Thomson company Assignment Example | Topics and Well Written Essays - 2500 words

Thomson company - Assignment Example Thomson operates in UK from more than 650 stores. Thomson Airways which is part of the company is the largest charter airline in UK and was founded in the year 1962. Thomson operates its services from around 23 airports of the country (Thomson, 2012). Aspects of Development Tourism is a valuable sector and is fast growing into a major sector worldwide, contributing significantly towards world economy. Tourism is greatly affected by the economic crisis, political instability, terrorism, etc. which altogether have a negative impact on a country’s economy (Ryu, n. d). Tourism influences lives of many communities around the globe. There are both perceived and real fears associated with the tourism industry and can be related to ineffectively managed ventures of mass tourism. As far as economic activity is concerned, tourism can also have negative impacts on the economy along with the communities residing in that particular country. These negative impacts are required to be measure d and analysed to develop a solution in order to yield a positive result. Aspects of development in context to tourism are important but may also lead to the loss of cultural identities by destinations in order to meet the demands of global customers (Gawler.Sa, n. d, p. 1). Sustainable development is related to the factors such as environmental, economic and social, which greatly impacts the tourism industry. Tourism that addresses the needs and preferences of the communities, environment, visitors and industry can be said to be on the path of sustainable development. In order to attain sustainable development; Thomson needs to consider various aspects of tourism industry such as economic, socio-cultural and environmental. This will not only ensure a good opportunity for the company to develop itself into a global player but will also contribute in attaining large market share. The sustainable development for Thomson will not be restricted to particular destinations but will have a broader application to different forms of tourism such as niche tourism and mass tourism. Thomson is also required to establish a balance between economic, socio-cultural and environmental aspects to attain longevity in sustainable development. Thomson Sheraton is required to ensure that: 1) It should make best use of resources related to the environment as it forms key component in development of tourism. 2) Value the socio-cultural legitimacy of host communities. It should preserve their traditional values and cultural heritage. 3) Ensure long-term and viable economic procedures, providing benefits to stakeholders. The company must look towards opportunities of earning income and contributing towards the welfare of host communities. The aspects of development for Thomson would further require monitoring of impacts of tourism and accordingly taking the taking right measures to deal with the problems associate, if any. Sustainable development should also deal with the customer sati sfaction while ensuring a great experience to customers (Sdt.Unwto, n.d). Positioning in the Global Tourism Market Positioning can be defined as the way a company or a product is positioned in the minds of the consumers. It is can be noted that the product of company may be created in the factory but the brand of the company is created in the consumer’

Out of Body Experiences Speech Essay Example for Free

Out of Body Experiences Speech Essay Do you ever feel as if you’re watching the World the same way you watch tv, that’s what an out of body experience is like. Today we are going to discuss what an out of body experience is, how they are believed to occur, and in labs how are they being tested. An out of body experience is when you watch the world from a location outside of your body. During this you can see your body and the way you behave, yet you aren’t controlling your movements. It is said that at least 5 to 35 people out of 100 experience this sometime in their life. British psychologist, Susan Blackmore, says the experience has many similarities as dreaming and very close relations with lucid dreaming. According to PHD Stephan LaBerge in his book, Nightlight, they are, â€Å"The human consciousness separating from the human body and traveling in a discorporate form in the physical world. † Another popular belief is that these are also hallucinations, but if that were true how would all the same people have the same delusion? Now that we’ve discussed what they are let’s move on to how they happen. These experiences are believed to have a connection with mind altering events. Such as traumatic events, drug use, or dehydration; still that isn’t the case 100% of the time. The majority of the people experiencing these also had neuroelectrical abnormalities, which is any disorder with the body’s nervous system. It distorts the brains ability to process information. Even though they were first heard of in the early 1940’s yet scientists still have no concrete explanation for it. Many experiments have been performed in explaining these experiences, Time Magazine explains how these lab controlled experiments take place. They hook up a video camera to a pair of goggles, the camera shows the subject what is going on behind them so they are able to have a view of their own backs. A scientist taps the Now that we have went over what out of body experiences are, how they occur, and how they are being test; the real question is, do you this these people are out of their minds, or out of their bodies?

Russel Edsons Counting Sheep :: Edson Counting Sheep Essays

Russel Edson's Counting Sheep After British scientists had cloned a sheep called Dolly, people were asking them why they had done it and they said because they could do it. Last week it was anounced that the human genome had been decrypted. Although everybody agrees that this is a blessing for mankind, many people are worried about what scientists might do with their new toy, again, just because they are able to do it. Long before anybody even thought about cloning sheep, Russel Edson had them shrinked. His poem "Counting Sheep" is a subtle approach to the question of use and misuse of science. The ability to shrink matter certainly stands for a technically very advanced culture, in which scientists must have almost god-like powers. But after shrinking the sheep, this scientist "wonders what he should do with them." In a way, he resembles a child and the innocent atmosphere of the poem contributes to this impression. He falls asleep counting sheep. Like in Goethe's "The Magician's Apprentice", the creation overcomes its creator. However, when the scientist thinks of possible uses for his invention, he thinks about "a substitute for rice, a sort of wooly rice", but never about shrinking hostile armies and crushing them with the tip of a finger. Edson makes him look so naive, that we almost forget that we are dealing with a very serious issue. Even when the scientist rubs the sheep "to a red paste between his fingers," he doesn't do it on purpose but seems more like a bull in a china shop. What if it were not sheep but apes or even humans? He definately has the po wer to do that. We are reminded of the scientists who discovered nuclear power. It had never occured to them that someone might use it to build the worst doomsday weapon ever. By describing the minimum credible accident, Edson makes us think about the maximum credible accident. Like "The Death of an Angel", "Darwin Descending" and "The Automobile", "Counting Sheep" is partly a parody on our modern society's attitude towards science and technical advancement, which has almost assumed religious features. Edson comments on the way we treat our scientists like half-gods and on our blind believe in their seemingly unlimited powers.

