Gandhi

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Teachers and Interpreters

Mohandas Karamchand "Mahatma" Gandhi

Gandhi was born on October nd, 186 in Porbandar, a town of 70,000 people and was ruled by a native prince whom the British usually left alone as long as he did as he was told.

Gandhi family belong to the Modh Bania which is a subdivision of the Vaisya caste. According to the old Hindu social scale, the Vaisya is classified as tradesmen or farmers which ranked third. The Bania which had a connotation of moneylender, slightly lower. However Gandhi's father and as his father before him was a Diwan or chief minister for the Porbandar prince.

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Gandhi was one of the youngest of the six children and spent his early life in a thee-storey house that had been in the family since 1777. Gandhi as an infant could not tell his brother and sisters from his numerous cousins for following the Hindu custom and his father shared the house with five brothers, their children's children. The immediate family lived in two rooms which one of them was 0 by 0 feet and the other 1 by 1. Such crowded quarters required patience and the ability to give and take were the main part of survival. Gandhi learned both of these values and also tuning out what he did not want to hear.

The later years, Gandhi freely credited his mother with his religious devotion. However it never occurred to him that he may owe his father for something as equally as important such as his instinct for practical politics and diplomacy. While officially as a servant of the ruling prince, Gandhi was mainly a negotiator in grievances and long suffering subjects.

Even though porrly educated, Gandhi's father had a common sense approach to problems that made his judgement as a highly valued official circles. His reputation as a absolute loyalty. After an assistant political agent for the British insulted the Rajkot prince, others sat in silence, but Gandhi stood up and criticized him and Gandhi was arrested immediately and also refused to apologise. This was the first lesson for Gandhi in passive resistance.

Young Gandhi spent his hours after school with his mother, who he said was "the embodiment of the traditional Hindu virtues of love, humanity and self-sacrifice." Gandhi would accompany her to the temple, sitting nearby and listening as she comforted the widowed mother of the prince, tended the sick and other this lead throughout the night. Gandhi was influenced by his mother's powers of endurance as he was awed by her spirited of willing self-denial and she inspired Gandhi during some of the most troubled times of his adult life.

The Ahimsa is the cornerstone in Gandhi's tactics, strategy and ethics. The word Ahimsa means "non-violence". However accurately speaking the term means the absence of himsa. Which the himsa is a Sanskrit word meaning doing harm to others or being hateful. Therefore the first layer of the meaning to ahimsa involves a substantial portion of the Hindu belief. This broadly influences and guides the other levels of social interaction. This suffering ideally takes place without the anger, vengeance or even resentment. As for example today protestors such as Greenpeace who aspire to save the forests show considerable resentment when they are made to obey injunctions, pay fines or are arrested. Which they seemed to have learned the most visible portion of civil rights movement but also have missed philosophical roots in Gandhi and Hinduism.

Gandhi was also considerate to other world religions. As an example, he identified a central principle common to both Hindu and Christian religion. More importantly he used this idea to help motivate the desired actions on the part of his followers and at the same time as well, he anticipated the emotional reactions of the populations which could be put political pressure on British power. This influence was Gandhi's overt objective. He also often spoke of the inability of the human heart to witness suffering without wanting to help which Gandhi believed that persuasive appeals to the hard of the western citizens could bot be ignored. His moralist part of him said this was because of the nature of the "law" however his politician side understood how such a priority would be experienced by Christian believers.

He mixed politics with religion and also mixed religious traditions. He said "I do not share the belief there can or will be on earth one religion" I am striving to find a common factor to induce a mutual tolerance". However to those who saw in his teachings the emergence of a new faith, he said "There is no such thing as Gandhism. I am not a saint who has strayed into politics. I am a politician who is trying to become a saint."

Gandhi rose as an unlikely religious and political celebrity. He was the crusader against injustice who renounced both sexual pleasure and the entire modern world. To this mix of traits was added to his philosophy of political protest which he gained the name Satyagraha. Taken this term literally means "The truth force" in Sanskit however in practical terms it means the refusal to obey unjust authority.

To the Indian people, Gandhi gave a nation and to the world he gave satyagraha and ahimsa which are the most revolutionary ideas of a long and ravaged century. He also showed that political change could be affected by renouncing violence and that unjust laws could be challenged peacefully and with readiness to accept the punishment. The "soul force" as much as like armed force could bring down an empire. Not only he drew his lessons from his religion, he also learnt from the readings of the Bible, Tolstoy and the Bhagavad-Gita, and he taught it to Martin Luther King Jr., Nelson Mandela and countless other political protestors who would follow his example in mayn years to come. Gandhi's greatest achievement lay in his legacy to inspire people of all nations to take up the peaceful struggle for freedom from oppression. In New Jersey City with the reports of increasing teenager violence a bill has been introduced to the New Jersey Assembly seeking to include Mahatma Gandhi's non-violence teachings in school curriculum throughout the state. The bill that was introduced along with 17 others to stem violence and would require schools to teach the non-violence teaching and philosophies of Gandhi as part of the Core Curriculum standards for social studies in school if it is passed. Gandhi works pass from time to time and his influence upon our society is still evident today and probably the four most important things to take from Gandhi his teachings are peace, truth, non-violence and equality.

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Conflict Resolution

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Conflict is a natural part of life. If the process of conflict resolution is considered as an opportunity for growth and change in the work environment, the potential for a positive outcome is immense. Whether as a team or on an individual level, the ability to solve problems through collaborative efforts and managing change is crucial in achieving overall success. It is imperative that the team establishes a common goal and creates roles and responsibilities. Once identifying conflict and the reasons why it occurs, team members should look for peaceful and mutually satisfying methods to minimize conflict.

Learning to work as a team is a critical organizational competency that is based on the

characteristics of the team. Participation on a team does not require that one change

his/her personality. Interpersonal skills and technical skills are a good combination of

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skills to blend. An important aspect when constructing a team is that the team members

share the same objectives and goals and is clear on the mission and purpose of the

team. An effective team is a group of people with different backgrounds, skills and

abilities, highly communitive, working together on a common purpose with clearly

defined goals blending successfully, and getting along. Goal setting, clarifying the reason for the team coming together and what the team hopes to accomplish must be further defined as well as methods to measure progress.

An open line of communication is very important to the success of the team.

Conflict Resolution

Responsibilities and tasks associated with the project should be clearly explained so that the members of the team are aware of their contributions to the effective and efficient outcome of the product. Multiple methods of communication should be utilized so that

each team member is kept in the loop. E-mail, written correspondence, conference telephone calls, and meetings are mechanisms utilized to keep the team abreast of project

progress. Open communication enhances team morale. If information is withheld, it has a tendency to give that team member power. Team support is very important. All conflict is resolved through communication. Willingness to communicate in unpleasant situations is a positive reaction. Communication also requires good listening skills and sometimes listening skills need to be taught. Communication is the ability to ask advice, interested enough to listen, and dedicated to respond.

