Discrimination

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War On August nd, 10 Iraqi military forces invaded and occupied

the small Arab state of Kuwait. The order was given by Iraqi

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dictatorial president Saddam Hussein. His aim was apparently to take

control Kuwait's oil reserves (despite its small size Kuwait is a huge

oil producer; it has about 10 per cent of the world's oil reserves ).

Iraq accused Kuwait, and also the United Arab Emirates, of breaking

agreements that limit oil production in the Middle East. According

to Saddam Hussein, this brought down world oil prices severely and

caused financial loss of billions of dollars in Iraq's annual revenue.

Saddam Hussein had the nearly hopeless task of justifying the

invasion. He plead the fact that Kuwait had been part of the Ottoman

province of Basra, a city in the south of Iraq. However, the Ottoman

province collapsed after World War I and today's Iraqi borders were

not created until then. There was also a further and more obvious

blunder in a bid to justify this illegal invasion. Baghdad, the

capital of Iraq, had namely recognized Kuwaiti independence in 16.

Furthermore, Hussein claimed that Kuwait had illegally pumped oil from

the Iraqi oil field of Rumaila and otherwise conspired to reduce

Iraq's essential oil income.

By invading Kuwait, Iraq succeeded in surprising the entire

world. The USA ended her policy of accommodating Saddam Hussein, which

had existed since the Iran-Iraq war. Negative attitude toward Iraq was

soon a worldwide phenomenon. The United Nations Security Council

passed 1 resolutions condemning the invasion. The ultimate decision

was to use military force if Iraq did not withdraw unconditionally

by January 15, 11. Then, when the deadline was set, it was time to

start preparing for the worst-the war. President George Bush

confronted little difficulty in winning Americans' support for the

potential war against Iraq. However, the government found it difficult

to decide upon and state one overriding reason for going to war. Was

it to oppose aggression or was it just to protect global oil supplies?

Other powers were more directly concerned as consumers of Persian Gulf

oil, but they were not as eager to commit military force, to risk

their youth in battle and to pay for the costs of the war. Critics of

President Bush continued to maintain that he was taking advantage of

the issue of energy supplies in order to manipulate the U. S. public

opinion in favor of war.

After consulting with U. S. Secretary of Defense Dick Cheney in

early August 10, King Fahd of Saudi Arabia invited American troops

onto Saudi soil. He had seen Kuwait's destiny; therefore, he wanted

protection. It was also the interest of the USA to stop any further

advantage of the Iraqi army. The deployment was called "Operation

Desert Shield." These troops were armed with light, defensive

weaponry.

On November 8, 10 President Bush announced a military buildup

to provide an offensive option, "Operation Desert Storm," to force

Iraq out of Kuwait. The preparation of the operation took two and

a half months and it involved a massive air- and sea lift. Finally, in

January 11, the U. S. Congress voted to support Security Council

resolution 660. It authorized using "all necessary means" if Iraq did

not withdraw from Kuwait by January 15. Shrugging off this final

warning, Saddam Hussein resolutely maintained the occupation of

Kuwait. The United States established a broad-based international

coalition to confront Iraq militarily and diplomatically. The

military coalition consisted of Afghanistan, Argentina, Australia,

Bahrain, Bangladesh, Belgium, Canada, Czechoslovakia, Denmark, Egypt,

France, Germany, Greece, Hungary, Honduras, Italy, Kuwait, Morocco,

the Netherlands, New Zealand, Niger, Norway, Oman, Pakistan, Poland,

Portugal, Qatar, Saudi Arabia, Senegal, South Korea, Spain, Syria,

Turkey, the United Arab Emirates, the United Kingdom, and the United

States. The war also was financed by countries which were unable

to send in troops. Saudi Arabia and Kuwait were the main donors. More

than $5 billion was pledged and received.

Before the war, it appeared obvious that Iraq would have very

little chance against the Coalition. The relative strength between the

parties was extremely unequal. The most critical difference was that

the Coalition had a total of 600 aircraft, over three times more

than Iraq's 800 aircraft. Most Arab observers thought Hussein would

not last more than six months. Lieutenant General Khalid bin Sultan,

the commander of the Arab coalition forces, gave Iraq's leader only 40

days, and repeated this prediction many times. Iraq's prospect was

dreary.

President George Bush waited two days after the UN deadline for

Iraqi withdrawal from Kuwait before ordering the Coalition to begin

action against Iraq. The winds of Desert Storm began howling across

Iraq on January 17, 11, at .0 am Baghdad time. Bhagdad was bombed

fiercely by the coalition's fighter airplanes in the first night of

the war. An interesting fact is that several weeks before this, US

intelligence agents successfully inserted a computer virus into Iraqs

military computers. It was designed to disable much of Baghdads

air-defense system.

To minimize casualties, the coalition forces, under the command

of U.S. General Norman Schwarzkopf, pursued a strategy beginning with

five weeks of intensive air attacks and ending with a ground assault.

Drawing on its 1,800 planes, land- and carrier-based, the United

States flew the greatest number of sorties. The British, French, and

Saudis made up most of the rest. Besides the tremendous air power, the

coalition deployed technologically advanced weapon systems, such as

the unmanned Tomahawk cruise missile, advanced infrared targeting that

illuminated Iraqi tanks buried in the, sand and laser-guided bombs,

"smart bombs." Its use of brand new aircraft that never before had

been engaged in combat, such as British Tornados and U. S. F-117A

Stealth fighters, gave the Coalition an accuracy and firepower that

overwhelmed the Iraqi forces. The large-scale usage of air force and

latest technology made the war short and saved great numbers of

Coalition soldiers' lives.

After establishing air superiority, coalition forces disabled

Iraq's command and control centers, especially in Baghdad and Al

Bashrah. This caused the communication to fail between Baghdad and the

troops in the field. The next stage was to attack relentlessly Iraq's

infantry, which was dug in along the Saudi-Kuwaiti border, and the

elite 15,000 man Republican Guard in southeastern Iraq and northern

Kuwait. Iraq retaliated by using mobile launchers to fire Scud

missiles at Saudi Arabia and Israel, a noncombatant coalition.

Overall, Hussein's forces launched Scuds. The United States

countered this threat with Patriot antimissile missiles, called also

"Scudbusters," and commando attacks on Scud launchers.

Patriot missiles gave an engagement rate of nearly 6 per cent.

The coalition's air raids on Iraq's infantry lowered Iraqi soldiers'

morale dramatically. It is easy to sense in the following quote from

an Iraqi lieutenant's war diary the powerlessness and fear that the

soldiers felt during air attacks by the Coalition

" February 11 I was awakened this morning by the noise of an

enemy air raid. I ran and hid in the nearby trench. I had breakfast

and afterwards something indescribable happened. Two enemy planes

came toward us and began firing at us, in turn, with missiles,

machine guns, and rockets. I was almost killed. Death was a yard

away from me. The missiles, machine guns and rockets didnt let up.

One of the rockets hit and pierced our shelter, which was

penetrated by shrapnel. Over and over we said, Allah, Allah,

Allah. One tank burned and three other tanks belonging to rd

Company, which we were with, were destroyed. That was a very bad

experience. Time passed and we waited to die. The munitions dump of

the 68th Tank Battalion exploded. A cannon shell fell on one of the

soldiers positions, but, thank God, no one was there. The soldiers

were somewhere else. The attack lasted about 15 minutes, but it

seemed like a year to me. I read chapters in the Quran. How hard

it is to be killed by someone you dont know, youve never seen

and, cant confront. He is in the sky and youre on the ground. Our

ground resistance is magnificent. After the air raid, I gave

great thanks to God and joined some soldiers to ask how each of

them was. While I was doing that, another air attack began.