Judith- Compare and Contrast

Judith – Old English and Vulgate Versions Upon looking closely at the Old English and Vulgate versions of Judith, one can catch a glimpse of how culture was during the time they were written by comparing and contrasting the elements of the story that are presented and modified. The distinct differences that can be found between the Old English and the vulgate versions of Judith provide a clear view of what the Anglo-Saxons considered to be important, and what they felt required respect.When comparing and contrasting these two versions, one can utilize other Old English works such as Beowulf and The Wanderer to clearly spot the differences and similarities to receive some insight into the culture and feelings of the Anglo-Saxons. One of the similarities that is shared between both readings of Judith, Beowulf and the Wanderer is an inherent need to praise God and give Him the glory for all of their actions and accomplishments.Right from the start this idea is seen in the Old Eng lish version of Judith whenever it is said, â€Å"That God the Creator might free her from fear† thereby showing the instant need that the Anglo-Saxons felt for a God who would protect them and help them in their endeavors (Judith 4). Judith being freed from her fear is mirrored by Beowulf’s confidence in the Lord whenever he proclaims, â€Å"wise God, will allot glory, as seems fitting to Him† showing that he has complete trust in who God will choose to win in his gristly battle with the demon Grendel (Beowulf 686-687).The amount of faith that the Anglo-Saxons had in God was very great that he would protect them in battle and all of their endeavors. This sentiment is reflected in the apocryphal version of Judith with her being described as, â€Å"a holy woman, and one fearing of God† (Book of Judith 8:29). The respect and deference shown by Judith in both the apocryphal version of the story and the Old English version show a similar respect for God and a tendency to praise him.This tendency to praise and fear God is reminiscent of Beowulf whenever he allots his victory the gifts that God has given him being the only reason he was able to overcome the monstrous brood of Cain. All of these stories, whether it is the differing versions of the Book of Judith or the epic of Beowulf, seem to have a true desire to glorify God and to even thank him for every victory or effort that the main characters engage in. Contrasting with the previous idea presented is the thought that the Anglo-Saxons put too much emphasis upon their own abilities to fight and battle rather than glorifying and thanking God for their victories.This idea is first shown in the Anglo Saxon version Judith whenever she prays, â€Å"that I may o’erthrow, with this steel the destroyer; bestow on me weal† (Judith Ch. 10). A contrast with this is shown in the apocryphal Judith with the emphasis place on Judith’s designs succeeding and succeeding not for h er own benefit but for the glory of God (Book of Judith 8:31-33). Judith in the Anglo-Saxon version asks for the Lord to bestow upon her the power to smite her enemies with her sword rather than planning as the apocryphal Judith states.This reflects the Anglo-Saxon sentiment that problems had to be settled through fighting and the spilling of blood. Although the apocryphal Judith does have its fair share of blood and fighting, the emphasis on the story is placed on God’s power and not the violence that takes place. This point is further built upon with the idea that it seems that a lot of the time the emphasis in the relationship between the Anglo-Saxon heroes and heroines is placed on the human counterpart rather than focusing all the glory upon God.The fine line between glorifying one’s self and glorifying God is a fine line that the Old English Anglo-Saxons seem to walk and not always stay on. Further evidence of the Anglo-Saxon’s insistence upon their own gl ory is found between the contrasting pictures given to us by the different versions of Judith where in the Anglo Saxon version at the very end, â€Å"Judith was praised for all this Him, Sabaoth’s Lord, who bestowed on her honor, On earth highest worship† while in the Book of Judith the story ends with God being provided the everlasting glory in addition to Judith receiving some recognition (Judith Ch. 0, Book of Judith 16:23). The idea of Judith being a warrior for the rest of her life seeking glory and fighting in battle was most likely an idea that the Anglo-Saxons could not give up on and shows the need their culture had for heroes that garnered glory. A difference clearly illuminated by examining the two works is the role of women in Anglo-Saxon culture. The Anglo-Saxon version of Judith clearly illustrates the idea of a Valkyrie, a woman who is not afraid to battle, and revels in the thought of Judith being a strong captain or even warrior who leads her people to a bloody victory.This conception is evidenced by how Judith is characterized in the Anglo-Saxon version being portrayed as a valiant virgin with nerve and vigor (Judith Ch. 10). This stands in stark contrast to the book of Judith verses three through four where Judith is revealed to be a widow who has lived alone for three years and four months. It’s obvious by looking at these two different stories that one can tell what was important to the Anglo-Saxon people. A young woman strong and stable without a care in the world besides who she was fighting would appeal greatly to the warrior culture of the Anglo-Saxons.But the book of Judith reveals to us a woman in deep sadness who has fasted all the days of her widowhood and who has never picked up a weapon (Book of Judith 8:6). This belief of a warrior woman held by the Old English people is significant in that it reflects the strongly held beliefs of what a hero should be like to the Anglo Saxon people. There is a certain amoun t of significance in the detailed imagery that the Anglo-Saxons added to the story of Judith. One such example is the brutal murder of Holofernes that Judith commits.In verse 8 of the Book of Judith, Judith swings twice with the sword that she found above Holofernes bed and neatly severs the guy’s head off. It’s pretty interesting that this part of the story stays exactly the same in the Anglo-Saxon version except that in the Anglo-Saxon version we get some really graphic imagery of the act taking place. In the Anglo-Saxon story we get phrases like, â€Å"So that his head rolled†¦ the body so foul, lay lifeless behind† that really capture the gruesome nature of cutting someone’s head off (Judith Ch. 10).This type of graphic imagery is very reminiscent of some of the more brutal Beowulf scenes such as the scene where Grendel enters Heorot and begins to terrorize one poor, unlucky soul. Phrases such as, â€Å"bit into the bone-locks† and â€Å" drank blood from his veins† conjure up very graphic images that Anglo-Saxons would find pleasing and entertaining yet are not as valuable in a biblical context (Beowulf 742). This inclusion of graphic imagery in the Anglo-Saxon version of Judith shows an important cultural trait of the Anglo-Saxons in their depiction of bloody events.This violent nature contrasts with the original version of Judith which, although violent, is not graphically disturbing. These two different versions of Judith showcase the traits of the culture of the Anglo-Saxons and illustrate the things that they held to be important in stories. Comparing and contrasting the ways in which the Anglo-Saxons viewed glorifying God reveals a true effort on their part to see Him glorified, but also shows that they believed so much in the glorified warrior that many times this was difficult.Looking at the differences in the way in which the Anglo-Saxons viewed what a woman warrior could be revealed their belief in a daring heroine flying into the face of danger and coming out victorious. Focusing on the differences and similarities of the Anglo-Saxon Judith and the Apocryphal Judith through a lens of what one knows through stories such as Beowulf gives one an excellent view of the ideas and virtues that the Anglo-Saxon’s held dear.