Team members have a responsibility to the team. The members need to know that what they are doing individually contributes to the teams success. A team member should not compare oneself to the other team members, but focus on what she/he contributes to the goal. A work team is not the place for internal competition. Working with a team is a self-esteem enhancer. Therefore, when you commit your time, skills, and abilities to the goal, you are bringing you expertise to the table and you are also learning something. You become a better person, a more knowledgeable person. Developing a team evolves over time. Teams accomplish more and reach a higher performance level than an individual. Roles exist within a team, and each member of a team will share the leadership role. The role of a leader is to facilitate processes and support team members.

Conflict Resolution 4

The leader set general direction and assist with the goals. Leadership is the ability to help an individual or organization become better. Potential leaders can be recognized if they have the ability to motivate team members to do more with less and solve problems. Good leadership should have highly developed interpersonal skills. In order to guide your

team, you must create an environment of trust. Your team members should know that you would go to management on their behalf. Team leaders may be concerned about organizational effectiveness but not at the expense of the team members. Therefore, a balance is needed with a focus on the tasks as well as a focus on the needs of the people/team members.

Rotating the leadership role allows the present leader to groom a replacement. Offering leadership rotations is a skill builder for all team members. The team members implement the plan of action for accomplishing the goals.

Effective team members need to know expectations in advance. People will be

committed if they feel that their contributions are appreciated. The members are involved

in the decision-making process which creates an environment of cooperation. Based on a

shared sense of purpose, shared results of recognition for what they have been asked to

do, the team excels. People have a need to belong, a need for personal attention, need to

be recognized, and a need for support. No team member should be allowed not to

contribute. A member who refuses to contribute breaches the contract. Negative

contributions demoralize the individual and stagnates the team efforts. A team

member needs to know and feel that she/he is an intricate part of the team. Measuring the

team effectiveness as a whole requires that the team members evaluate their cooperation

level. How well does the team get along? Ask the team members about the

Conflict Resolution 5

dynamics of the team. Who are the real team players? Who can you go to for help?

Evaluate the following most supportive, somewhat supportive, and least supportive.

Evaluating or measuring the effectiveness of the team as a whole, the team can see the

needs of its members. Does a member need additional training or coaching in team

dynamics? Aspect of a positive team working cohesively together is the bottom-line.

Time management is a very important aspect of teamwork. Each member controls their time and has an obligation to the team to be effective in prioritizing their time. Your potential for success lies in how you use your time. Learning styles affect the way you manage your time (i.e., factual learners organize activities within a framework of time.

They are aware of how long it takes them to do something. Holistic and theoretical learners miss the passing of time. They are usually late.) Time management is a lifelong pursuit. The ability to manage your time varies depending on your mood, stress level, and how busy you are. Methods to manage your time require that you set goals, maintain a schedule of your activities, know your value system, and set priorities. Do not let other people control you. Remember that managing time requires a lot of thought and energy, but the sooner you put forth the effort to organize yourself, you will begin to see results with time management. After defining a team and team characteristics something that often occurs within the team is conflict. Conflict is defined as an expressed struggle between at least two mutually dependent parties who perceive incompatible goals, scarce resources, and interference from another party in achieving their goals. Conflict is an essential part of personal and professional relationships. Just as there are many different types of people, there are different types of conflict, such as, interpersonal and intrapersonal conflict. Interpersonal conflict is when you experience emotional and

Conflict Resolution 6

mental pains within ones self. Characteristics of this type of conflict are being annoyed, defensive and indignant. Often times the individual dose not identify their personal issues, which can be bad for the team. If the individual does not realize their personal issues it will cause tension in the team, which leads to personality conflicts. Intrapersonal conflict exists when two or more people have incompatible goals. They both believe that the other individual prevents their own goal from being attained. Though both individuals may have a difference of opinion, intrapersonal conflict can be beneficial to the team. It focuses attention on assumptions that may not be underlined in particular concerns and are often ignored. Recognizing the other team members concerns could improve the quality of decisions making as a team. One of the most common causes of stress in work teams is lack of communication. As long as we talk about our concerns, there are ways to make things better. A one common communication mistake is mind reading another team member. If you always assume you know what your team member is thinking, your team is on the path to failure. At no time should you assume you can mind

read what other individuals are thinking, because often times you will be wrong. The team needs to be honest and precise when working together. Another communication mistake is pretending there is nothing wrong. Your team members need to know if there is something wrong because your personality affects the team. Withholding issues amongst you can hinder the team. Also, thinking if you ignore a problem long enough, it will go away can hold back the team. Personal problems need to be resolved, and by ignoring them only make matters worse. You need to deal with your problems or have another team member help you work them out, so that you work productively in your

Conflict Resolution 7

team. Next, procrastination is the avoidance of doing a task that needs to be accomplished. Characteristics of procrastination are, feelings of guilt, inadequacy, depression and self- doubt among team members. Procrastination has a high potential for painful consequences and interferes with your ability to work effectively in a team. Also procrastination means not managing time wisely. You may be uncertain of your priorities, goals and objectives. Which lead to being overwhelmed with the task. The team member may have difficulty concentrating and organizing due to lack of planning. Usually this means you have to put in extra planning time at the end to complete the team project. Confusion is also common when one procrastinates. If you arent clear on of the purpose of your team, you may not them priority. Doing anything else becomes easy, especially when youre tired or disoriented. On the other hand, perfectionism prolongs the task by standards of excellence that are impractical. In some cases the team member concentrate a great deal one part of a project because they do not have a full understanding of the project as a whole. Lastly, many team members find they we do their best work under lots of pressure. This is partly because the thrill of pushing up against a threatening deadline creates adrenaline in our bodies, which gives us a kind of (natural) chemical high. The trouble is like any kind of high (or anything else pleasurable), the team member can become dependent on this stimulation, and end up procrastinating often in the future projects. Sooner or later, they will push hard enough that they will not meet the deadlines.

In conclusion, conflict is unavoidable when a team that works together comprises of different personalities and views. Differences in needs, goals, and values are all potential triggers for conflict. By bringing the conflict out into the open and acknowledging that

Conflict Resolution 8

there is a mutual problem will bring ease to the process of a cooperative resolution. Effective communication is imperative and each team member should exercise active

listening to include listening with your eyes and ears and to be able to comprehend all aspects of what is being said. The apparent reasons for conflict should be discussed amongst members to find the underlying cause of differences. Instead of focusing blame on each other, all thoughts and ideas should be viewed objectively. In addition to effective communication, compromising is another strategy for team decision-making.

When this tactic is used to resolve conflict, each member involved must give up something that he/she wants but each person will also get something out of the resolution.