February at 000 hours."

The ground war began at 800 p.m. on February and lasted exactly

100 hours. This phase featured a massively successful outflanking

movement of the Iraqi forces. Schwarzkopf used a deceptive maneuver by

deploying a large number of forces as if to launch a large amphibious

landing. The Iraqis apparently anticipated that they also would be

attacked frontally and had heavily fortified those defensive

positions. Schwarzkopf instead moved the bulk of his forces west and

north in a major use of helicopters, attacking the Iraqis from their

rear. The five weeks of intensive air attack had greatly demoralized

the Iraqi front-line troops, causing wholesale desertions. Remaining

front-line forces were quickly killed or taken prisoner with minimal

coalition losses.

Iraqi front-line commanders had already lost much of their

ability to communicate with Baghdad, which made their situation even

worse. On the final night of the war, within hours of the cease-fire,

two U.S. Air force bombers dropped specially designed 5,000-pound

bombs on a command bunker fifteen miles northwest of Baghdad in a

deliberate attempt to kill Saddam Hussein. President Bushs decision

to terminate the ground war at midnight February 8, 11 was

criticized, because it allowed Baghdad to rescue a large amount of

military equipment and personnel that were later used to suppress the

postwar rebellions of its Shiite and Kurdish citizens. In his own

defense, the president asserted that the war had accomplished its

mandate. The mission, given by the Security Council, was to expel the

Iraqi forces from Kuwait and reestablish Kuwaiti independence. Bush's

decision was probably influenced by his desire to maintain coalition

unity. A particular reason was to keep on board the Arab members, who

were increasingly unhappy at the devastation inflicted on Iraqs

infrastructure and civilian population.

Iraqi representatives accepted allied terms for a provisional

truce on March and a permanent cease-fire on April 6. Iraq agreed to

pay reparations to Kuwait, reveal the location and extent of its

stockpiles of chemical and biological weapons, and eliminate its

weapons of mass destruction. Subsequently, however, UN inspectors

complained that the Baghdad government was frustrating their attempts

to monitor Iraqi compliance, and UN sanctions against Iraq were kept

in place. The following chart shows total equipment and casualties of

the Gulf War. In addition, 00,000 Iraqi soldiers were wounded,

150,000 were deserted, and 60,000 were taken prisoner (an estimate of

U. S. Defense Intelligence Agency). The United States suffered 148

killed in action, 458 wounded, and 11 female combat deaths. 11 were

killed in nonhostile actions; they were mostly victims of friendly

fire.

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Capitation and HMOs

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Capitation and HMOs

"Managed care, as we know it, is inherently unethical in its organization and operation. We have an industry that can exist only through flagrant ethical violations against individuals and the public.

- Dr Linda Peeno, May 0, 16

Such harsh words may seem appropriate and expected coming from a vehemently anti-Managed Care activist. But they transform into a powerful indictment of the HMO industry when it comes from an insider. Dr Linda Peeno gave this statement as a part of her testimony before the U.S. House of Representatives Committee on Commerce on May 0, 16. She had worked as a medical reviewer at Humana, as the medical director of a 5,000 member HMO, a medical director at a hospital, and as a physician executive at Blue Cross/Blue Shield of Kentucky. In her own words, Whether it was non-profit or for-profit, whether it was a health plan or hospital, I had a common task using my medical expertise for the financial benefit of the organization, often at great harm and potentially death, to some patients.

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Her powerful testimony began with a heartfelt admission of guilt, In the spring of 187, as a physician, I caused the death of a man. Although this was known to many people, I have not been taken before any court of law or called to account for this in any professional or public forum. In fact, just the opposite occurred I was rewarded for this. It brought me an improved reputation in my job, and contributed to my advancement afterwards. Not only did I demonstrate I could indeed do what was expected of me, I exemplified the good company doctor. I saved a half million dollars. The man died because I denied him a necessary operation to save his heart. I felt little pain or remorse at the time. The mans faceless distance soothed my conscience. Like a skilled soldier, I was trained for this moment. When any moral qualms arose, I was to remember I am not denying care. I am only denying payment. At the time, this helped avoid any sense of responsibility for my decision. Now I am no longer willing to accept this escapist reasoning that allowed me to rationalize this action. I accept my responsibility now for this mans death, as well as for the immeasurable pain and suffering many other decisions of mine caused.

Unfortunately her directives in life had changed from the Hippocratic Oath in which she swore to protect the interests of her patients, to protecting the interests of the business of which she was a medical director or executive. The code of ethics so fundamental to all physicians was struck from her morality as she assumed the role of a "company" doctor. A company has no soft side, no humanitarian agenda, only the drive for one goal; money. When Dr Peeno would not deny enough care, she was reprimanded, and rewarded when she met her quotas. At one conference, she received a standing ovation for her presentation before 500 medical directors and nurse reviewers on how to bring specialist's costs down using the denial process. In this presentation, she used a military model with physicians and patients as the enemy.

Dr Peeno detailed the technique used by HMOs to manage care, and it is brought down to the level of "gatekeeper" physicians. By carefully designing and manipulating their contracts with physicians, and by offering various rewards and punishments for following or straying from company policy, they are able to control the physician. This makes the physician essentially a medical director of the plan, who holds the interests of the HMO higher than those of the patient. This is accomplished by offering bonuses for complying with policies, and by including penalty clauses into the contracts for any disobedience. Physicians, stuck with ever increasing competition and shrinking incomes, willingly sign on with the HMOs in exchange for a large patient base and consistent income. Now the patients not only have to deal with the HMOs denying them treatment, but also with a physician who has become lame in his or her ability to effectively treat them.

HMOs use the excuse that the physician will always make the decision based on what is best for the patient. They argue that their physicians are of good character and competence, and are committed to the betterment of the healthcare system. Unfortunately, good character, competence and the best of intentions are often swayed when misguided by a mission independent of these ideals. When an HMO takes over the mind of a physician, they do so by controlling their finances, after which, the HMO is free to mold the physician into whatever they desire.

Health Maintenance Organizations were initially started as the answer to all the woes of the American Healthcare system. An HMO is a group that contracts with medical facilities, physicians, employers and sometimes individual patients to provide medical care to a group of individuals. This care is usually paid for by an employer at a fixed price per patient and so the patient generally does not have any significant out-of-pocket expenses. Unfortunately, there is a severe downside to this concept of managed care, and that is rationed care. An HMO is usually a for-profit corporation with responsibilities to its stockholders that take precedence over its responsibilities to the patient. The HMO directly and indirectly controls the amount of health care that the physician may provide for the patient. With that power, the good intentions of the HMOs find their first downfall. A strong example of these intentions going bad is the use of capitation by HMOs.

Capitation is the practice of paying a physician a fixed prospective amount for each patient in the area covered by the HMO, regardless of the cost of caring for the patient. An unfortunate side effect of this practice is that it results in paying the physician for not treating the patient. For example, if a doctor signs up with an HMO at 50¢ for every subscriber to the HMO in the area, with 0,000 subscribers the physician will be paid $10,000.00 monthly from the HMO. If the physician sees 50 patients a day, and 5 of them are HMO subscribers, no extra compensation will be provided, unlike the other 5 patients who have no insurance, or some other insurance program. For these exact same office visits, even with being reimbursed $100.00 each, the physician makes a total of $,500 for seeing these 5 paying patients. If these figures are applied to a 0 day work month, seeing 50 patients a day, the financial breakdown is as follows

# of pts/day $ reimbursed Days Total

HMO 5 $0.00 0 $10,000

Non-HMO 5 $,500 0 $50,000

If those same figures are applied to seeing 5 non-HMO patients out of the 50

# of pts/day $ reimbursed Days Total

HMO 15 $0.00 0 $10,000

Non-HMO 5 $,500 0 $70,000

The increase in income for the physician is quite substantial, raising the monthly income from $60,000 to $80,000. This can be further increased by spending less time with HMO patients in order to see more non-HMO patients. Even though the consumer and the HMO might be saving money by using this technique, the quantity and quality of the care provided declines.