Developing a Coordinated School Health Approach to Child Obesity Prevention Essay

Introduction Obesity is now become an epidemic among school going young adolescence in developed countries. The prevalence rate of childhood obesity is considerably high in developed countries. Similarly, prevalence rate of obesity is increasing in developing countries too (James 2004). It is estimated that there are 250 million adult obese people live worldwide (Seidell 1999). Obesity is associated with many chronic diseases like hypertension, heart diseases, diabetes type 2 and even cause cancer. So, increase prevalence of obesity means increase global burden of chronic diseases which indirectly affects the status of global economy. Obesity caused about 9% of total annual medical expenditure in the US in 1998 (Finkelstein, Fiebelkorn and Wang 2003). According to Ogden et al. (2006), 19% of children aged 6 to 11 years are obese and 18% are overweight in the US. Given the wide array of devastating health, social and economic consequences of obesity, the continuing escalating rates of childhood ob esity, not least among rural dwellers in the USA, is a great public health concern. Consequently, lot of attention has been paid to the need for effective preventions programmes. Of such programmes is â€Å"Winning with Wellness† programme in Appalachia- a rural area in the US. Based on the evaluation report of the programme by Schetzina et al (2009), this paper reviews activities, approach, framework and theories of the programme. ‘Winning with Wellness’ Programme The school-based health programme â€Å"Winning with Wellness† was introduced as a pilot project in an elementary school in rural Appalachia as a way to promote healthy eating and physical activity for elementary school children (Schetzina et al. 2009). The programme was based upon the coordinated school health (CSH) approach that was developed in 1988 (TN Gov 2010). The aim of the pilot programme was to prevent obesity which is a major problem, particularly in rural areas in the US (Schetzina et al. 2009). The programme was supported financially by community collation and it was implemented together with the school based programme in Tennessee (TN Gov 2010). There are eight different components to improve the lifestyle of students and their families: health education; health services; counselling, psychological and social services; nutrition; physical education; school staff wellness; healthy school environment, and student, parents and community involvement (CDC 2008). The s chool authority established indoor and outdoor walking trails to enhance physical activity among students. Teachers received a training to guide the students properly in such physical activity. A proper nutrition service to promote healthy eating among students was installed such that a registered dietician was assigned to develop ‘Go, Slow and Whoa’ programme which categorized the foods according to their nutritional value and advised the school food service coordinator to supply light diets. Teachers were responsible to provide information about the ‘Go, slow and Whoa’ to students to improve their knowledge about nutritional value of the food and this kind of lesson enable a student to identify healthy and unhealthy diet. School administration also encouraged parents to help their children to choose the healthy diet during lunch in school or at home. Besides students, this health promotion intervention also advocated teachers and staffs to lead a healthy life by increasing physical exercise and taking healthy diet. A counselling and psychological service was available to develop personal skill among the students about physical exercise and active lifestyle. This health promotion intervention maintained all kind of ethical issues such as consent were taken from both students and parents to participate into this pilot project (Schetzina et al. 2009). Third and fourth graders participated in the programme, in total 114 children. Model As stated before in the evaluation report by Schetzina et al. (2009) ‘Winning with Wellness’ Programme was based on the Co-ordinated School Health (CSH) model. The latter was based on the traditional three-component model, where a school health program is defined in terms of health instruction, health services, and a healthful environment. This model was expanded and eight essential components were suggested: nutrition services, health education, physical, education, school health services, counselling and psychological services, healthy school environment, health promotion for school staff and participation of community. Diane Allensworth and Lloyd Kolbe first proposed a health promotion model for school health in a professional literature in 1987 which is now known as Coordinated School Health (CSH) model (CDC 2008). This model placed emphasis on creating supportive environments for students by different measures and the new version has been used and adopted in many health prevention programmes (Schetzina et al. 2009). The CSH model is not based upon the Tannahill Model of Health Promotion where health promotion is defined in terms of health education, health protection, and ill-health prevention. Similarly, CSH model is not based upon the Tones Model of Health Promotion which considers empowerment as the main theme of health promotion practice. According to the Ottawa Charter for Health Promotion (WHO 1986), health promotion strategies should be adapted to the local needs, although there are similarities with the CSH, this approach was not based upon the Ottawa Charter. The CSH offered a way to change the school and ideas were explored and altern ative solutions and approaches could be examined in the classroom. Teachers understood and examined the realities of children’ circumstances and choices and the understanding provided a change to bring and implement better choices for the children. Approach According to Schetzina et al. (2009), community-based participatory research (CPBR) approach was used in ‘Winning with Wellness’ health promotion programme. CBPR is a collaborative approach and this approach is now seen as an alternative to the traditional research approach (Tandon et al. 2007). In this programme, a collaboration of teachers, health care providers, parents, community members and researchers was established to make the following obesity prevention programme effective and evaluate outcome of the programme precisely (Schetzina et al. 2009). Some researchers suggest that in rural areas, parents and community involvement in an important element in an obesity intervention (Hawley, Beckman and Bishop 2006) because of scarcity of resources for health promotion in rural elementary schools (Nelson et al. 2006). To compensate the shortness of healthcare facilities, it is obviously a good decision to choose CPBR which ensures multiple level of influence from individ ual behaviours to family settings, local community and health care services to decrease rate of overweight and obesity among children (Filbert et al. 2009). The approach of this school health promotion encourages children into taking action, and it brings materials and information into the classroom (Collins et al. 2002). The idea of involving parents, families, and school is described as a way of increasing the commitment and ensuring positive educational and health outcomes (TN Gov 2010). Approaches that use several different strategies and include several different people are more successful than an approach that relies on health information and instruction (Collins et al. 2002). The approach created a new cultural norm where healthy and physical activity was promoted and encouraged. The approach also included many different people and resources. The approach opened up ways for new ideas about how to make health promotion a part of changes in school and improvements in the school environment (Veugelers and Fitzgerald 2005). Furthermore, it lowered the risk for chronic disease in adulthood, and