This is a type of win/win result because each member will get some of what he/she was seeking. Destructive differences should be eliminated as early as possible. The longer conflict persists, the more difficult it is to resolve. Resolutions should be developed jointly and all alternatives should be discussed. Decide on which alternative is applicable to the circumstances or conflict and apply it. Whatever approach is taken, if it is well thought out, it will at least begin to move the conflict closer toward resolution.

Please note that this sample paper on Conflict Resolution is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Conflict Resolution, we are here to assist you. Your cheap custom college paper on Conflict Resolution will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment from cheap essay writing service and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Change

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on change. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality change paper right on time.

Our staff of freelance writers includes over 120 experts proficient in change, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your change paper at affordable prices!

Bird uses emotive language to elicit our sympathies for their situation. Her description of the children gives a contrasting image of sadness, sorrow and downcast.

"Her companions look shyly, sadly at the camera; but her eyes are downcast."

Furthermore, these horrific descriptions allow us to imagine the situation, such as

"High domed forehead"

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And

"Gently pouting upper lip"

These convince the reader that these children are suffering from emotional, attitudinal, social and cultural differences.

Metaphorical language

Bird uses violent metaphors to describe previous government attitudes towards aborigines.

Bird descriptively writes that "the evils of the past always come back to haunt us and to deny the past is to cast a dark shadow, to cripple the future, infecting it with the nature of those evils"

This metaphorical statement implies that

- assimilation is not an error or misguided, but evil

- the government will have the past haunting them about to infect and cripple their future

Bird describes her stories as "delivered from the heart and written in tears"

- provokes sympathy and compassion

- very emotional

Bias

- world of cruelty and evil

The whole introduction is a clich�. Bird refers to all the loss of culture and relations of these aboriginal children as a "tragedy". Not until the end of the introduction did Bird mention some positiveness of child removal, that

"not all indigenous children who were removed from their own families suffered at the hands of the adoptive families."

Modesty

- rhetorical, prolific, crafting of words

Bird recalls that she is "an ordinary person writing…from my heart"

- provokes emotions

Childhood

Bird uses the impact of assimilation in her life to give a personal tone. It distinguishes her unique point of view.

Other people's perspectives

- backup for Bird's arguments

- similar to Bird's views

"True reconciliation…it not achievable in the absence of acknowledgement by the nation of the wrongfulness of the past dispossession, oppression and degradation of the aboriginal people." sir William Deane

Purpose

- cathartic purpose

o cathartic relief of strong feelings or tension

- expiate the past, approach towards a new future

· expiate amend wrong doing in the past

Convince the reader to elicit sympathy towards the stolen generations. The lengthiness and detail of it positions us to accept her perspectives as the only logical reaction to the stories that follow. She clearly gains her intention through visuals, metaphorical languages, emotive language, rhetorical questions, selection of other perspectives, modesty, instructive tone, perspectives for Australia, and childhood references.

Sky-High" by Hannah Robert is a story of a persona who reflects life and compares the joys of childhood to the responsibilities of adulthood. Hannah makes use of figurative language and emotive language to bring her vivid descriptions to life. The use of present tense immediately shows the perspective of an adult reflecting childhood. The alliteration "silver skeletal arms" is a personification of a clothesline which the persona recalls her childhood on. In the presence, the clothesline has transformed into "sun warmed metal." The metaphorical "Jigsaw" was used to piece together the persona's life. "Other details come back, piece by piece, slowly filling the gaps." In her childhood, the persona is free and hence "Sky-high" but as she becomes older, there are responsibilities "and too many things tying me to the ground". She wants to return to the freedom of childhood but change is inevitable and can't be resisted. Initially as she describes her childhood, the tone is warm and elevated but as the story comes to an end and the persona returns to the presence, the tone is cold and hardened. Readers feel that Hannah Robert's story shows that one should enjoy their childhood and make the most of it for the years of adulthood to come. It changes their opinions and may even reverse their thoughts about the way they view life. The persona's childhood was full of freedom and happiness whereas Paul's and William's were miserable and taken away by the assimilation.

Present opinions about the world have continually been reversed and changed. The meaning of change is an alteration, a movement from one form to another or a transformation. The catalyst of change is time which is inevitable.

Overall, a person's perspectives, opinions and thoughts are changed radically or even dramatically over various composer materials and the literal and visual techniques used. Techniques such as alliteration, assonance, metaphors, similes and wit were used to arouse the reader's personal emotions. "The Stolen Children Their stories" conveyed how the government tried but failed with assimilation. The story "Sky-High" promotes nostalgia and the regretting of inevitable changes.

+ Material one's message

+ Material two's message

In conclusion, a person's perspective may change much or little depending on the way they interpret different readings.

Introduction

1. answer the question agree/disagree

. define change / definitions + catalyst + changes + effects + response to change

. raise issues + characters from text + state resources

4. state changes to be discussed

Body

Text 1//

1. state main idea + detail

. quote + explanation

. introduce resource + date + composer + content

4. quote + explanation

5. link text and material

6. concluding statement + reference to question

Conclusion

1. review the 4 discussions of texts

. reiterate review with reference to the question

. concluding statement to validate your argument

Sample Essay (number 1) rating = bad, too long! Too detailed!

"Change is part of life. It cannot be escaped and instead should be welcomed." Discuss this statement with reference to your electives for the area of study

Change is a stage in life, appreciated and hated yet inevitable. From the birth of life to modern 1st century civilisation, society has changed without slightest notice. The dictionary definition of change is "an alteration", "a transformation from one to another", or "to become different." There were good consequences of change such as innovations towards civilisation, yet society had to suffer political changes which led to war. The prescribed text "The Stolen children their stories", the poem "The Door." The four materials all deal with changing perspectives, how sometimes society tries to avoid change for good or bad, but can't stop it, it's inevitable! The prescribed text and the other supporting material deal with emotional, relationship and cultural changes.

The report "the Stolen Children their stories" edited by Carmel Bird, 18 Australia, is composed of short stories and hopes to make society listen to the stolen generations and feel their plight, cultural loss and the changes. Its purpose is cathartic. In hope that Australian people and the government will sympathise and apologise, by saying "sorry", to them. Bird's perspective is distinct as she insists "An apology is due to those who have come to be known as the stolen generations." The report's purpose is to expiate the past, approach towards the future.