The practice of capitation was initiated because of the altruistic desire of HMOs to help improve healthcare while reducing costs. The original impetus for starting this program was the desire for the physician to see more patients. The patients were also supposed to receive monetary benefits from this program that would reduce the costs for them. Because no extra payment was due for physician visits, both the HMO and patient would save money. In addition, because no extra compensation would be provided to the physician, in theory more care would be used in selecting expensive and dangerous tests for the patient.

Unfortunately there were serious side effects to this practice of capitation, the greatest of which was the result that physicians were paid to not treat the patient. In addition, since no extra compensation was awarded to the physician, it encouraged them to not utilize more expensive, albeit effective and accurate tests. As a result, the Physician-Patient relationship was damaged because the value of HMO patients compared to non-HMO patients was lowered. The lower monetary value of HMO patients could easily result in less time and care allocated to them.

Another harmful result of this monetary association with patients was the damage done to the principles of autonomy, beneficence, nonmaleficence, and justice. Because the physician is likely to be reluctant in offering the HMO patient the full-variety of treatment options because of the expensive involved, beneficence and nonmaleficence come under heavy attack. Since the options of procedures and tests are limited, the patient does not always enjoy complete autonomy. Finally, because money controls how much time each patient is assigned, the principle of Justice is not upheld.

There are many alternatives available to HMOs, one being a Medical Savings Account, or MSA. With an MSA, individuals or their companies could make regular, tax-free deposits that would be the property of the individual. Money may be withdrawn without penalty for the sole purpose of paying medical bills or health insurance premiums. Unused money would collect interest and may be used for medical bills after retirement or be rolled into an IRA or pension plan. An MSA is not intended to take the place of traditional insurance policies, but rather to complement them. Insurance can be reserved to pay for higher, and less frequent bills, while the MSA can handle any small bills covering routine services. The reduced monthly payment to the insurance premium can instead be put in the MSA, in which case the money is not lost. MSAs would decrease bureaucracies, restore patient-choice in the market, thus restoring physician-patient relations. Also by taking money away from HMOs and into the hands of the consumer, it would prove a strong force for competition in the medical field. Also, overall medical expenses will be reduced because doctors and hospital administrators will be spending less time on paperwork, and more time with the patients, reducing man-power requirements.

Because of the violations of ethical principles, and the damage done to the integrity and professionalism of the physician, capitation should be avoided as a method of lowering expenses in an attempt to increase healthcare quality. Although this principle was initiated with very ambitious and altruistic intentions, it did not completely succeed due to unforeseen negative consequences. Even though the costs to the patients as well as the HMO were lowered, the level of care was decreased. With viable alternatives such as MSAs available, the relatively few benefits of HMOs should not outweigh the potentially disastrous consequences. HMOs have many drawbacks, and the theory of managed care was created out of good intentions. However, once the problems inherent in the system are exposed, steps need to be taken to correct them, and the practice of capitation serves as a strong example of this.

References

1. Physicians Who Care. Visited March 00 http//www.pwc.org

. Patients Who Care. Visited March 00 http//www.patients.org

. Health Maintenance Organizations. Visited March 00 http//www.hmopage.org

4. Medical Savings Account. Visited March 00 http//www.msapage.org

5. eHealth Insurance. Visited March 00. http//www.ehealthinsurance.com

Please note that this sample paper on Capitation and HMOs 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 Capitation and HMOs, we are here to assist you. Your persuasive essay on Capitation and HMOs will be written from scratch, so you do not have to worry about its originality.

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Leadership

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on leadership. 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 leadership paper right on time.

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BEST EDUCATION FOR LEADERSHIP IN ANY SECTOR OF WORLD

ECONOMY IS TWO YEARS OF RIGOROUS BUSINESS

FUNDAMENTALS

1. Good leadership requires careful penetrative thinking and in addition requires absolute self control. The man who can focus and thereby magnify the wills of all associated with him is a leader. Business is no longer a one man show. The best leader is the 'first among peers', not the Napoleonic type who rises on the backs of his fellows and uses his talents for purely personal advancement. In times past there have been Captains of industry of the latter mould. Personal ambition is excellent in its way but should be used in a manner which fits the group. I delve naturally into business because that is the career choice I have made and it is for this reason that I believe that the Yale MBA programme will imbue in me the qualities and traits required of a leader in business. To understand leadership for one hoping to make a career out of business it is indeed a must to first thoroughly understand the fundamentals of business.

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. A major development during the last few years has been the opening up of a number of new career opportunities in several fields. Among those that exercise a good deal of interest at present are Marketing and Sales Management, Export Marketing Advertising Public Relations and Industrial and Business communications.

. Getting back to business leadership, there is a type of business leader who like the conductor of symphony orchestra draws music out of others and units them into a common harmony and rhythm. The conductor leader may be of two varieties, the man who leads by his strong personal influence over other or the one who seems not to exercise any personal influence but rather to see things impersonally. Both types have their values. The man with personal influence over others sees so clearly what is needed and what he himself wants that he pulls along with him. He has a magnetic personality and his 'Come on Boys' approach is followed by an enthusiastic response.

4. So understanding the essentials of leadership in any sector of world economy can only be done through teaching concepts, through corporate examples case studies and intense classroom discussions. This is also followed up by field level interactions or live case studies. Academic institutes like the Yale University are in the business of knowledge generation, knowledge dissemination and knowledge application. Leadership development in B-Schools is a major HR Challenge which I believe the University excels in. A specialist job in a profit making organization or even business entrepreneurship certainly requires basic academic preparation. Specialised Schools have better chances of success in a WTO led world. However, B-Schools should never lose their focus on primary skill development, building values and ethics in their students.

5. Summing up one can honestly expect the following after the rigorous two years MBA course at Yale To become a hardworking truthful creative and self motivated professional of competence and action and one who has been sculpted to be a principled and inspired performer and a decision maker who also has had a rigorous transformational leadership development programme.

BEST EDUCATION FOR LEADERSHIP IN ANY SECTOR OF WORLD

ECONOMY IS TWO YEARS OF RIGOROUS BUSINESS

FUNDAMENTALS

1. Good leadership requires careful penetrative thinking and in addition requires absolute self control. The man who can focus and thereby magnify the wills of all associated with him is a leader. Business is no longer a one man show. The best leader is the 'first among peers', not the Napoleonic type who rises on the backs of his fellows and uses his talents for purely personal advancement. In times past there have been Captains of industry of the latter mould. Personal ambition is excellent in its way but should be used in a manner which fits the group. I delve naturally into business because that is the career choice I have made and it is for this reason that I believe that the Yale MBA programme will imbue in me the qualities and traits required of a leader in business. To understand leadership for one hoping to make a career out of business it is indeed a must to first thoroughly understand the fundamentals of business.

. A major development during the last few years has been the opening up of a number of new career opportunities in several fields. Among those that exercise a good deal of interest at present are Marketing and Sales Management, Export Marketing Advertising Public Relations and Industrial and Business communications.

. Getting back to business leadership, there is a type of business leader who like the conductor of symphony orchestra draws music out of others and units them into a common harmony and rhythm. The conductor leader may be of two varieties, the man who leads by his strong personal influence over other or the one who seems not to exercise any personal influence but rather to see things impersonally. Both types have their values. The man with personal influence over others sees so clearly what is needed and what he himself wants that he pulls along with him. He has a magnetic personality and his 'Come on Boys' approach is followed by an enthusiastic response.