helped to promote healthy behaviour that might lead to life-long habits. This health approach can also reduce absenteeism, reduce classroom behaviour problems, improve performance, and prepare students to be productive members of the community (TN Gov 2008). In addition, the approach supports teacher and staff to improve their health and act as role models for the children. However, such kind of programme requires extensive planning and funding and cannot be considered as a short-term approach (TN Gov 2010). Moreover, the success of a school-based programme relies on the cooperation and positive attitude of several groups of professional, as well as parental involvement in the ‘Winning with Wellness’. Programme was more expensive when compared to health promotion programmes that solely focus on health information and instruction (Schetzina et al. 2009). However, changes are not easy to achieve and there is no simple formula. The approach might need to be adapted and changed to suit the needs of specific commun ities (Summerbell et al. 2005). Though this approach has many advantages, it takes longer to implement in new schools, and preparations are needed in order for the approach to be successful in new areas. Theory A theoretical framework helps an individual to focus and clarify intentions and desires with a certain health promotion approach (Naidoo and Wills 2000). Furthermore, a theoretical framework offers a foundation upon which to explain the approach and the benefits that can be expected from a certain approach. Theory of Planned Behaviour (TBP) was used in this programme (Schetzina et al. 2009). This theory is often used to predict positive health behaviours, and it is based on cognitive processing and level of behaviour change. The TBP is used for assessing factors influencing behavioural motivation and action that may be used to exploring and predicting intention related to diet (Conner et al. 2003). Analysis of factors related to beliefs underlying diet and health choices can be examined, and the model can be used for explaining human behaviour (Ajzen and Fishbein 2005). Three different predictors of health behaviour are used: attitude, subjective norm, and perceived behavioural control (Nejad, Wertheim and Greenwood 2005). Health behaviours are influenced by the individuals’ personal emotion and affect-laden nature; however, a weakness of the TBP theory is that it does not take emotions into account (Dutta-Bergman 2005). Nevertheless, the TBP can be used to understand p eople’s volitional behaviour, and it can explain the relationship between behavioural intention and actual behaviour. Furthermore, it has improved the predictability of exercises and diet (Baranowski et al. 2003). The theory also takes into account the individual’s social behaviour by considering social norm. Research suggests that this theory is good at explaining intention, and perceived behavioural control (Godin and Kok 1996). Critical analysis of the programme: Traditionally, school-health approaches have focused on knowledge rather than attitudes and skills (Naidoo and Wills 2000). The co-ordinated school health approach challenges the view that pupils will change their behaviour when they have information and knowledge. The CSH works on several different levels in order to promote physical activity and healthy eating (TN Gov 2010). The CSH approach is an ongoing process and the success relies on successful communication between the different groups, professionals, and individuals involved in the programme. A common goal and vision is important and the responsibilities and accountability are shared between the participating groups (Fetro 2005). Even though the groups may support each other, they also function independently. The question is whether a school-based health programmes â€Å"go beyond the intended function of schools† (Miller 2003 p.7). It could be argued that knowledge about health lays the foundation for successful schooling (Miller 2003). However, introducing more programmes into the curriculum is always difficult and schools often have problems to link and include health services and the community in their programmes (Miller 2003). The co-ordinator has the ultimate responsibility for implementing the CSH approach, and it is not recommended that this position is held by the school nurse, unless there is a small school system (TN Gov 2010). A school nurse provides an important link between school, home and the community, and he/she also provides counselling to the pupils. However, the co-ordinator has a wide range of responsibilities: liaison; facilitator; partnership-builder; data collector; report writer; public awareness developer; advocate, information sharer, and overall school system organiser (TN Gov 2010). The co-ordinator develops healthy school teams, and facilitates a system-wide school advisory council. Thus, the responsibility for the successful implementation lies mostly on the co-ordinator. The school nurse is responsible for assessment, planning, and direct care of the children. In addition, the co-ordination between the school and community health care professionals ensures early intervention. The idea is that the health education is implemented into the daily school life, and the education is provided by health educators, teacher, school counsellors, school nurse, dieticians, and community health professionals. During the school years the foundation for lifelong habits are laid, and it is crucial to help children develop healthy habits (Lynagh, Schofield and Sanson-Fisher 1997). An advantage with using school based health approaches is that existing structures and systems are already in place (Miller 2003). Schools have a curriculum into which a health programme can be implemented. Furthermore, using existing structures are cost effective and schools have also been screened for acceptability. Moreover, a school based approach reaches the staff and the people working at school. Teachers and staff may change their own behaviour and become more aware of their eating and exercise habit. School based approaches reach all children in society and the approach can be targeted at specific minority populations. The nutrient programme is developed in the school; consequently, changes can be implemented when the children, teacher and their families are ready and motivated for the change. Policies regarding vending machines, the food and drink children bring to school, can be discussed and evaluated together with the co-ordinator, nurse, and school board (NICE 2006). Advice and care should be non-discriminatory and culturally appropriate, and the character of the CSH approach allows for schools and communities to implement approaches that are adapted to students with disabilities and from ethnic minorities (Naidoo and Wills 2000). Physical education and fitness activities are planned according to the national curriculum (TN Gov 2010). A recent report suggests that more time spent on physical activity does not impair academic attainment (Murray et al. 2007). The CSH approach is flexible in the sense that more physical activity can be added without changing the curriculum, for example, lunch or morning activities (TN Gov 2010). The role of parents and community is to be involved, and school administrator teachers and school health staff actively try to involve the family in the health promotion (TN Gov 2010). The CSH approaches were developed to be a long-term approach where funding was guaranteed (Warwick, Mooney and Oliver 2009). In some cases it may be difficult to receive funding especially since the success of the programme is difficult to evaluate, partly because there are a wide range of programmes and ways to implement the CSH approach (Warwick, Mooney and Oliver 2009). Teachers could be considered as weak link in the programme; however, research suggests that teachers often support programmes (TN Gov 2010). There might be conflicting interest, and teachers who play a vital role