individuals that distrust rather than trust authority figures, that question more than acquiesce to majority opinions, and that demonstrate strong feelings of sympathy or empathy. Conclusion In the final analysis, while forensic psychology can be enormously useful in predicting juror behavior, it can also be misused if prosecutors and defense attorneys do not place professional ethics above the winning of criminal cases. The goal of jury selection ought to be the selection of a jury which will weigh evidence objectively and critically without falling back on extraneous information in order to render a verdict. Forensic psychologists can contribute meaningfully to the criminal justice system, but it is necessary to make sure that their psychological insights are not used by unscrupulous prosecutors and defense lawyers to pervert truth and justice.

Civil war songs essays

Civil war songs essays Our Flag is There is a song for the union army. The lyrics talk about Fort Sumter, and how the Union flag waves there. The song talks about Andersons forces and the battle they had to go through protecting the Fort. They speak of the south as traitors of freedom, and desire to be annihilated. The song was meant to inspire Unionist to protect the precious fort. So the song was trying to build spirit so that people would join the Unions cause in greater numbers. This Union marching song was basically a battle cry (as the name implies) supporting the norths beliefs in that every one should be free. The lyrics show how patriotic they are to their opinions, and their side of the war. The lyrics say that for every man they lose, they will have a million men replacing them. Again they refer to the south as the traitors. They show that no matter what class you are, you still have to fight for your side in the war. This marching song is meant to raise the soldiers spirits and remind them what they are fighting for. This song is obviously written for the Union army, because it talks about a blue coat, which is the norths color. The song is about a tired old soldier, who died in the field of battle. He is now going to heaven to get out of his blue and, in the white robe. This is an unknown soldier who no one knows who he is. He died alone with no one by his side, so the union army honor him. This song is used to inspire the Union soldiers to fight for the unknown soldier, and win in his memory. ...

Economics Essay Example | Topics and Well Written Essays - 2250 words - 5

Economics - Essay Example According to an academic understanding, term aggregate is recognised on the basis of demand and supply which include Aggregate Demand (AD) and Aggregate Supply (AS) (Gwartney & et. al., 2012). In this essay, the discussion highly focuses on the concept of Aggregate Supply (AS). The discussion also incorporates an analysis of three key factors that might cause the AS curve to shift using appropriate graphical illustrations. Additionally, the discussion includes the example of the UK in terms of analysing the major influencing factors on the country’s aggregate supply portfolios. The concept of Aggregate Supply (AS) in economics principally represents the existing relationship among the price and the quantity level with the total amount of goods or services supplied. In general, the concept of AS refers to the overall supply of commodities and services produced within a particular nation (Mankiw, 2014). The changes in the AS curve are generally influenced by a number of factors of a particular nation. However, the change in the AS curve shift is primarily influenced by three key factors that include economic growth, change in input price and substitution effect of goods/services of that particular country. The positive growth rate in an economy is resulted by the increase in productive resources including labour and capital of a country. The availability of abundant labour and/or capital resources helps to produce extensive numbers of final goods and/or services as well as provide support to increase the annual GDP growth rates. In this regard, a positive growth rate of economy of a country is represented by a shift towards the right of the AS curve. On the other hand, the lower growth rate of economy represents shift towards the left side of the AS curve (Mankiw, 2014). In relation to the current economic performance of the UK, the country has been witnessing unabated fluctuation

Equal Rights for All Essay Example | Topics and Well Written Essays - 1000 words

Equal Rights for All - Essay Example They have equal political rights and they can cast their votes with complete authority. Although the ERA promised so much for the equal rights for women but it wasn’t implemented because only 35 states approved it and approval of minimum 38 states is required to pass the amendment in the constitution. The ideas of John Stuart Mill’s article have been discussed in the lecture stating that the biggest hindrance in the betterment of the society is not allowing the rights to the women. He is a strong advocate of equal rights for women in every sector of life. Social relations between men and women should not be dominated by any sex. His beliefs and motives have a great political and social impact. As the time is moving ahead, the role of women is becoming quite vital in the society. He strongly condemns shifting of power on either side. He is quite stern against the rights given to one sex only; while the other being deprived of even basic facilities of life (Mill). In his article, John Stuart Mill presents some harsh facts that pose hindrance to implementation of the ERA in the US society. Most of the people are not in favor of giving equal rights to both sexes. They consider that the men are superior creatures and they should be given priority over women.