4. So understanding the essentials of leadership in any sector of world economy can only be done through teaching concepts, through corporate examples case studies and intense classroom discussions. This is also followed up by field level interactions or live case studies. Academic institutes like the Yale University are in the business of knowledge generation, knowledge dissemination and knowledge application. Leadership development in B-Schools is a major HR Challenge which I believe the University excels in. A specialist job in a profit making organization or even business entrepreneurship certainly requires basic academic preparation. Specialised Schools have better chances of success in a WTO led world. However, B-Schools should never lose their focus on primary skill development, building values and ethics in their students.

5. Summing up one can honestly expect the following after the rigorous two years MBA course at Yale To become a hardworking truthful creative and self motivated professional of competence and action and one who has been sculpted to be a principled and inspired performer and a decision maker who also has had a rigorous transformational leadership development programme.

BEST EDUCATION FOR LEADERSHIP IN ANY SECTOR OF WORLD

ECONOMY IS TWO YEARS OF RIGOROUS BUSINESS

FUNDAMENTALS

1. Good leadership requires careful penetrative thinking and in addition requires absolute self control. The man who can focus and thereby magnify the wills of all associated with him is a leader. Business is no longer a one man show. The best leader is the 'first among peers', not the Napoleonic type who rises on the backs of his fellows and uses his talents for purely personal advancement. In times past there have been Captains of industry of the latter mould. Personal ambition is excellent in its way but should be used in a manner which fits the group. I delve naturally into business because that is the career choice I have made and it is for this reason that I believe that the Yale MBA programme will imbue in me the qualities and traits required of a leader in business. To understand leadership for one hoping to make a career out of business it is indeed a must to first thoroughly understand the fundamentals of business.

. A major development during the last few years has been the opening up of a number of new career opportunities in several fields. Among those that exercise a good deal of interest at present are Marketing and Sales Management, Export Marketing Advertising Public Relations and Industrial and Business communications.

. Getting back to business leadership, there is a type of business leader who like the conductor of symphony orchestra draws music out of others and units them into a common harmony and rhythm. The conductor leader may be of two varieties, the man who leads by his strong personal influence over other or the one who seems not to exercise any personal influence but rather to see things impersonally. Both types have their values. The man with personal influence over others sees so clearly what is needed and what he himself wants that he pulls along with him. He has a magnetic personality and his 'Come on Boys' approach is followed by an enthusiastic response.

4. So understanding the essentials of leadership in any sector of world economy can only be done through teaching concepts, through corporate examples case studies and intense classroom discussions. This is also followed up by field level interactions or live case studies. Academic institutes like the Yale University are in the business of knowledge generation, knowledge dissemination and knowledge application. Leadership development in B-Schools is a major HR Challenge which I believe the University excels in. A specialist job in a profit making organization or even business entrepreneurship certainly requires basic academic preparation. Specialised Schools have better chances of success in a WTO led world. However, B-Schools should never lose their focus on primary skill development, building values and ethics in their students.

5. Summing up one can honestly expect the following after the rigorous two years MBA course at Yale To become a hardworking truthful creative and self motivated professional of competence and action and one who has been sculpted to be a principled and inspired performer and a decision maker who also has had a rigorous transformational leadership development programme.

Please note that this sample paper on leadership 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 leadership, we are here to assist you. Your cheap custom college paper on leadership will be written from scratch, so you do not have to worry about its originality.

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Group minds

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Riding Shotgun with an Entrepreneur, Private Enterprise, and the Constitution

Navigating the roads that wind through the mountains of West Virginia can be a frightening yet liberating joy ride. Cars and trucks hug sharp turns on highways with no guardrails. Narrowing missing a small vehicle is enough to make your heart tap dance. However, the danger factor may also force a driver to just let go and free in the moment. But when you're driving an eighteen wheeler you use all five of your senses and then develop other senses without notice.

Today, a cheerful Michael Gause, owner of his own trucking company is spiraling around one of those mountain roads in a red freightliner diesel with his inhuman entourage en route to Rochester, NY his next destination. As a business Mike's company was giving the opportunity to grow or go under on the emphasis of the free enterprise system. The slim, swift-tongued man recalls, I remember the times we thought this was just a dream. In most instances dreams rarely become a reality for most people. But with hard work, persistence, and a little bit of luck all the pieces of the puzzle finally came together for my uncle. Back in 4' Mike was living out part of his dream. The former over-the-

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road driver for Heartland Trucking became an owner-operator for Columbus Freighters. Running with fellow highway terrorist, Willis Townsend (cousin). But the contract was short-lived due to lack of money, and the two decided to start their own company. Being forced to start over was all the motivation we needed to make this thing happen. Most companies who are inefficient will likely fail, as most people will take their business to other more competitive companies. My lawyer helped me get my first independent contract sought up for distributing freight to different fast food restaurants. After that it was a wrap, Mike explains.

Growing up in little Marion, South Carolina during the 70s and 80s, a young Michael Wilson Gause, saw his share of violence involving drugs, street life, and people struggling to survive. Those same streets helped him develop a sense of

smarts and an insatiable appetite for work.

As the truck continues rumbling along the so far three-hour ride to Rochester, various diesels sporting Mikes company logo weave by from time to time. Noticing Mikes personal fire red truck, truckers honk their horns and wave feverishly. Despite the on slot of employees, friends, and fellow truckers Mike remains cool and collective behind his red-bellied beast.

The decision making of business is mainly up to the company and the consumers. But stealing from the cookie the government steps in with its fox-like

"Riding Shotgun"

ways. Consumers obtain benefits from the competition of other businesses, our government has traditionally sought to provide and maintain a highly competitive environment for businesses to flourish. This often is represented in the form of rules, regulations, or laws set forth by the government in hopes of preventing abuse in specific areas of business. Many government rules and regulations deal with product standards, environmental impacts and concerns, and other matters indirectly kin to competition. The U.S. government has far-reaching power over the American economy. It influences virtually every economic decision made by business managers and their employees, by savers and consumers, by investors and retirees. The economic power of the government, however, will never shrink to its original level, which was simply to coin money, regulate international and some interstate trade, and provide a few basic services, such as protection, roads, and defense. Generally, the economic activities assumed by government were those that could not be carried out by private business. The first major interventions by government into the economy were pushed by businessmen to make more commerce possible. The government makes possible, the working of the capitalistic economy. It provides the basics money and credit for economic transactions, the judicial system that protects private property and enforces contracts, and regulators who keep competition on the up and up. Beyond that, the Washington bureaucracy

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operates Americas biggest business. It employs more people, buys more products, owns more real estate, constructs more buildings, insures more investments, and borrows more money than any other organization in the non-Communist world. Add in the state and local governments and you have an enormous machine that directly affects the whole economy. Of equal importance, the government intervenes in the market by setting the rules under which all businesses compete. Through the tax system, the budget process, and control of the money supply, the government has great leverage in pushing the level of economic activity up or down. There are some cases where competition may not be in the public interest. An example is a public utility that supplies electricity, natural gas, or water. Duplication of local power, gas, or water lines could result in higher rates. But if there is no competition, how should prices be determined? In such cases, state or local governments regulate the prices of the services, keeping in mind the interest of the public and the costs involved.

Today, government rules cover deceptive business practices; the ingredients of foods, drugs, and cosmetics; the air Americans breathe; and the water we drink. State commissions usually set rates for electricity and natural gas. Local boards establish fares for taxis and public-transit systems.