in a school-based health promotion programme, may focus on knowledge that can be gained from including health in the curriculum. In contrast, the school nurse may emphasise reducing health risks associated with overweight and obesity (St Leger et al. 2007). Thus, the approach relies on the co-ordinator, head teachers, and the school to identify and agree on the most useful and fruitful outcomes for their programme (Warwick, Mooney and Oliver 2009). There are likely to be variations in programme implementation; every co-ordinator works together with the school and different solutions to reach the goal may be used (Warwick, Mooney and Oliver 2009). Although, a flexible approach has its advantages it can also mean that some schools may integrate concern for health widely across the curriculum, whereas other may choose to focus on specific health issues. As a consequence it is difficult to evaluate the success of the programme. The strength of the approach is that every school has different programmes and services and the solutions and approach are developed to suit a specific school or area. A school can examine their specific needs and resources, although, many programmes are related to the eight components. The full benefit of the CSH approach is perhaps not possible unless you also involve parents (Veugelers and Fitzgerald, 2005). Choices and activities after school influence a child’s chances of becoming obese, and a healthy lifestyle may be difficult for children to change the food and beverage intake at home. Furthermore, if the family is not physically active it may be difficult for children to change the pattern. However, here BMI Index was used as the measurement of obesit y of students. There are several problems related to BMI and some of these could be related to the received result in the programme. There are several limitations with the use of BMI index and the index is sometimes combined with a measurement of the waist circumference. The index does not measure fat itself and it does not take into account the skeletal size, amount of body water or muscle mass (EUPHIX 2009). Moreover, the measurement does not reflect body changes when a person is changing his or her height over time. Thus, the index underestimates the degree of overweight in short children and overestimates overweight in tall children. Considering that the programme involved young children it would have been preferable to use some more measurement to examine any changes in body fat percentage. The location of the fat is important, and the children might have lost fat around the waist and gained in muscle strength, which would have an effect on the body fat percentage (BNET UK 2010 ). Recommendations: There are several advantages with using the CSH model to health promotion. This model provides a wide range of opportunities for children to learn and experience healthy lifestyle choice and activities by concentrating and integrating a wide range of people and resources both inside and outside the classroom (TN Gov 2010). This type of studies needs to be combined with studies exploring what choices children makes after the school day. By limiting the intervention and evaluation of the approach to the school day, it is difficult to first of all evaluate the program, but also to determine the best strategies towards helping children. It is possible the children compensated the healthier choices with an increase in unhealthy behaviours after school. A review of health programmes suggests that the most effective programmes involve parents (O’Dea 1993). Working together with parents to promote healthy food choices at school is not always easy; however, it is vital to include parents and many parents pack their children school lunches (KidsHealth 2010). Furthermore, there are problems linked to promoting physical activity with children walking to and from school as parents are reluctant to let their children walk and play outside after school. Conclusion: Health promotion deals with â€Å"raising the health status of individuals and communities† (Ewles and Simnett 2003 p. 23). However, it is often used to refer to planned activities or programmes (Tones and Tilford 2001). This programme was based on theory of planned behaviour, Co-ordinated School health model, and school-setting approach. The programme provided a way to help children to make healthier lifestyle choices, and the children in the study changed some of their choices related to food. They were also more physically active. The CSH model provided a framework for the school health programme in rural Appalachia and the results suggests that this may be valuable. In addition, the approach provides teacher and children with knowledge that can be used to change the school and ideas can be explored and alternative solutions and approaches can be examined in the classroom. Health promotion in school is one step in the right direction to solving problems related to the growt h of childhood obesity. A broad holistic approach is recommended which encourage physical, social, spiritual, mental, and emotional wellbeing of both children and the staff at school (LTS 2010). N.B.: TN Gov – Tennessee Government CDC – Centers for Disease Control and Prevention REFERENCES: Ajzen I, and Fishbein M (2005) The influence of attitudes on behaviour. In Albarracin D, Johnson B T, Zanna M P (Eds.) The handbook of attitudes pp. 173-222. Mahwah NJ: Lawrence Erlbaum Associates. Allensworth D D and Kolbe L J (1987) The comprehensive school health program: Exploring an expanded concept. Journal of School Health 57(10): 409–411. Baranowski T, Cullen K W, Nicklas T, Thompson D and Baranowski J (2003) Are Current Health Behavioral Change Models Helpful in Guiding Prevention of Weight Gain Efforts? Obesity Research 11: 23–43. BNET UK (2010) [online] Retrieved 15.07.2010 from: http://findarticles.com/p/articles/mi_m0846/is_2_24/ai_n6203894/ CDC (2008) Healthy Youth: Coordinated School Health Program [online] Retrieved 14.07.2010 from: http://www.cdc.gov/HealthyYouth/CSHP Collins J, Robin L, Wooley S, Fenley D, Hunt P, Taylor J, Haber D and Kolbe L (2002) â€Å"Programs-that-work:† CDC’s guide to effective programs that reduce health risk behaviour of youth. Journal of School Health 72(3): 93-99. Conner M, Kirk S F, Cade J E and Barrett J H (2003) Environmental influences: factors influencing a woman’s decision to use dietary supplements. Journal of Nutrition 133(6) 1978S-1982S. ‎Dutta-Bergman M J (2004) Health attitudes, health cognitions, and health behaviors among Internet health information seekers: population-based survey. Journal of Medical Internet Research 6(2):e15 [online] Retrieved 15.07.2010 from: http://www.jmir.org/2004/2/e15/ EUPHIX (2009) Limitations of BMI as a measure of overweight and obesity [online] Retrieved 15.07.2010 from: http://www.euphix.org/object_document/o4852n27195.html Ewles L and Simnett I (2003) Promoting health: A practical guide. London: Baillià ¨re Tindall. Fetro J V (2005) Step by step to health-promoting schools: Program planning guide. Santa Cruz, CA: ETR Associates. Filbert E, Chesser A, Hawley S R and St. Romain T (2009) Community-Based Participatory Research in Developing an Obesity Intervention in a Rural County. Journal of Community Health Nursing, 26:35–43 Finkelstein E A, Fiebelkorn I C and Wang G (2003) National medical spending attributable to overweight and obesity: how much, and who’s paying? Health Affairs Jan-Jun(SupplW3): 219-226. Godin G and Kok G (1996) The theory of planned behaviour: a review of its applications to health-related behaviours. American Journal of Health Promotion 11(2): 87-98. Hawley S R, Beckman H and Bishop T (2006). Development of an obesity prevention and management program for children and adolescents in a rural setting. Journal of Community Health Nursing, 23: 69–80. James P T (2004) Obesity: The Worldwide epidemic. Clinics in Dermatology 22: 276-280 KidsHealth (2010) [online] Retrieved 15.07.2010 from: http://kidshealth.org/parent/nutrition_fit/nutrition/lunch.html LTS. (2010) [online] Retrieved 23.07.2010 from: http://www.ltscotland.org.uk/healthpromotingschools/index.asp Lynagh M, Schofield M J and Sanson-Fisher R W (1997) School health promotion programs over the past decade: a review of the smoking, alcohol and solar protection literature. Health Promotion International, 12: 43-60. Miller G (2003) Ecological approach to school health promotion: Review of literature. [online] Retrieved 23.07.2010 from: http://www.schoolhealthresearch.org/downloads/miller.pdf Murray N G, Low B J, Hollis C, Cross A W and Davis S M (2007) Coordinated school health programs and academic achievement: A systematic review of the literature. Journal of School Health, 77(9): 589-600. Naidoo J and Wills J (2000) Health Promotion: Foundation for Practice. London: Baillià ¨re Tindall. Nelson M C, Gordon-Larsen P, Song Y and Popkin B M (2006) Built and social environments associations with adolescent overweight and activity. American Journal of Preventive Medicine, 31:109–117. Nejad L M, Wertheim E H and Greenwood K M (2005) Comparison of health behaviour model and the theory of planned behaviour in the prediction of dieting and fasting behaviour. E-Journal of Applied Psychology 1(1): 63-74 [online] Retrieved 15.07.2010 from: http://ojs.lib.swin.edu.au/index.php/ejap/article/viewFile/7/16 Nicklas T A, Baranowski T, Cullen KW and Berenson G (2001) Eating patterns, dietary quality and obesity. Journal of the American College of Nutrition, 20:599-608 O’Dea J A (1993) School-based health education strategies for the improvement of body image and prevention of eating problems: An overview of safe and successful interventions. Health Education, 105(1): 11–33 Ogden C L, Carroll M D, Curtin L R, McDowell MA, Tabak C J and Flegal K M (2006) Prevalence of overweight and obesity in the United States, 1999-2004. Journal of the American Medical Association 295: 1549-1555. Schetzina K E, Dalton W T, Lowe E F, Azzazy N, VonWerssowetz K , Givens C, Pfortmiller D T and Stern P H (2009) A coordinated school health approach to obesity prevention among Appalachian youth. Family Community Health, 32(3): 271-285 Seidell J C (1998) Obesity: a growing problem. Acta Paediatrica Supplimentum 88(428):46-50. Summerbell C D, Waters E, Edmunds L, Kelly S, Brown T and Campbell K J (2005) Interventions for preventing obesity in children. Cochrane Database of Systematic Reviews 3:1–88. Tandon D, Phillips K, Bordeaux B, Bone L, Brown P B, Cagney K, Gary T, Kim M, Levine D, Price E, Sydnor K D, Stone K and Bass E B (2007) Vision for Progress in Community Health Partnerships. The Johns Hopkins University Press [online] Retrieved 26.07.2010 from: http://www.press.jhu.edu/journals/progress_in_community_health_partnerships/1.1tandon.pdf Tennessee Government (2010) [online] Retrieved 15.07.2010 from: http://www.tennessee.gov/education/schoolhealth/aboutcsh.shtml Tones K and Tilford S (2001) Health promotion – effectiveness, efficiency and equity. Delta Place, Cheltenham: Nelson Thorns Ltd. Veugelers P J and Fitzgerald A L (2005) Effectiveness of school programs in preventing childhood obesity: a multilevel comparison. American Journal of Public Health 95(3): 432–435. Warwick I, Mooney A and Oliver C (2009) National healthy school programmes: Developing the evidence base. London: TCRU. WHO (1986) The Ottawa Charter for health promotion [online] Retrieved 20.04.2010 from: http://www.who.int/healthpromotion/conferences/previous/ottawa/en/

Einsteins Theory of Relativity

Einsteins Theory of Relativity Einsteins theory of relativity is a famous theory, but its little understood. The theory of relativity refers to two different elements of the same theory: general relativity and special relativity. The theory of special relativity was introduced first  and was later considered to be a special case of the more comprehensive theory of general relativity. General relativity is a  theory of gravitation  that   Albert Einstein developed by  between 1907 and 1915, with contributions from many others after 1915. Theory of Relativity Concepts Einsteins theory of relativity includes the interworking of several different concepts, which include: Einsteins Theory of Special Relativity - localized behavior of objects in inertial frames of reference, generally only relevant at speeds very near the speed of lightLorentz Transformations - the transformation equations used to calculate the coordinate changes under special relativityEinsteins Theory of General Relativity - the more comprehensive theory, which treats gravity as a geometric phenomenon of a curved spacetime coordinate system, which also includes noninertial (i.e. accelerating) frames of referenceFundamental Principles of Relativity What Is Relativity? Classical relativity (defined initially by Galileo Galilei and refined by Sir Isaac Newton) involves a simple transformation between a moving object and an observer in another inertial frame of reference. If you are walking in a moving train, and someone stationary on the ground is watching, your speed relative to the observer will be the sum of your speed relative to the train and the trains speed relative to the observer. Youre in one inertial frame of reference, the train itself (and anyone sitting still on it) are in another, and the observer is in still another. The problem with this is that light was believed, in the majority of the 1800s, to propagate as a wave through a universal substance known as the ether, which would have counted as a separate frame of reference (similar to the train in the above example). The famed Michelson-Morley experiment, however, had failed to detect Earths motion relative to the ether and no one could explain why. Something was wrong with the classical interpretation of relativity as it applied to light ... and so the field was ripe for a new interpretation when Einstein came along. Introduction  to  Special Relativity In 1905,  Albert Einstein  published (among other things) a paper called  On the Electrodynamics of Moving Bodies  in the journal  Annalen der Physik. The paper presented the theory of  special relativity, based  on  two postulates: Einsteins PostulatesPrinciple of Relativity (First Postulate):   The laws of physics are the same for all inertial reference frames.Principle of Constancy of the Speed of Light (Second Postulate):  Light always propagates through a vacuum (i.e. empty space or free space) at a definite  velocity, c, which is independent of the state of motion of the emitting body. Actually, the paper presents a more formal, mathematical formulation of the postulates. The phrasing of the postulates  are  slightly different from textbook to  textbook  because of translation issues, from mathematical German to comprehensible English. The second postulate is often mistakenly written to include that the speed of light in a vacuum is  c  in all frames of reference. This is actually a derived result of the two postulates, rather than part of the second postulate itself. The first postulate is pretty much common sense. The second postulate, however, was the revolution. Einstein had already introduced the  photon theory of light  in his paper on the  photoelectric effect  (which rendered the ether  unnecessary). The second postulate, therefore, was a consequence of massless photons moving at the velocity  c  in a vacuum. The ether no longer had a special role as an absolute inertial frame of reference, so it was not only unnecessary but qualitatively useless under special relativity. As for the paper itself, the goal was to reconcile Maxwells equations for electricity and magnetism with the motion of electrons near the speed of light. The result of Einsteins paper was to introduce new coordinate transformations, called  Lorentz transformations, between inertial frames of reference. At slow speeds, these transformations were essentially identical to the classical model, but at high speeds, near the speed of light, they produced radically