In the 1st story, Paul and his mother were admitted to hospital, recovering from an illness. Only then, did doctors and officials note that Paul's mother was "unable to provide adequate care" care for her son. As a result, Paul was adopted and placed into a foster home where he suffered verbal abuse. The children of the foster parents called him "their little abo", as a result Paul was stressed and constantly angry. Through his life, Paul has undergone social, emotional and cultural changes. "I had no identity; I always knew I was different", this emotional change made him feel inferior to even his own people today. He disgusts the changes as they separated him culturally as if he had lost part of his life "Although we try we still don't really know each other, we're still like strangers." The only happiness in him were "The next six years were the happiest, most cherished years of my life", when he was reunited with his family. That was when he spent the six years with his mother before she died at 45. Through the separation, Paul learns how truthfully he loves his family, and how he regrets the loss of a cultural relationship. This reflects how one should welcome change as stated in the question.

Another compelling story was Millicent's story. Millicent was taken from her family and placed in Sister Kate's Home in WA. As she worked by a farm, she was sexually and physically abused. Soon after, she was pregnant and had a baby, which was also removed from her. The matron told her that her baby was dead. However, in 16 January Millicent was contacted by the SA welfare that her daughter was searching for her, they were reunited. The social and attitudinal changes she suffered were severe as though "All they contributed to our upbringing and future was an unrepairable scar of loneliness, mistrust, hatred and bitterness." Her life was filled with fear and pressure that "I was scared and wanted to die." Definitely, she did not welcome the changes that happened. As traumatic as it was, she had no where to go and had to overcome this time of physical change, where "the farmer and one of his workers raped me several times" Millicent's story was just one of many which contradicted the idea that change should be welcomed. Most stolen children weren't treated with love. They were used as slaves or for sexual treatment!

William's story is filled with sorrow and sadness. When he was 6, his mother died and he was sent to an orphanage. He then lived with Mrs. R, where he was repeatedly raped. He then left home and got involved with alcohol and drugs. Now, he still suffers emotionally. The serious repetitive staccato effect of short sentences shows his anger and frustration as he reflects his changes in life. How his separation led to relationship changes, "I wish I was blacker", William's lost his culture, language and bond with his own people. He feels ashamed, "I drank myself stupid. I drank to take pain, the misery out of my life…I am so ashamed of what I've done." His mental hopelessness makes him lost, lonely and sorrow. He tried escaping the changes through drug and alcohol abuse, but that led to his own depression.

The lengthiness and details of Carmel Bird's report is so intense that she changes the reader's perspective towards the aboriginal generations. The contrast of the stories is supported by 1 perspectives, voices and recommendations which suggest restitution. "The Stolen Children Their stories" show how some unfortunate people struggle to resist the changes but it is inevitable, unable to escape but forced to suffer. Rarely some welcome the change; it gives them hope of wisdom and worthiness of love and life.

"Go and open the door" repeats the poem "The Door" as it encourages you to open it to see something new, if not then "even if nothing is there, go and open the door, at least there is a draught." Microslav Holub's poem implies that physical changes are bound to happen, they should be welcomed. The poem insists that there is a chance that changes bring good consequences. In the poem, "the door" is the boundary, or the challenge to overcome, the fear people have to approaching new things. The words "Maybe" and "if" show the wonderful possibilities of opening the door. The poem consists of 4 stanzas, each with indents to show the action and then the consequences. The reader is placed into a situation and can well imagine, due o the language of a poem, what the listener's reactions might be. The door acts as an intimidating barrier and the speaker must diffuse the phobia of his companion. The themes of the poem is simple, it relates with human fear, challenges and changes. Note that the perspectives of the speaker and the listener are markedly different and the poet, who is a master of brevity, sketches in the reasons that they are held.

+ Material of your own choosing, preferably a film

+ Material of your own choosing, preferably a book

"Change is part of life. It cannot be escaped and instead should be welcomed", is a true statement in life. looking back into the past does not help the future, regardless of what has happened. Carmel Bird's "The Stolen Children Their Stories" shows how negative changes should be overcome, by "Recommendations". How John's Howard's resisting to an apology shows how determined he is to saying that the past cannot be blamed onto this generation. Or on the other hand how an apology is due to sympathise indigenous plight. The inevitability is present hence the changes cannot be blamed for but should be accepted and welcomed to make negative times better.

Please note that this sample paper on change is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on change, we are here to assist you. Your cheap custom college paper on change will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Biomechanics of tennis

If you order your research paper from our custom writing service you will receive a perfectly written assignment on biomechanics of tennis. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality biomechanics of tennis paper right on time.

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An Investigation Into How Biomechanical Analysis and Research Has Aided Research and Development In Racquet Sports

Introduction

Until the 170's virtually all tennis racquets were made of wood with leather grips. Typically, the racquets were 7 inches in length, had a head size of about 65 square inches and weighed about 1 ounces. Manufactoring innovations have radically changed the racquet in modern tennis. The modern racquet is larger in both head length and head width. It is also considerably lighter, less flexable and made of new materials such as graphite and Kevlar.

Biomechanics has also influenced the development of the strings, tennis ball, injury reduction and stroke production.Order Custom Essay on biomechanics of tennis

Biomechanics of stroke production

When you watch more proficient young tennis players compeating you can see quite clearly that the style of tennis strokes has changed. Over a period of time the classic, smooth flowing ground strokes that were displayed by the tennis champions of the first two thirds of this century has been replaced. Todays game emphaasizes power from the baseline and the ability to end the point with a single swing anytime the opponent is slightly out of position. The "power" enphesis in the game has evolved shots such as the now dominent overhead serve originating from the clasic underarm serve. It is possible that stroke mechanics are a direct result of the changes in racquet technology, (Brody 00)

Adopting a kinesiological anaalysis approach to tennis strokes (elliot et al;17) identified two major strategies of coordination used in tennis, shown in table 1 below.

He concluded that in strokes where power is required for example in a service or groundstroke a number of body segments must be coordinted in such a way that a high racquet speed is generated at impact. Where precision is needed the performer must reduce the number of segments and move segments more as a unit for example a volley at the net.

Recent studies on the serve (Elliot et al.,15) and the forehand drive (Elliot et al 17) have provided coaches with an appreciation of the role of individual segments in developing racquet velocity illustrated in table below.

The above table shows that the number of segments if coordinated correctly leads to an effective stroke. However this research must be treated carefully since the calculations does not acknowledge the roles of other body segments. For example the legs in the service play an important role prior to impact, while others can act in a way that enable other segments to operate more effectlively.

As (W.Ben Kibler states) the high percentage attributed to the upper arm in part reflects the energy transferred up the kinetic chain from the lower extremities and trunk. This again emphasises the importance of the other body segmants as well as the shoulder, arm and hand in playing a shot.

A Longer Back-swing?

Biomechanical research has also aided in the evolution of a longer backswing of the racquet before ball contact. The main reason for having a backswing is to increase the distance over which velocity can be developed during the forward swing. In groundstrokes it was commonly taught that 'the racquet should be pointed at the back fence' (Hohm, J et al.,187), Whereas today advanced players frequently rotate the racquet 45 degrees beyond this point for the forehand (Elliot et al., 18, Takahashi et al., 16) and 0 degrees beyond this point ("parallel with the back fence") for a backhand groundstroke (Elliot et al., 18).