There are federal regulations detailing eligibility requirements for government-

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sponsored medical care and outlining how depressed areas are to be rebuilt. They specify minimum wages and tell employers how safe factories and offices must be. They limit agricultural production and set floor prices for commodities to bolster farm income. There are rules for insuring banks, distributing energy, overseeing radio and television, and mediating labor disputes.

The federal government gives tax credits to companies to induce them to invest in new plants and equipment and to persuade them to train the unemployed. It uses tax deductions to encourage such industries as home building and to promote such social and economic goals as energy conservation.

Uncle Sam also is in the lending business in a gigantic way. Billions are dispensed in loans to farmers, small businesses, and foreign buyers of U.S. exports. Additional billions of loans are guaranteed by the government ("The Earth and its People" 58).

Ironically, Columbus was the launch pad for Mikes initial siege into the trucking business. After a gypsy-like youth in several different states in the US(son of Vet), Mike landed in Columbus in the early 0s where he met George Atkirson. George Atkirson, terminal manager for Columbuss Heartland Trucking. Atkirson brought him on not as a trucker, but an unloader. Mikes hard work and

"Riding Shotgun" 6

determination got him the opportunity to go to school and get his CDLs. After Mike got his CDLs and started driving for a while he helped negotiate a contract with a McDonalds down the road for the Heartland terminal. Atkirson saw Mike had potential to be an owner-operator, and bluntly told Mike you need to have your own business because you are a natural at business. After negotiating a couple more deals and as the years rolled away, Mike decided to he needed to start his own business. This move would involve getting company trucks, insurance, and lots of money to start up the business. Atkirson new this was a leap for Mike from what he was doing so he gave him two rigs. One in good condition, the other needed a new engine or to be rebuilt. Most engines for tractor-trailers range anywhere for 4,000 to

15,000 but Mikes brilliance would let him go another route. Mike decided to trade in both the rigs in for a brand new diesel. He decided to get at brand new 65,000 dollar freightliner. Trading the trucks in could have been a mistake but he made it into a blessing in disguise. Mike recalls, God got me this truck, he knew I needed it. His first solo contract was for American Bulldozers and Tractors. Mike humorously states, I thought I was rich. They gave me 8000 dollars for a six-month contract. I forgot I had to make a 100 truck payment every month. And live!!! Mike mined the short-term contracts and one-week jobs becoming a well-known not known somebody. Finally the big contract hit him right on the

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button. He thought charismatically if he could deliver or move bricks, stones, etc to different companies that were building new structure from the ground up. A half-a-million dollar contract fell in his hands from the city of Columbus revitalization committee to move bricks, stones, equipment, etc from one place to another within a three hundred and fifty-mile radius. With his John Hancock on the line, Mike plunged deep into his long desired dream. Mike rode the waves of his dream and scored countless big dollar contracts businesses. He soon realized he had enough money and enough work coming in to get other tractor-trailers and also get a building built for his business.

Mike researched perversely on trucking companies and grants for minorities. He was awarded a substantial grant by the government, an amount he would not reveal to me. With the grant he brought twenty-two top of the line diesels, thirty-seven trailers and an adequate terminal to house his business. The name of his business was somewhat uncanny but to him describes his business to the core. "Get Move Trucking," was a simple but ear popping name that he is very proud of. He employs twenty-three family members out of the thirty-one total employees in his workforce. The company is strategically located in Hilliard, Ohio, right off the freeway. As you enter the building numerous plagues, framed entrepreneur magazine covers, and family photos are what catches the eye as these things immortalize the achievements of Mike and his company. A large

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slogan printed on the wall reads, You have to prove yourself all the time, because you never know how much time you have to prove yourself." When asked what this statement means and how it came about, Mike replied, "One day I was driving and a wine-O got hit and traffic was backed up. So I got out to see what was what and the ambulance was taking the man away on a stretcher and someone in the crowd who new the man sobbed vigorously, "He didn't have enough time to change his self, so why did you take him Lord." So that stuck with me for a long time and I learned from it. That's how I live my life day by day everyday, until I die," Mike emphasizes.

Finally, the diesel arrives at the destination, a warehouse Rochester. As a long a tiresome trip comes to an end, Mike's gives me some advice before we check up on the hotel. "Never let no one say you can't when you know you can. And don't be scared to ask for a handout (money) sometimes. Even if it is from the government ask, " Mike expresses.

"Riding Shotgun"

Works Cited

Bulliet, Richard, "The Earth and its Peoples", p 58.

Sang Hun Choe, "Business and everything about it", pg 6-5.

Riding Shotgun with an, Entrepreneur Private Enterprise, and the Constitution

Demethrus Gause

1406 Woodhaven Road

Latta, SC 565

(84) 75-754

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Geography

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When thinking about classroom assessment, many traditional and new alternative assessment strategies come in to mind. The education field in general is a wide encompassing field with millions of philosophies simultaneously working together to form a common goal of conveying knowledge. Most importantly, I believe before an instructor develops assessment strategies, they must define their own personal philosophy or focus. A teacher needs to decide whether the ultimate goal in their classroom is helping the most amount of students achieve a specific percentage number; generally between 0 and 100, or for each individual student to understand how to apply the academic material to their own personal life. The latter is my personal philosophy of education. In today's society a teacher's success is determined in multiple ways. Administrations, school boards, and parents want to make sure their student is receiving the highest level of education possible, while also receiving the highest grade that is possible. Teachers in theory, desire to pass on a particular view of curriculum while having their students expand and evolve into new methods of thinking. These previous statements correlate with assessment because traditionally "old-school educators" normally believe one side of assessment is correct and one side is incorrect. "New School" educators tend to dive too drastically into making mass changes in the classroom setting. Through this paper I will discuss how all current forms of assessment need to be united together through grades K-1, how different philosophies can bring about a better product, and my personal beliefs on improvements that need to be made.

Presently, in many public school systems curriculum is presented to students in an approach which cannot help them master any particular field, but it can help them master how to receive average grades on a specific standardized test. First, I believe the relationship between curriculum, instruction and assessment needs to be completely overhauled. School reform in general needs to help teachers introduce authentic teaching practices that will help instructors deviate from general education fields to a broader form of curriculum. I believe instructors in the public education system are so limited in what instruction and assessment practices they can "actually" use because they are teaching for an artificial test. The relationship between curriculum, instruction and assessment are that all three work in partnership with each other. In my opinion, curriculum is the starting point for all teachers to develop high-quality and enjoyable instruction practices, instruction is the central point for bridging curriculum and evaluation together, and assessment is the review of whether the student and teacher expectations were met. Without any of those three categories being of first-rate quality, there tends to be an increased probability of teachers and students slipping into mediocrity. Education needs to move toward a curriculum based upon more than three fields (Math, Science, Social Studies). I would disagree with the fact that communication skills and English are being pushed heavily in any public education school in Florida. I state this because many teachers make accurate and inaccurate exceptions to students without proper grammar with the hopes that the student will pick up the information in another class. Broadening curriculum in schools ties into this previous argument for numerous reasons. When teaching for a standardized test, teachers generally follow commercial materials distributed to teachers by their administration. First, to a great extent these materials have nothing to do with real world situations or culturally diverse students. Teachers many times have to manipulate variables in the assignment to assign higher order assessments. If this is the case, why not just assign different material to begin with. Secondly, I estimate if the curriculum is faulty, the instruction and assessment will likely follow suit. It is widely known that the purpose for composing an essay is for the student to analyze the relevant material and synthesize a method of expanding on the material. I believe it would be impossible for any student to accurately expand on material that is completely unnatural and irrelevant to their lives. Concluding, teachers need to formulate the use of curriculum, instruction, and assessment into a more cohesive process. Teachers need to make sure they are assessing the proper curriculum, the instruction is culturally relevant, and the curriculum reaches beyond commercially irrelevant materials. Basically, all three should be aligned properly; meaning that instructional goals, standards, events happening during teaching, and what needs to be learned are in congruence.