different results. Effects of Special Relativity Special relativity yields several consequences from applying Lorentz transformations at high velocities (near the speed of light). Among them are: Time dilation (including the popular twin paradox)Length contractionVelocity transformationRelativistic velocity additionRelativistic doppler effectSimultaneity clock synchronizationRelativistic momentumRelativistic kinetic energyRelativistic massRelativistic total energy In addition, simple algebraic manipulations of the above concepts yield two significant results that deserve individual mention. Mass-Energy Relationship Einstein was able to show that mass and energy were related, through the famous formula  Emc2. This relationship was proven most dramatically to the world when nuclear bombs released the energy of mass in Hiroshima and Nagasaki at the end of World War II. Speed of Light No object with mass can accelerate to precisely the speed of light. A massless object, like a photon, can move at the speed of light. (A photon doesnt actually accelerate, though, since it  always  moves exactly at  the speed of light.) But for a physical object, the speed of light is a limit. The  kinetic energy  at the speed of light goes to infinity, so it can never be reached by acceleration. Some have pointed out that an object could in theory move at greater than the speed of light, so long as it did not accelerate to reach that speed. So far no physical entities have ever displayed that property, however. Adopting Special Relativity In 1908,  Max Planck  applied the term theory of relativity to describe these concepts, because of the key role relativity played in them. At the time, of course, the term applied only to special relativity, because there was not yet any general relativity. Einsteins relativity was not immediately embraced by physicists as a  whole  because it seemed so theoretical and counterintuitive. When he received his 1921 Nobel Prize, it was specifically for his solution to the  photoelectric effect  and for his contributions to Theoretical Physics. Relativity was still too controversial to be specifically referenced. Over time, however, the predictions of special relativity have been shown to be true. For example, clocks flown around the world have been shown to slow down by the duration predicted by the theory. Origins of Lorentz Transformations Albert Einstein  didnt create the coordinate transformations needed for special relativity. He didnt have  to because the Lorentz transformations that he needed already existed. Einstein was a master at taking previous work and adapting it to new situations, and he did so with the Lorentz transformations just as he had used Plancks 1900 solution to the  ultraviolet catastrophe  in  black body radiation  to craft his solution to the  photoelectric effect, and thus develop the  photon theory of light. The transformations were actually first published by Joseph Larmor in 1897. A slightly different version had been published a decade earlier by Woldemar Voigt, but his version had a square in the time dilation equation. Still, both versions of the equation were shown to be invariant under Maxwells equation. The mathematician and physicist Hendrik Antoon Lorentz proposed the idea of a local time to explain relative simultaneity in 1895, though, and began working independently on similar transformations to explain the null result  in  the Michelson-Morley experiment. He published his coordinate transformations in 1899, apparently still unaware of Larmors publication, and added time dilation in 1904. In 1905, Henri Poincare modified the algebraic formulations and attributed them to Lorentz with the name Lorentz transformations, thus changing Larmors chance at immortality in this regard. Poincares formulation of the transformation was, essentially, identical to that which Einstein would use. The transformations apply to a four-dimensional coordinate system, with three spatial coordinates (x,  y,   z) and  one-time  coordinate (t). The new coordinates are denoted with an apostrophe, pronounced prime, such that  x is pronounced  x-prime. In the example below, the velocity is in the  xx direction, with velocity  u: x (   x  -   ut  ) / sqrt ( 1 -   u2  /   c2  )y   yz   zt {  t  - (  u  /  c2  )  x  } / sqrt ( 1 -  u2  /  c2  ) The transformations are provided primarily for demonstration purposes. Specific applications of them will be dealt with separately. The term 1/sqrt (1 -  u2/c2) so frequently appears in relativity that it is denoted with the Greek symbol  gamma  in some representations. It should be noted that in the cases when  u  Ã‚  c, the denominator collapses to essentially the sqrt(1), which is just 1.  Gamma  just becomes 1 in these cases. Similarly,  the  u/c2  term also becomes very small. Therefore, both dilation of space and time are non-existent to any significant level at speeds much slower than the speed of light in a vacuum. Consequences of the Transformations Special relativity yields several consequences from applying Lorentz transformations at high velocities (near the speed of light). Among them are: Time dilation  (including the popular Twin Paradox)Length contractionVelocity transformationRelativistic velocity additionRelativistic doppler effectSimultaneity clock synchronizationRelativistic momentumRelativistic kinetic energyRelativistic massRelativistic total energy Lorentz Einstein Controversy Some people point out that most of the actual work for the special relativity had already been done by the time Einstein presented it. The concepts of dilation and simultaneity for moving bodies were already in place and the mathematics had already been developed by Lorentz Poincare. Some go so far as to call Einstein a plagiarist. There is some validity to these charges. Certainly, the revolution of Einstein was built on the shoulders of a lot of other work, and Einstein got far more credit for his role than those who did the grunt work. At the same time, it must be considered that Einstein took these basic concepts and mounted them on a theoretical framework which made them not merely mathematical tricks to save a dying theory (i.e. the ether), but rather fundamental aspects of nature in their own right. It is unclear that Larmor, Lorentz, or Poincare intended so bold a move, and history has rewarded Einstein for this insight boldness. Evolution of General Relativity In  Albert Einsteins  1905 theory (special relativity), he showed that among inertial frames of reference there was no preferred frame. The development of general relativity came about, in part, as an attempt to show that this was true among non-inertial (i.e. accelerating) frames of reference as well. In 1907, Einstein published his first article on gravitational effects on  light  under special relativity. In this paper, Einstein outlined his equivalence principle, which stated that observing an experiment on the Earth (with gravitational acceleration  g) would be identical to observing an experiment in a rocket ship that moved at a speed of  g. The equivalence principle can be formulated as: we [...] assume the complete physical equivalence of a gravitational field and a corresponding acceleration of the reference system.as Einstein said or, alternately, as one  Modern Physics  book presents it:There is no local experiment that can be done to distinguish between the effects of a uniform gravitational field in a nonaccelerating inertial frame and the effects of a uniformly accelerating (noninertial) reference frame. A second article on the subject appeared in 1911, and by 1912 Einstein was actively working to conceive of a general  theory of relativity  that would explain special relativity, but would also explain gravitation as a geometric phenomenon. In 1915, Einstein published a set of differential equations known as the  Einstein field equations. Einsteins  general relativity  depicted the universe as a geometric system of three spatial and one time dimensions. The