The tendaancy to keep the racquet behind yet away from the back in the service action or to position the racquet passed the hitting shoulder in preperation for a volley at the service line are further evidence of players increasing the distance of the forward swing to impact.

The Use of Elastic Energy

Research has shown in a stretch shorten cylcle of movement elastic energy stored during the eccentric phase of action (lenghening) is partially recovered such that the concentric phase (shortening) is enhanced. This is also supported by the fact that the concentric action begins with the appropriate muscles under higher tension than could be created purely concentrically. Research by (Wilson, G.J et al,.11) has shown that the benefit to performance from these two factors is critical for success in tennis.

Examples from selected strokes are

Service

A coaching point in maximising power in the serve is the timing of the 'leg drive' with the racquet preperation. The eccentric stretch of the shoulder muscles is maximised by a vigorous 'leg drive' that is combined with the effects of gravity and the inertia of the racquet. The off centre 'leg drive' also helps to rotate the trunk forward (flexion, shoulder over shoulder and rotation) in preparation for impact.

Groundstrokes

Rotation of the shoulders greater than the hips and the positioning of the upper limb relative to the trunk during the backswing phase of these strokes, place appropriate muscles on stretch. In the backhand groundstroke this is why the racquet is parallel to the baseline in preparation for the forward swing.

In conclusion biomechanics is a key area in coach education and player development because all tennis strokes have a fundamental mechanical sructure. Successful performance of the tennis strokes is greatly affected by the technique the player employs. A coach who understands the key mechanical features of a stroke, can analyse movement will provide the best opportunity for optimal player development.

Tennis Racquet Strings

One of the factors that determined the overall performance of a tennis racquet, and one that can be selected by the player, is the string tension (Groppel et al.187; Bower & Sinclair 1; Knudson17; Cross 000). Since string tension is a factor in determing performance outcome biomechanical reseach in this area is quite extensive.

The effect Of String Tension

The variables affected in the formulas for string tension are dwell time and coefficient of restitution. Dwell time has been identified as the length of time the ball stays on the strings. Coefficient of restitution is the measure of the elaticity of the collision between the ball and the raquet. High coefficient of restitution produces a more elastic and livelier bounce.

Longer dwell time means lower torque and impulse reaction on impact, which means better accuracy. Dwell time decreases with increasing string tension, which has a negative effect on performance accuracy. After a point as string tension increases, coefficient of restitution goes down. Lower coefficient of restituion means higher

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Raising free children

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I have always had an opinion about how the world is so different for men and women. Even as an adolescent, I remember taking every opportunity to express my opinion in the matter. I had little hope of making any changes to the way my parents raised us, but I talked and thought about it a lot. I sure thought about it some more when I had my first son, but it has become a serious issue since I had my daughter. Not all girls like to play Mommy, and not all boys can be strong and brave.

Raising children to fulfill traditional female and male roles has a negative effect in their adult life. Gender based play during childhood, the poor promotion of womens achievements throughout history, and an accepting attitude towards gender-based stereotypes, are three important factors that cause low self-esteem in girls and a feeling of superiority in boys. These practices teach men that their place in the world is that of control, and train women to be submissive and accepting of their disadvantaged position in the world.

Promoting play based on gender has justification only if we believe that there are exclusive roles for women and men. If we understand that there are only two roles where there can be no crossover, the ones of mother and father, then there is no reason to limit childrens play founded on a biological circumstance. Women can only be mothers, never fathers, and viceversa, but biologically and intellectually, both genders are capable of performing well in any occupation.

According to Kathy Reyes Smith, a Kindergarten teacher of 5 years, almost exclusively boys play with boys and girls with girls from kindergarten on. At home and even at daycare, children classify people in two categories adults and children. After age five, they recognize two other categories boys and girls. Childrens gender identity is not threatened by exploring all arenas of life. Not only we can, but we must encourage children to know themselves, find their vocation and develop their potential, intellectually and emotionally. During early childhood, parents and society begin to establish differences based on gender that strengthen a culture of stereotypes. From birth girls and boys have a dress code to match a certain expected behavior? Pastel colors, flower prints, hair ornaments and earrings, go well with a tranquil and docile conduct expected from girls. Blue in various shades and other dark colors, along with prints of machinery, tools, and wild animals constitute the boys dress code. Later, girls can identify pink as the feminine assigned color, due to its generalized use in their clothes, toys and school supplies. As expected, boys very much stay away from this color.

It is common knowledge that girls mature at a younger age than boys. In fact, girls are expected to be potty trained earlier than boys are. Around the toddler years parents begin to exclude a number of games and pretend play from their childrens activities. Very physical play or ones that involve guns are reserved for boys. If girls are allowed to participate, they are not permitted to actually use the guns; their involvement in the game is limited to be spectators. For girls, dolls and dishes substitute trains, construction equipment, war toys, and action adventure heroes, which belong in the boys world.

By age six, parents, relatives, marketing and society introduce the concept of exclusive occupations to childrens play. Girls are provided with toys to support pretend play suitable for girls, like cleaning utensils, kitchen items, and craft supplies. The roles of nurses, teachers and stay home parents are not so much imposed on girls, but they are promoted by being discouraged from boys play. Society considers inappropriate for boys to assume these roles in their pretend play. At the same time, certain other occupations fitting to heroes and leaders are promoted to boys, such as soldiers, engineers and policemen. This practice teaches children that occupations are gender adequate. Not by accident, the professions and occupations of power are appropriate for men, and those positions that follow orders are appropriate for women. Sadly, parents support all or some of these apparently innocent practices. Has anyone seen the male nurse Halloween custom, or, the male ballet dancer Halloween custom? All of these things send a message and they acquire the idea that femininity is synonymous with weakness, lack of ability and low intelligence.

My five-year-old son has been playing Monopoly for a little over two months now, and his ability to handle money went from to 7 in a scale of 1 to 10. He can practice addition and subtraction, and he is learning to make decisions. Catering to adults, Monopoly has come up with versions such as NFL and NASCAR. In the childrens market Parker Brothers introduced Pokemon Monopoly, which is the version he likes to play. All toy makers could start creating or modifying games and toys to make them inclusive of both genders. How about a Monopoly version with famous buildings in the world, or another with invention patents by men and women.