I believe traditional and alternative assessments need to be used equally. Traditional tests I believe are best for brief tests to assess knowledge. Teachers can use various methods of traditional assessment such as constructed response, short answer, binary and matching to best identify knowledge whereas alternative assessments in my opinion are better for higher levels of Blooms taxonomy. Traditional formed evaluation methods such as binary choice and matching can be used often because they are easy to grade, opposed to alternative assessments that tend to take a lot more time. Teachers also need to incorporate alternative assessment into the classroom on a regular basis. Alternative assessment gives the teacher and student a break from the usual activities and assessment strategies. Alternative assignments such as performances, dioramas, debates, and portfolios can help teachers readily assess a student's higher order thinking, while not extremely deviating away from general knowledge and comprehension.

Formative and Summative assessments are good for many reasons as well. I believe formative assessment is wonderful and should be used more than summative assessment because the instructor can use formal and informal methods to review a student's work. Also, formative assessment provides a teacher with "corrective actions to enhance student learning." Since learning is the objective of education and not the letter grades that a student received, formative assessment will be more productive for both student and teacher in the long run. Summative assessment is also essential for teachers. Since summative assessments are always formal, I believe they can more quickly and accurately show where teachers need to improve there teaching practices as well as display how far teachers have progressed their students.

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I believe instructor assessment to be to most important in the evaluation process. I think that all assessments have bias naturally inferred in them; however, I believe instructor assessment to hold the least amount of biased qualities. I also believe instructor assessment is the most comprehensive way to evaluate a students knowledge because instructors are assessing from the course objectives, whereas the student may want to stray into other categories and topics discussed in class. I do not particularly agree with peer assessment on a regular basis. I believe if an instructor were to continually let peers evaluate each other, the instructor would be perpetuating a division in the class, and a possible increased animosity and inequality between students. I agree with self-assessment for numerous reasons. First, I believe self-assessment motivates students to improve, and lets students know "without asking" what categories they need to improve in. Self assessment also teaches responsibility and is flexible. Finally, I believe it improves the relationship between the student and instructor. By permitting a student to self-assess, the teacher lets the student know he-or she believes the student will give him-or-her an honest opinion, on top of the fact that the students knows his or her opinion is valued.

I believe assessment data is a critical part for educators to make decisions about student achievement; however, this factor should not be the focus of the decision making process. I believe instructors should use assessment data delicately when assessing their performance and the student's performance because there are many outside factors that play a role in this argument. First, when judging student performance, the teacher needs to take into account whether the test was written correctly, were the students prepared by the lectures and activities, and did outside variables such as motivation, and fatigue play a role in the student's grade. For judging teacher performance, the teacher needs to think about factors occurring while grading the assessments, were all points of the test touched upon equally, and were the tests given the best method to use for the particular course objective. Test grades can show an overall improvement or overall deterioration throughout the semester, and used effectively can help out the reflective process tremendously; however, there are so many outside factors that a teacher should not take any assessment grade too seriously.

When thinking about grading practices, I believe that all assignments should be very evenly weighted. I believe in courses where assignments such as activities do not hold the weight of an exam or vice versa, the student will tend not to pay as close attention to detail as they should. In doing this, the student will only learn the main points of the particular subject, and will not be able to apply data or supplement their knowledge besides reciting the facts. Also, I believe homework should be given and counted as a grade as long as it is done liberally. Homework in my opinion should not be counted for more than 10% of the grade. I believe this minor exception will start to separate some of the high "B" students from the "A" students. I also believe that class participation should be counted into the final grade. The instructor needs to make sure that each student has an equal opportunity to answer, and that questions are formed so all students can understand. Requiring class participation will give teachers the time to assess what student's are having problems without directly placing a grade into the grade book.

Learning about the Accomplished Practices; in particular assessment, is imperative for all current and perspective teachers because it is the starting point in the reflection process. I believe the Accomplished Practices need to continually be hammered into students because of the scrutiny that teachers are held to on a daily basis. Having a guide book to refer to not only protects the instructor from unfair inquiry, but also helps the instructor grade their own work on a daily basis.

I believe I have gained knowledge of all twelve Accomplished Practices in this course, although I feel that I understand assessment, continuous improvement, and the role of the teacher the most. I feel I have gained knowledge of assessment through various methods introduced by the instructor such as traditional and alternative assessment. I have learned that both methods should be used throughout the semester so that all students can achieve a high level of synthesis. I also have gained knowledge of assessment through learning about properly weighting assessments, such as not over weighting or underweighting any assignment. I believe I have learned about continuous improvement through various activities in the class. Most of all, I think continuous improvement was shown to be critical by the instructor going over each test question and viewing how many students got each question wrong. This in my opinion eliminates the need for a curve, and lets the teacher see how their material is being interpreted by the class. This was also stressed very well when going over student portfolios. I believe I best understood about the role of the teacher through going over different ways of using anecdotal notes on student behavior, as well as using different styles of rubrics. Using very thorough rubrics helps the teacher best assess the material that is being handed in, and I believe that taking brief notes is imperative to the teacher so they can protect themselves against student-teacher discrepancies.

My plans for improvement in the area of assessment are continually changing day-to-day. I believe that assessment strategies depend not only in the course you are teaching, but also the students you are teaching. I have realized the importance of making sure to assess the proper material, and not the material that the students should have already learned. I have learned that it is imperative to look out for bias questions when writing an assessment, and how reliable and viable results should be a necessity in the frequently changing system of assessment. My short-term plans for assessment are to make sure that I am hitting on all levels of the Accomplished Practices throughout each class which in-turn will help me assess more efficiently.

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Anabolic steroids

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Anabolic Steroids in Exercising, Athletics, and the Effects on the Human Body

Through all of history, athletes have searched for certain "foods" and "potions" to turn their old bodies into more powerful ones. By doing this, many athletes turned to anabolic steroids. When did these drugs come about, or what is the history behind steroids? The noted history of anabolic steroids being abused drugs began in 154 among Olympic weight lifters. During 156, American athletes first marketed Dianabol (Methandrostenolone) in the U.S., which provided a way for use. In the beginning only the "world-class" athletes that participated in some of the sports that required more strength used them. Athletes and their trainers began to develop high doses with different types of drugs. These athletes and trainers went against scientist's opinions about the high dosages. Even though some scientists stated that there was no real evidence that steroids even caused muscle growth or caused the athlete to have improved ability. They even warned that the large amounts would lead to serious side effects. As steroids reputation grew they spread to other sports. The only Olympic sports in which steroids have not been detected are figure skating and women's field hockey. Throughout the 170's and 180's anabolic steroids spread beyond the Olympics. In 18, nineteen athletes were disqualified from the Olympics for steroid abuse. A survey in 170, showed that five American universities had at least 15% of college athletic abusers. By the year 184 0% of college athletes were using steroids (Koziris. 000).

Anabolic steroids or anabolic-androgenic steroids are the synthetic derivatives of the naturally occurring male anabolic hormone testosterone. Both anabolic and androgenic have origins from the Greek anabolic, meaning, to build, and androgenic, meaning masculinizing. Testosterones natural androgenic effects trigger the maturing of the male reproductive system in puberty, including the growth of body hair and the deepening of the voice. The hormones anabolic effect helps the body retain dietary protein, which aids in the development of muscles. There are many types of steroids with varying degrees of anabolic and androgenic properties; it is the anabolic property of steroids that attracts athletes, primarily to increase muscle mass and strength (Gallaway 7).