presence of mass, energy, and momentum (collectively quantified as  mass-energy density  or  stress-energy) resulted in a bending of this space-time coordinate system. Gravity, therefore, was movement along the simplest or least-energetic route along this curved space-time. The Math of General Relativity In the simplest possible terms, and stripping away the complex mathematics, Einstein found the following relationship between the curvature of space-time and mass-energy density: (curvature of space-time) (mass-energy density) * 8   pi G  /   c4 The equation shows a direct, constant proportion. The gravitational constant,  G, comes from  Newtons law of gravity, while the dependence upon the speed of light,  c, is expected from the theory of special relativity. In a case of zero (or near zero) mass-energy density (i.e. empty space), space-time is flat. Classical gravitation is a special case of gravitys manifestation in a relatively weak  gravitational field, where the  c4  term (a very big denominator) and  G  (a very small numerator) make the curvature correction small. Again, Einstein didnt pull this out of a hat. He worked heavily with Riemannian geometry (a non-Euclidean geometry developed by mathematician Bernhard Riemann years earlier), though the resulting space was a 4-dimensional Lorentzian manifold rather than a strictly Riemannian geometry. Still, Riemanns work was essential for Einsteins own field equations to be complete. What Does General Relativity Mean? For an analogy to general relativity, consider that you stretched out a  bed sheet  or piece of elastic flat, attaching the corners firmly to some secured posts. Now you begin placing things of various weights on the sheet. Where you place something very light, the sheet will curve downward under the weight of it a little bit. If you put something heavy, however, the curvature would be even greater. Assume theres a heavy object sitting on the sheet and you place a second, lighter, object on the sheet. The curvature created by the heavier object will cause the lighter object to slip along the curve toward it, trying to reach a point of equilibrium where it no longer moves. (In this case, of course, there are other considerations a ball will roll further than a cube would slide, due to frictional effects and such.) This is similar to how general relativity explains gravity. The curvature of a light object doesnt affect the heavy object much, but the curvature created by the heavy object is what keeps us from floating off into space. The curvature created by the Earth keeps the moon in orbit, but at the same  time, the curvature created by the moon is enough to affect the tides. Proving General Relativity All of the findings of special relativity also support general relativity, since the theories are consistent. General relativity also explains all of the phenomena of classical mechanics, as they too are consistent. In addition, several findings support the unique predictions of general relativity: Precession of perihelion of MercuryGravitational deflection of starlightUniversal expansion (in the form of a  cosmological constant)Delay of radar echoesHawking radiation from black holes Fundamental Principles of Relativity General Principle of Relativity:  The laws of physics must be identical for all observers, regardless of whether or not they are accelerated.Principle of General Covariance:  The laws of physics must take the same form in all coordinate systems.Inertial Motion is Geodesic Motion:  The world lines of particles unaffected by forces (i.e. inertial motion) are timelike or null geodesic of spacetime. (This means the tangent vector is either negative or zero.)Local Lorentz Invariance:  The rules of special relativity apply locally for all inertial observers.Spacetime Curvature:  As described by Einsteins field equations, the curvature of spacetime in response to mass, energy, and momentum results in gravitational influences being viewed as a form of inertial motion. The equivalence principle, which  Albert Einstein  used as a starting point for general relativity, proves to be a consequence of these principles. General Relativity the Cosmological Constant In 1922, scientists discovered that application of Einsteins field equations to cosmology resulted in an expansion of the universe. Einstein, believing in a static universe (and therefore thinking his equations were in error), added a  cosmological constant  to the field equations, which allowed for static solutions. Edwin Hubble, in 1929, discovered that there was redshift from distant stars, which implied they were moving with respect to the Earth. The universe, it seemed, was expanding. Einstein removed the cosmological constant from his equations, calling it the biggest blunder of his career. In the 1990s, interest in the cosmological constant returned in the form of  dark energy. Solutions to  quantum field theories  have resulted in a huge amount of energy in the quantum vacuum of space, resulting in an accelerated expansion of the universe. General Relativity and Quantum Mechanics When physicists attempt to apply quantum field theory to the  gravitational field, things get very messy. In mathematical terms, the physical quantities involve diverge, or result in infinity. Gravitational fields under general relativity require an infinite number of correction, or renormalization, constants to adapt them into solvable equations. Attempts to solve this renormalization problem lie at the heart of the theories of  quantum gravity. Quantum gravity theories typically work backward, predicting a theory and then testing it rather than actually attempting to determine the infinite constants needed. Its an old trick in physics, but so far none of the theories have been adequately proven. Assorted Other Controversies The major problem with general relativity, which has been otherwise highly successful, is its overall incompatibility with quantum mechanics. A large chunk of theoretical physics is devoted toward trying to reconcile the two concepts: one which predicts macroscopic phenomena across space and one which predicts microscopic phenomena, often within spaces smaller than an atom. In addition, there is some concern with Einsteins very notion of spacetime. What is spacetime? Does it physically exist? Some have predicted a quantum foam that spreads throughout the universe. Recent attempts at  string theory  (and its subsidiaries) use this or other quantum depictions of spacetime. A recent article in New Scientist magazine predicts that spactime may be a quantum  superfluid  and that the entire universe may rotate on an axis. Some people have pointed out that if spacetime exists as a physical substance, it would act as a universal frame of reference, just as the ether had. Anti-relativists are thrilled at this prospect, while others see it as an unscientific attempt to discredit Einstein by resurrecting a century-dead concept. Certain issues with black hole singularities, where the spacetime curvature approaches infinity, have also cast doubts on whether general relativity accurately depicts the universe. It is hard to know for sure, however, since  black holes  can only be studied from afar at present. As it stands now, general relativity is so successful that its hard to imagine it will be harmed much by these inconsistencies and controversies until a phenomena comes up which actually contradicts the very predictions of the theory. Quotes About RelativitySpacetime grips mass, telling it how to move, and mass grips spacetime, telling it how to curve - John Archibald Wheeler.The theory appeared to me then, and still does, the greatest feat of human thinking about nature, the most amazing combination of philosophical penetration, physical intuition, and mathematical skill. But its connections with experience were slender. It appealed to me like a great work of art, to be enjoyed and admired from a distance. - Max Born

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