By the time children reach adolescence, they have accumulated 1 years of gender discriminating training. Now, fashion, societys expectations and their developing sexual identities separate the boys from the girls even more. Girls are encouraged to be good, and boys not to be good. Parents foster in boys the instinct of defense, to protect oneself and others, to fight for ones property and rights. But there is a totally different perception of girls when they present the same behavior. Girls are considered unfeminine and too aggressive. Boys are considered manly and brave. Girls are punished and boys rewarded for doing exactly the same thing. A girls reputation depends upon her control over a sexuality she hardly understands, and a boys popularity is founded on the free expression of the sexuality he does not understand either. Boys will be boys, Boys dont cry, Boys go as far as a girls let them, are sayings that illustrate societys concept of the roles of the sexes. Men chase and rule, women wait to be chased and obey.

Besides this, generations worth of submission training create a cycle difficult to break. Children learn from what their parents do. Therefore, the decisions mothers make for their personal lives are the guides daughters will use to make their own choices. Thus, mothers who endure abuse from their partners are setting a destructive example. In all fairness, it is necessary to note that young women are many times pressured by their parents to stay in a bad marriage.

Nancy Gibbs in her essay When Is It Rape? discusses how when societies began to punish rape, it was so only in the case of virgins. Because it was viewed as a property crime, the sanction was usually to pay the father the equivalent of the girls price in the marriage market. In some early social groups like Hebrews, the fate of a rape victim was the same as that of the adulterous woman. Anybody who has lived in Latin America can testify that this is a current practice among indigenous groups.

In a society ruled by men, women have to fight not to assume a dependent role. Unfortunately due to the gender discriminatory training they have received, many only find their identity in the role they have in a mans life. It is painful to witness how many see themselves as objects of ornament. Too much emphasis is placed on a woman being pretty, slim, and youthful. The popularity of breast implants and other cosmetic procedures are a reflection of this. Women settle for bad relationships, marriages and partners. The evening news tells stories about these women almost every night. Many base their worth on being loved by a man. This consequence reinforces the fallacy of mens superiority over women. Cultures where women who do not marry are labeled Old Maids, teach from childhood that females need a man to be happy. And many men end up believing that women need them too much and love them less.

In the area of romance, the training men receive is a sure formula for failure. They need to get the money first so they can get the girl later. The more money they make, the better opportunity they have in choosing the woman they like. Likewise, the training for women in this area of relationships produces the same result. Girls dont need to worry about going to school and getting a good job, all they have to do is be pretty, thin and pleasing to be picked by a man. But women realize soon that the world works in a different way. They need to go out and get jobs. Women need to provide for themselves and their families. Even in a relationship women contribute too. Though men seem to be in a position of control, this is actually a very uncomfortable situation for them too. Because they have been made to believe that women love them for their money, a feeling of insecurity is almost sure. In their minds, the woman they set to conquer is not truly theirs. She belongs to the money and who ever has it. Suddenly, men feel they are not in control anymore. They feel threaten in their emotions and their intelligence.

Regardless of what really happens out in the world, our culture still assigns the role of provider to men. Everybody knows though, that women are providers too. As part of two-income families, or as single mothers, women can and do provide for their children and themselves. Joanna L. Strantton in her book Pioneer Women illustrates the myth that one of mens roles, as fathers, husbands or brothers, is to protect the women in their lives. Women have had to protect themselves against men and in spite of mens protection. Back in the times when women were not allowed to own property or have inheritance rights, when they were prevented from voting and disabled by the law to have custody of their own children, and could not even speak in public or attend universities, women lived at the mercy of men. This shameful reality prompted the Temperance movement, aimed to ban alcohol from communities, for it was considered the destroyer of the home. Soon after, the womens Suffrage Movement was born, championed by Susan B. Anthony and Elizabeth Cady Stanton. Unfortunately, their names and accomplishments are not well known.

One afternoon during a womens convention for the Suffrage movement, Frederick Douglass spoke in support of Congresss proposal to grant black men the right to vote. Women, through the Suffrage movement, had supported the Abolitionist cause for years. So when Congress offered the vote only for black men, women expected to have the abolitionists support for their own cause. But men turned on women and accepted the proposal. That afternoon, Anthony asked Douglass if black women did not deserve the right to vote. Douglass had no answer for Anthony. Women continued their fight alone and Ms. Anthony died before she could legally vote. This is how Lynn Sherr in her book Failure Is Impossible narrates this painful episode in history in which men put their rights above women again.

When we speak of rights, we must not forget the nurses that have served in all the wars. They cared for the wounded in extremely dangerous situations, even offering their lives to save the innocent. Yet prevented from receiving the well deserved highest honors, because only combat assignments are eligible for these most rewarding medals. Women as well as men have an obligation to correct all these cases of injustice. A crusade to right the wrongs should be sought in this millennium.

Scott Russell Sanders, in The Men We Carry in Our Minds, exonerates unprivileged men of womens inferior place in the world. In his mind, the men who work with their bodies, the uneducated, the poor, the field workers and even the soldiers because they have little financial resources do not oppress women. Russell refers to women not having to go to war or make a living. He seems to forget that women do suffer the horrors of war and fails to acknowledge the sacrifice wives make sharing their husbands misfortune. What women want and deserve is the right to choose.

It is necessary to raise the issue and provoke thought. Promote the discussion and analysis of the topic to reach the stage of action. Parents should be able to talk freely about the way they want to raise their children. Free of prejudice and only with the childrens best interest in mind. This can be the starting point of the journey to equality. The goal is to help children know themselves, so they can reach happiness. The challenge is to identify all of societys obstacles and defeat the monster of stereotypes and myths. It is also necessary to teach the real history to our children. The path consists of identifying the virtues of equality between women and men. I aim to raise a daughter not destined to suffer social submission and unnecessary physical and emotional pain. I intend to raise two sons with free minds, who will help free more women.

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Cambodia

If you order your essay from our custom writing service you will receive a perfectly written assignment on cambodia. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality cambodia paper right on time.

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Before I started my research on the Cambodian Killing Fields I did not know too much about it. All I knew was that in this small country between Thailand and Vietnam it had been taken over by a communist group and they ruled over everything and everybody. They killed people by the thousands, thus the name the killing fields.

I decided to do this event because I heard about this event awhile ago and I always thought that it was pretty interesting. So when the chance came along to research anything we want, I took the opportunity to research something I am actually interested in, and want to know more about. I knew there was a deeper story to this event other than what I knew, which was that a communist group killed a lot of people in Cambodia. And I was right. This was the first time I have ever done a project where I wanted to find out more and more. My whole life I have always been fascinated by events such as this in third world countries. It is truly amazing of how different those cultures are. Everything about them socially, politically, economically and culturally, are so different than anybody else could ever imagine. So I like to study events like the Cambodian Killing Fields to learn more about the whole world around us. I believe that myself and the people around me should know what is going on in our world and the atrocities other people have dealt with. It is a real eye opener.