There should not be a controversy over anabolic steroid use in athletics, non-medical use of anabolic steroids is illegal and banned by most, if not all, and major sports organizations. Still, some athletes persist in taking them, believing that these substances provide a competitive advantage and by the desire to hopefully look, perform, and feel better, regardless of the dangers. When taking anabolic steroids, it makes the athlete more aggressive, competitive, and fatigue resistant, which enables them to train harder for a longer period of time when the drug is being taken (Katch, Katch, and McArdle 458). Athletes usually take anabolic steroids during the active part of their careers, in a practice called "stacking", which they take a combined dose of the drug through both oral and injection form. Anabolic steroids frequently are taken in conjunction with a resistance training program and an augmented protein intake (Embleton and Kennedy 67). The result once again, is improvement in sports that require strength, speed, and power.

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With all of this talk about better performance and everything. Does taking anabolic steroids really work? In the past, doctors believed that steroids did not really help athletes to gain muscle tissue. The athletes taking steroids only thought this would happen, so they worked harder. It was the focused attitude of the athlete and the physical stimulation of training that produced bodybuilding effects. Athletes, coaches, trainers, and physicians report that there is a significant increase in lean muscle mass, strength, and endurance. Anabolic steroids do not improve agility, skill, or cardiovascular capacity (Taylor 8).

It is not only the football player or weight lifter or sprinter who may be using anabolic steroids, nor is it only men. White- and blue-collar workers, females and, most alarmingly, adolescents take steroids. For example, it could be an 18-year-old who wants to pick up a few pounds because of the constant teasing that goes along with being skinny. Also a 15-year-old who just wants to reach maturity a little bit faster or maybe a policeman who wants more power on the job. Despite what some people believe, males are not the only ones who use anabolic steroids. Professional female track stars, swimmers, and body builders are just a few examples of athletes that use steroids. In the United States, more than 00,000 men and women used anabolic steroids over the 1-year period from 1-1 (Katch, Katch, and McArdle 458). More and more adolescents are turning to steroids for cosmetic reasons. Younger users come from all different backgrounds; they range from wealthy, poor, and live in rural areas and cities. Approximately 1 of 15 high school students, or about a half-million adolescents (50,000 high school students), has used steroids (Katch, Katch, and McArdle 458). These are shocking numbers, all because teenagers want to improve their athletic performance or make their appearance look better.

Steroid-using athletes grow stronger, but serious side effects included unhealthy cholesterol profiles, heart attack, stroke, liver tumors, and prostate problems (Eichner. 17). There are many negative side effects for athletes of all ages and sexes who use anabolic steroids. There are several warning signs of steroid use. The first is a drastic increase in lean body weight (muscle); the second is a change in behavior, such as compulsive weightlifting or extreme aggressiveness; the third is the sometimes-prolonged recovery from relatively minor injuries like an ankle sprain (Sabock 6). Some general side effects of using anabolic steroids include severe acne, edema, glucose intolerance and insulin resistance, hair loss, hepatotoxicity, and increased risk of cardiovascular disease (Koziris. 000).

Although anabolic steroids are derived from a male sex hormone, men who take them may actually experience a feminization effect along with a decrease in normal male sexual function. When males use steroids, the excess steroids are metabolized into female sex hormones. Large doses of anabolic steroids tend to make men irritable and moody at best, and at worst, raging, murderous, and suicidal (Eichner. 17). There are a lot of negative effects from men taking anabolic steroids, for instance, the body stops producing testosterone, and also stops producing sperm, which reduces the sperm count. Using anabolic steroids for long periods of time can lead to infertility and reduced testicular size and can also lead to painful urination. Other negative effects include development of female nipples and breasts, a higher risk of prostate diseases, and liver damage (Sabock 6).

On the other hand, women often experience a masculinization effect from anabolic steroids. Female athletes, more than male athletes, are likely to gain a competitive edge by using male hormones, which give females more muscle, less fat, narrower hips, and higher hematocrits (Eichner. 17). Just like men, women also experience increased aggression while taking anabolic steroids. The negative effects that come from taking anabolic steroids in woman are facial hair starts to grow and their voices get deeper. Other effects of steroid use in woman include permanent enlargement of the clitoris, menstrual difficulties, permanently decreased in breast size, and male appearance, which might also affect reproduction capability (Sabock 6).

Adolescents that use anabolic steroids are affected differently that men and woman that use the drug. Anabolic steroids can effect bone growth during puberty. This happens because the long bones of the legs and arms are still growing in early adolescence. There is also an increase in acne. Acne decreases when steroid use is stopped but may leave scarring. Male pattern baldness also occurs in both male and females. Some believe that the hair returns after steroid use and others believe it is irreversible (Yesalis 56).

After a person begins to use anabolic steroids the first few times, they have to increase the dosage to get the same effect before. After doing this for some time the person becomes dependent on it. Since they have used the drug for a while their bodies need it in order to function properly. In order to stop using the drug their body goes through a stage called "withdrawal," this is when the person gets sick because of not using the drug (Koziris. 000). Anabolic steroids are very hard to give up because when the person stops using them their whole self-image starts to fade away. If they start up again the pain goes away and they have difficulties stopping use even though they know its bad for them.

Many athletes want to enhance their performance not only by exercising but using anabolic steroids. Steroids are not only illegal; they are also dangerous to a person's health. Steroid use might get you an edge on the next guy, but is it really worth it? There are so many negative side effects of anabolic steroid use in people of all ages, in which some are irreversible. Anabolic steroids are very addictive and once addicted it is very hard to stop the use of the drug. The human body is to precious to let something like steroids destroy it, just for an extra edge. Instead of using anabolic steroids put in some extra time at the gym and stay away from using steroids, they can destroy your life.Works Cited

Eichner, Randy E. "Ergogenic Aids What Athletes Are Using and Why."

The Physician and Sportsmedicine Journal. Apr. 7.Embleton, Phil and Kennedy, Robert. "Anabolic Edge Secrets for That

Extra Lean Body Mass." Musclemag International, May 000.Gallaway, Steve. The Steroid Bible. Belle International, June 7.Katch, Frank I., Victor L. Katch, and William D. McArdle. Exercise Physiology

Energy, Nutrition, and Human Performance. Philadelphia Lippincott

Williams &Wilkins, 16.

Koziris, Lymperis. "Anabolic-Androgenic Steroid Abuse." The Physician and

Sportsmedicine Journal. Dec. 000.

Sabock, Ralph J. Coaching A Realistic Perspective. San Diego Collegiate

Press, 000.

Taylor, William N. Anabolic Steroids and the Athlete d. Ed. MacFarland

& Company, Inc Publishers, January 00.

Yesalis, Charles E. Anabolic Steroids in Sport and Exercise. Human Kinetics

Publisher, January 000.Works Cited

Eichner, Randy E. "Ergogenic Aids What Athletes Are Using and Why."

The Physician and Sportsmedicine Journal. Apr. 7.Embleton, Phil and Kennedy, Robert. "Anabolic Edge Secrets for That

Extra Lean Body Mass." Musclemag International, May 000.Gallaway, Steve. The Steroid Bible. Belle International, June 7.Katch, Frank I., Victor L. Katch, and William D. McArdle. Exercise Physiology

Energy, Nutrition, and Human Performance. Philadelphia Lippincott

Williams &Wilkins, 16.

Koziris, Lymperis. "Anabolic-Androgenic Steroid Abuse." The Physician and

Sportsmedicine Journal. Dec. 000.

Sabock, Ralph J. Coaching A Realistic Perspective. San Diego Collegiate

Press, 000.

Taylor, William N. Anabolic Steroids and the Athlete d. Ed. MacFarland

& Company, Inc Publishers, January 00.