This event was negative, but the after affects that everyone else got out of it were positive. Society in itself was hurt by this event, and of course not one person wants that to happen to them. The killing fields did teach society a lesson, it is just really awful that things had to go this far, just to get through to people of what really goes on outside the bubble what they live in. This did hurt so many lives, but something positive has come out of it. We now know better, and are more aware of the world that we live in. Nothing even remotely like it should ever happen again as society has treated this as such a serious and scary event. At least now the majority of the people give a damn, and actually care about others but themselves.

The Cambodian killings have definitely made a mark on a lot of people and has been influential ever since this dreadful even has happened. This significant event affected so many people during the time period of it and it still does today. So many people died and others who did not lived terrible lives, even after the reign of Pol Pot. They were always scarred from what had happened to them and their loved ones. When it happened in the past this type of thing was unheard of, according to the people that live in such countries as United States and Canada. They had no idea such things like this was going on in the world surrounding them. Everyone was so oblivious to this and was in a complete state of shock to hear that Cambodia's government was killing their own people, for no reason. Everybody was horrified by this news, but very few did anything about it. This event was so colossal that people still remember it to this day. The survivors of this have made an impact on the people of today. They have shared their painful stories to millions, which has influenced a lot of people to look outside their home, and their community to help do something for those less fortunate outside their country. I know people will never forget about this horrendous event. Talk of it still goes on today every now and then, and the stories are still spread. The people of Cambodia will be haunted by this past. Even the Cambodian people that were not even born at the time are affected by it since it did happen to either their mother, father, or grandparents. The stories will keep on being told and passed through generations making this even still influential in the future. Once you've heard the stories, and seen the pictures, I am sure you will be impacted too.Write my Essay on cambodia

This incident takes place in Cambodia and is definitely worthy of in-depth research since it was such a momentous event because most people that live in places like the United States or Canada never though anything like that could ever happen. It was such a shock to hear that this sort of thing only happened twenty-eight years ago. This event is so detailed, and the research you could find about this could go on for pages. It is really interesting to learn about, and of how something like that ever happened in the first place. I would suggest to anyone to learn more about this event as it goes to show how lucky we are to live in a country like Canada.

4.c),d)The Cambodian Killing Fields incident is best classified as social, economic, political and cultural, but the biggest category to represent it would be political. After the event the government changed significantly. For four years it was under the reign of Pol Pot. He wanted to keep the society an agrarian society, so anyone who even looked smart was murdered. He did not want his country to modernize, so he took out anything in his way. Even though Pol Pot and his people are long gone today Cambodia still has never recovered. The people are still suffering from what he did twenty-eight years ago. It was and still is very costly to clean up the countryside, so Cambodia still looks to be in the same state the Khmer Rouge left it in. And since Cambodia is a very poor country it will probably stay that way for the next while. Now the government is trying to clean up all aspects of Cambodia that they can, all of which Pol Pot created. The killing fields has had a huge impact on the Cambodians during the time of it, and after. This shocking event however impacted the rest of the people in the world, that had heard about the killing fields in Cambodia. The impact this incident created never had a positive affect on anybody. Except for the fact that it made other people really think and imagine of what other people have to endure, and that since it was such a bad thing that had happened and it did not go over too well anywhere, something like this is bound to never happen again.

4.e) The political surrounding of this time was what the whole Cambodian Killing Fields were about. The communist government took over everything, including the people. They ruthlessly tried to remake Cambodia to what they thought it should be. Led by Pol Pot, they terrorized the towns and villages. Not one person could do anything about it since it was the Government that was causing all of the problems. The people were very angered by this all. They killed who ever they felt like for no reason at all. Finally in 17, there was an invasion by the Vietnamese that out the Khmer Rouge (led by Pol Pot) to an end. But by that time they had already committed on of the century's greatest massacres and had killed between 1.5- million Cambodian people.

Please note that this sample paper on cambodia is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on cambodia, we are here to assist you. Your persuasive essay on cambodia will be written from scratch, so you do not have to worry about its originality.

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Illness and Death of a Parent

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REVIEW OF LITERATURE

Background Characteristics

In the United States, more then million children and adolescents (.4%) younger than 18 years, have experienced death of a parent (Christ & Siegel, 0016). In Conneticut alone 8,000 children under the age of 18 have experienced death of a parent (Emswiler & Emswiler, 0005). Raveis, Siegel, and Karus (188) discovered that background characteristics of a child, the deceased parent, and family may affect the outcome of the child's grief (Raveis, Siegel, Karus, 18167). The age and gender of the child also plays a major role in the outcome of the child's grief. Younger children, under the age of five, and early adolescence, in particular, are vulnerable to poor adjustment to parental death.

According to Donna Schuurman (00) the age of the child and corresponding developmental abilities influence their understanding, memory, and their ability to cope with the death of a parent. From, birth to two years of age, known as the sensorimotor period, If the parent died at birth, or short after, there is one less "not you" to assist in building patterns and trust. The child intuitively and instinctually senses absence of another (having spent months attached to her) and in changes of those around you. This causes and interruption in the ability to trust. To generate or regain trust depends on what happens next to your family and world. From, age two to five or six years of age, known as the preoperational period, primary tasks were developing independence and initiative. When parent's death occurs it is as if "you just began to walk and the rug was pulled out from under you"(Schuurman, 007). The child may slip back to younger behaviors, such as baby talk, wetting the bed, clinging to people, crying more frequently and insisting on their own way. From age six to eleven or twelve years of age, known as the concrete operational period, most children understand death as final. Often, they also retain belief that in some way their actions, or failure to act, may have contributed to the death. During the "raging adolescence period", also known as formal operational, children begin to have more advance reasoning. They need to find and make meaning of their parent's death. Due to the loss of parent, they may have been forced to "grow up". Due to this, they may have experienced added pressures and responsibilities, as well as financial concerns or questions about the future. If the child had a conflicted relationship with the deceased parent, he/she may have carried additional guilt and unresolved issues. During each phase of life, reprocess of loss happens. The child/children must confront reality of having no parent in life while coping with new challenges, such as; friends, dating, career choices, etc (Schuurman, 007).

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According to Willis (00) understanding grief and death begins at around or 4 years of age. She distinguishes between three periods in a child's understanding of death. Between and 5 the child understands that her parent has moved and is living somewhere else. Between the ages of 5 and , the child believes that death may have been avoided entirely. Finally, between the ages of and 10, the child reaches and understands that death is permanent, inevitable, and affects all living things. The four components of children's understanding of death, such as the irreversibility factor, the finality, the inevitability, and causality all relate directly to the child's developmental level at the time of death (Willis, 00).

Some claim that girls are more vulnerable to adverse consequences, and boys have a more problematic adjustment. Others report that they believe that there is no gender difference. These inconsistent findings may be explained through investigations that have documented factors such as child's gender and deceased parent's gender. They may operate in conjunction with one another to show children at increased risk, that is, gender match of bereaved child with deceased parent for young girls, under age 11, and adolescent boys. Some other less examined background characteristics are birth order, family size, presence of siblings, and age of siblings (Raveis, Siegel, Karus, 18167).

Some of the gender differences sited in "Guiding your child through Grief" (Emswiler & Emswiler 000) are as follows boys tend to talk less and act out more, they express grief as anger and aggression. In addition, they are more prone to having concentration and learning problems in the first year after their parent's death. Girls, on the other hand, tend to talk and cry more. They show more anxiety and are concerned about their own safety and health, and that of their surviving parent. Girls may also exhibit more physical complaints and they have more frequent disagreements with other surviving family members. They tend to remain more attached to the parent who died and tend to idealize that parent more. They certainly are more likely to hold onto items that connect them to loved ones (Emswiler & Emswiler, 00050)

In "Explaining death to children", it is claimed that if a boy loses his mother he may regress to an earlier stage of development. His speech may become more babyish, he may begin to suck his thumb, whine, and demand a great deal of attention. Later in life, he may believe that all women have a tendency to hurt men, because he was "injured" by his mother. He may avoid being hurt by leaving them before they can hurt him. A mother substitute, such as a housekeeper, aunt, or older sister may be important in supporting the child and removing these later tendencies. By the same token, a small boy who loses his father may need another male figure as a substitute (Ames et al, 16716).

Factors Associated with Parent's Death

The specific cause of parental death may be an important factor in predicting the outcome of bereaved children. For example, children whose parents who died from cancer showed symptoms of depression and such psychological problems involving anxiety, behavioral problems, decreased social competence, and lower self confidence. On the other hand, children who experienced sudden or violent forms of parental death, including parental suicide showed not only symptoms of depression, but also severe anxiety and intrusive thoughts within the first year after parental death (Pfeffer et al, 0001). (Another factor that has been found to affect a child's adjustment to the loss of a parent relates to the circumstances around death.) When sudden and unexpected death occurs, there is no time to prepare the child and therefore this could result in subsequent adjustment being problematic. The length of illness, advance knowledge of near death, or degree that a child was aware of that the parent would die, may affect the child's adjustment in the postdeath period. Other factors that may affect a child in the predeath period are stress of fatal illness and changes made due to it, such as, alterations in lifestyle, absence or withdrawal of ill parent from family functions, and household economic changes. These stresses and changes can then continue into the immediate postdeath period. Even sudden or unexpected death to a child, that had had a change or loss in the predeath period, is more likely to exhibit adjustment difficulties. Circumstances where a child was prepared for the funeral, if the child was involved in it, or was allowed to see their parent's body, also affects the child's postdeath adjustment (Raveis, Siegel, Karus, 18167).

Pfeffer et al. (00) compared the depressive symptoms, social competence, and behavior problems of prepubescent children bereaved within 18 months of parental death from suicide, and whose parents died from cancer. They found that children whose parents died as a result of suicide, reported significantly more depressive symptoms than children whose parents who died from cancer, such as negative moods, interpersonal problems, lack of self esteem, and anhedonia. A major concern that may affect children's adjustment to the sudden parental death, such as suicide, is the development of these children's traumatic expectations about the world, anxiety in social situations. Long-term clinical research of children who lost their parent as a result of suicide suggest that the psychosocial adjustment of these children when they become adults may be more problematic than after other forms of death (Pfeffer et al, 00).

In "The Grieving Child", (Fitzgerald1) when death strikes without warning, such as, heart attack or accident, there is no opportunity for the child to see the physical changes in their dying parent. The surviving parent may be in a great deal of pain and may have little time to think about the special needs of the child. It is critical for other family members, as well as health care professionals to support the child in order to resolve his/her grief. The child must have an opportunity to say goodbye to the dead parent in his/her own way (Fitzgerald,11).

Attributes of the Family Environment

Most children irrespective of their age yearn and need to talk about the death of their parent. According to Emswiler & Emswiler (000) over half of the children interviewed wanted to talk to their friends about their parent's death. Fortunately, most of their friends were willing to listen and talk to them. A third of the children wanted to talk to their teachers, who were warm and caring (Emswiler & Emswiler, 0001).

Although the world has changed over the years, funamental questions children ask about death remain the same. Such as "Why do I feel sad?", "What happens after death?" or "Am I going to die too?". Adults responses regardless, must be simple honest, consistent and loving. When introducing death to a child, real-life experiences are not the best way to begin with. Newspapers and television shows are often much too frightening and may only give the child misconceptions of the topic. A good way to introduce death is through books and other visual media. This allows us to observe others from a "safe" distance. Hearing characters express their thoughts and anxieties that the grieving child experiences can be reassuring. According to Grollman (15) when children experience the uncomfortable feelings of a protagonist, they may come to realize that not all of life's mysteries can be solved and that death and grief can be avoided.

Some attributes that may effect the child are the surviving parent's own distress and adjustment to death. The child's adjustment is also subject to the quality of care provided by the existing parent. Family communication patterns about parent's death and event leading up to it affect the child as well. When issues are spoken about and discussed, the child is more likely to adapt in a normal way. If parent does not speak of the death, the child is more likely to adapt in a bad way. This can promote denial, avoidance of the finality of loss, acting out and guilt may also result if parent's failed to communicate. Daily environment and unpredictability in daily routine may also contribute (Raveis, Siegel, Karus, 18167).

The only way for people to alter the pattern of children's grief is by being truthful, open and caring. The importance of allowing children to ask questions and of confirming the reality of their parents death and of allowing them to go through the painful yet therapeutic process of grief is emphasized by Helen Fitzgerald in "The Grieving Child" (1). Her research involving young children who suffered traumatic losses, such as, parental suicide deaths and murders combined death education in a support group. The success of this type of therapy in the later adjustment of grieving children broke new ground in the mental health field (Fitzgerald, 1).

In "Explaining Death to Children", Ames et al (167) children's questions should be answered briefly and simply without a great deal of emotion. Discussions of parental death should not revolve around myths, beliefs, or religion and should be approached gently. Most of all, fairy tales about a parent's death and such lies as "Mother has gone on a long journey", are unhealthy explanations. Such stories will contribute to a child's insecurity and inability to distinguish between reality and fantasy. Dishonesty may also contribute to the bereaved child's feeling of guilt about their parent's death. Such reactions may evolve from an earlier hostility towards the surviving parent. Finally, the grieving child should not be kept away from their parents funeral irrespective of their age. This is damaging and makes the child feel isolated from the family unit(Ames ed.16751).

Recent research (Christ & Siegel 00) has also shown that in addition to family support health care professionals can play a significant role in teaching children and adolescents coping strategies and preparing their family to facilitate the child adaptive tasks posed by their parents illness, death, and aftermath.

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