Yesalis, Charles E. Anabolic Steroids in Sport and Exercise. Human Kinetics

Publisher, January 000.Please note that this sample paper on anabolic steroids 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 anabolic steroids, we are here to assist you. Your persuasive essay on anabolic steroids will be written from scratch, so you do not have to worry about its originality.

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Gallipoli Movie Review

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Gallipoli is an inspirational film. It is used as a historical source as it depicts the events of World War 1 in Gallipoli during 115.

Young Archibald Hamilton (known as Archy) was an athlete, a sprinter motivated by the phrase of running "as fast as a leopard". Frank Dunne was also a sprinter who met Archy after losing to him in a race. Archy was eager to join the Light Horse and fight for his country, however he was underage and his parents wouldn't allow him. After Archy was discovered to be enlisting underage without parental consent, Frank suggested enrolling in Perth where no one could expose him, thus beginning the adventures of the two, who became best buddies along the way. Frank being hesitant to join the army decided to enlist in the Light Horse with Archy. Yet, he had no skill for riding a horse and was denied a place in the Light Horse, so he joined the infantry instead, forcing the two to go their separate ways.

Eventually, the two friends are reunited and Frank is allowed to join the Light Horse with Archy. They were sent to the Nek for an attack against Turkey. After losing a friend in the infantry battle, Frank is fearful of the battle and is appointed the messenger instead. The planned attack at the Nek was to begin at 4 o'clock and last 0 minutes before the men would leap over the trenches and run across no man's land to the Turkish trenches and attack. However, the attacks were called off 7 minutes too soon allowing the Turks to reload their guns and shoot all the men who attempted to run across no man's land. Being practically murder of the cavalry, Frank was sent to consult the Australian commander as the British demanded to push on. With the message of halting the attack of the cavalries, he ran back to the trenches, but was too late to stop the fourth line, including Archy, from going over the trenches.

The main themes of this movie were war, mateship, bravery and heroism. Obviously, war was a major part of the film. We learnt about Australia's part in World War 1. We see how it has affected the everyday lives of many as they enrol in the infantries and cavalries to fight for their country. The tactics and techniques they used in the war are demonstrated to us. They trained their men in Cairo doing activities that required effort and teamwork eg. Soccer. Setting infantry against cavalry, they had practice wars. The war and decision making on the Gallipoli peninsula was clearly demonstrated.

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Mateship was clearly displayed in this film as we see the bond develop between Archy and Frank. At the beginning, Archy and Frank were just acquaintances after running the race near the start of the movie. Journeying together to Perth allowed their friendship to build, they even decided to join the Light Horse together. Eventually, they had to part as Archy was shipped to the training in Cairo but they were determined to meet again. When they did meet again, they hardly ever split. Frank even changed from infantry to join the Light Horse. During the attack at the Nek, Archy was designated to be the messenger, but he suggested that Frank take his place as he began to fear war after losing a mate. After Frank was to late in delivering the message to call off the 4th line of attack, he had a strong reaction to it knowing that Archy and numerous other men had died because he was too late.

Another example of mateship was between Frank and his friends in the infantry. When the man was checking the teeth of the infantry and disapproved of one of Frank's friends, Frank told the man, "If you don't take him, you'll have lost the four of us" showing the strong friendship between them. The soccer game at Cairo was a good example of mateship as they had to develop trust in each other if they were going to fight another country together similar to how a soccer team has to trust each other to play well and succeed in triumph.

Bravery and heroism was a strong part of the film as it was a strong part of the war. As the men in the infantry and the cavalry trained and fought together, they were representing their country and their alliance, doing their part in the war. Whether the men had returned alive or dead, they would be branded as being brave and heroic for their contribution to the war.

The characters had different attitudes to the war. All of the minor characters wanted to enrol in the infantry because they felt it was right plus they were influenced by peer pressure and society's pressure to go to war, as their manhood was at stake.

Archy was eager to go to war right from the beginning to end. He was determined to join the Light Horse because he felt Australia needed as much help as it could get. Archy blamed Germany for the war, believing that it was their fault. He was worried that they may end up in Australia. Throughout the movie, Archy had the same attitude. His morals supported Australia and he died bravely fighting for his country.

On the other hand, Frank did not intend on being a part of the war at the beginning. He backed out of joining the infantry with his friends. However later decided to join the Light Horse with Archy after feeling the pressure of society on his manhood. When people found out Archy was joining, they even held a toast to him, whereas Frank stood feeling the pressure of society, as he was unnoticed. Frank had felt similar to his Irish father, as the Irish resented the British and didn't have sympathy towards them. As he didn't have any money, Frank decided to join the Light Horse despite the fact that he didn't know how to ride a horse. He also thought of the war as a way to learn skills and tricks so when he comes back he can become a General. When the Light Horse didn't accept Frank, he joined the infantry instead. Eventually his attitude towards the war changed, and he obeyed commands and did what he was told to as a representative of his country.

Historically, the film is accurate. Comparing the film's events and Source 4.5. they are very similar in story. The movie followed the exact occurrences mentioned in the Source, proving to be accurate. The Light Horse cavalries were indeed sent up to the Nek where 5 Turkish machine guns were set up. Four lines of Light Horsemen were instructed to attack the Turkish trenches from the trenches for a 0-minute duration followed by attacks on foot barging into enemy territory. However the bombardment ceased 7 minutes too early. This allowed enough time for the Turks to reload their machine guns. After the 7 min duration, the first line of men emerged from the trench to run across the battlefield into the Turkish trenches and all were shot down before exceeding 5 yards. The second line saw the outcome of the attack and could predict their fate. The attacks were fatal to the Light Horsemen, as they knew they were doomed to die once they were on the battlefield. However they continued to run across no man's land, dying bravely as they ran quickly to the enemy. The details of this event are the same showing that the film was accurate as a historical source in the attack at the Nek on 7 August 115.

Despite the true facts in the film, some parts have been twisted too much. The movie had given the impression at times that the war was fun and enjoyable instead of a dreadful occurrence. The training sessions they had were too playful, that it didn't capture the seriousness of the war. The men at Cairo were displayed as being trained and prepared for war in a fun way as they played soccer during their training, then during their free time they were allowed to go the markets buying souvenirs (and complaining about being ripped off), impersonating British men on horses and fooling around with prostitutes. During the war, they would have not been allowed to do this, as activities like these would have presented them as untrained and have taken their mind of the war. In the scene when they were practicing war by pitting the infantry against the cavalry, all the men were basically fooling around rather than actually practicing fighting. When Archy and Frank were reunited during this play war, they stopped acting the war and started greeting each other. After the play war had been on for several minutes with the watchful eyes of the Generals observing the progress of the men, they ended the war and asked that those who are "injured" to lie on the ground so the non-injured can carry them away. However, a majority of the men lay on the ground being apparently "injured". The whole purpose of this training exercise was ruined by the immaturity and playfulness of the men. Yet, they were still shipped off to Gallipoli to fight against the enemy. During war times while they were in Gallipoli, they went swimming in the water without being told off by a commanding officer. An attack suddenly started being fired into the water and this injured a few men, in result of their incautious actions. The war was perceived as being too carefree and fun which is what weakened it as a historical source.

The film was quite enjoyable in the end and could be perceived as a being a good historical source. It may have a few changed details, but those changes were only concerning the training of the men. The events that took place such as the fighting of the infantry and cavalry were real events in the film the same way they had occurred in reality. However, the changes of the training were probably for entertainment purposes, adding humour to allow interest for people watching the film. This is the type of history films that should be created for school students. Amusing, whilst still able to show students factual events and they way they occurred. It allows better understanding of Australians in World War 1 and of the key aspects of the Anzac Legend.

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