WHY

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Education is defined as the act or process of educating or instruction, This is according to

the New American Webster Dictionary (). Now that education has been defined, the question

as to what determines the purpose of it remains? I believe that the purpose of education is to

enrich a person's life in a permeant way, thus making them a different person because of the

knowledge that was gained and providing the student with the desire to challenge ideas, when the

presented with them.

I believe that good teachers are solely responsible for a student's education, good or bad.

A good teacher should have a passion and desire for influencing students lives and truly loves

their job. A good teacher also makes their classes fun and interesting to get their students

involved. They should be able to hold the classes attention and able to get the students to

motivated and excited to learn.

Miss Ferenczi the substitute teacher in the story "Gryphon" by Charles Baxter is a perfect

example of a good teacher. She is unlike the other teachers and substitutes in the small Michigan

town, of Five Oaks. She does things her own way and has a style that is all her own.

In the story, Miss Ferenczi held onto her classes attention from the moment that she

walked in the door, with her purple purse and checkerboard lunch box. She does this by telling

the class stories of interesting and unbelievable things, such as ," monsters that are have the head

and wings of an eagle and the body of a lion", the idea that diamonds are magic, and even a story

about a meat eating plant (14). Her stories are unbelievable but hold truthful evidence. The

students in the class are constantly questioning things that she tells them, which is exactly what

she wants. One little boy in the story, even checked a dictionary to assure that she was telling the

truth about the monster. To the boy's astonishment he found that in Greek mythology the

described monster does exist. Her story about a meat-eating plant exists also, it is called a Venus

Flytrap. Her stories get the class interested and make them challenge what they are told, just as a

any good teacher should.

Another thing that Miss Ferenczi does in the story is that she does not single out an

individual when they are wrong. There are two examples of this in the story; one when a student

was reciting his six multiplication tables and another during spelling dictation. She attempted to

make the boy who got his multiplication mixed up that his answer would be right in her class.

As for the boy during the spelling session, she told him that she did not like the word either when

he was getting frustrated while trying to spell it. A good teacher makes students feel better about

themselves.

While I was in high school, I had a teacher by the name of Debbie Richards who to this

day is my favorite teacher that I have ever had. She is very similar to Miss Ferenczi. She told

her classes stories that were the best and quite memorable. Her class was always interesting and

enjoyable. There was never a dull moment in one of her classes. She is an excellent teacher who

really cares deeply about her students. I learned a lot from her that is not in any textbook. Mrs.

Richard's had a very memorable impact on my education.

Miss Ferenczi and Mrs. Richards are both good educators. They both believe that the

purpose of education should be about enriching the students lives with information that they will

carry with them for the rest of their lives. They both know how important it is to get the student

involved and get on a one to one basis with them. According to a piece of work that was written

by Eleanor Roosevelt, she states that "the function of education is to give children a desire to

learn and to teach them how to use their minds and where to go to acquire facts when their

curiosity is aroused". If this is what the purpose of education is then Miss Ferenczi hit the idea

square on the head.

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Leadership

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Some believe that leaders are born, not made, while others think that leadership is a quantifiable set of skills and ways of thinking that can be taught (Messmer 1). Concepts of leadership, ideas about leadership and leadership practices are the subject of much thought, discussion, writing, teaching and learning (Depree 18). What is it that makes an effective leader? What are the attributes, skills and competencies leaders of organisations possess, and can these sets of skills be developed through training? Can some leaders perform below their potential, even becoming toxic leaders, and if so how is this occurrence recognisable? This report will investigate these concepts of leadership in order to provide a simple blueprint of the important aspects of what it is to be an effective leader in an organisation.

It is clear that effective leadership can make a difference to organisational performance. However, the determinants of leadership success are not as clear-cut. What is clear is that successful organisational leadership relies on a combination of traits, skills, attitudes, environmental and intra-organisational conditions (Sarros & Woodman 1).

The five main attributes or competencies required for effective leadership within an organisation are identified as follows; (1) vision and creativity; () setting objectives/achieving targets; () confident decision making; (4) team building; (5) coaching. These five attributes are by no means exhaustive when discussing leadership qualities. However with these five skills in place hand in hand with the organisational goals in mind, organisational outcomes and effective leadership success will more often than not be achieved. The relationship of each attribute to organisational outcomes will now be established.

Vision is a leadership attribute that always is in vogue. Vision and direction setting are the building blocks to change, where producing change is the primary function of leadership. Vision is often defined as a description of something (eg. culture, technology) in the future in terms of what it should become. In a similar vein, setting directions and providing vision [by leaders] is clearly grounded in the need for organisations to adapt continuously to changing, unstable environments. Vision as a leadership attribute is related directly to employee commitment and work satisfaction. The logical extension of this is that satisfied and committed workers will be more productive, and in turn will assist organisational performance. The problem, of course, is in channelling the vision to achieve objectives without the interference of outside forces (Sarros & Woodman 1).

Vision consists of a number of personal as well as organisational strengths. Visionary leaders are recognised by their energy, capacity for hard work, commitment, and risk-taking behaviour. Their organisational abilities include the tendency to think globally and to communicate widely and unambiguously (Sarros & Woodman 1). These are the visionary attributes expected today of effective leaders.

Very few individual leaders seem to have both the capacities for creativity and vision and putting that creativity/vision into place. More vision/risk-taking needs to be adopted to break the cycle [of doom and gloom]. Whilst creativity in the ranks is often there, leaders do not act, or act on it far too slowly (Sarros & Woodman 1).

Vision, strategic thinking and innovation are terms often mentioned together. Executives believed that effective vision encourages innovation and strategic thinking, but that it also requires courage, commitment and communication to be achieved. Vision and creativity may be directly related to organisational innovation, however strategic thinking, direction setting, and a motivated workforce underpin the measure of the success visionary thinking produces in terms of organisational outcomes. These relationships, while descriptive, provide a conceptual framework for coming to terms with visionary business leadership, and for further research in this area.

Setting and achieving objectives are the mainstays of leadership, and are as much components of vision as they are its outcomes. Without appropriate visions that are readily translated into tangible objectives, achieving targets will remain largely problematic (Sarros & Woodman 1). A major aspect of effective leadership therefore appears to be the establishment of clear and specific objectives and the attainment of those objectives. Astute leaders recognise that objectives are the outcome of a process of translating a personal vision of what the company might be into a strategy that is explicit and can be implemented. Achieving objectives requires the alignment of staff to the vision underlying these objectives (Sarros & Woodman 1). Without alignment through consistent and constant communication, objectives are not realised and the vision fails, leaving followers with a sense of bewilderment.

Setting and achieving realistic objectives means making the hard decision; that is, being prepared to take small losses for bigger gains in the long term.

When a sufficiently long-term approach is adopted, leaders encourage organisations to become more market driven and competitive. This approach thrives on environmental scanning and market niching, two fundamentals of competitive advantage (Sarros & Woodman 1). Setting and achieving realistic objectives also need to be customer-focused and quality control driven, otherwise they will operate under a meaningless cloud.

Another key element of effective leadership within organisations is action-centred focus, identified through confident decision-making behaviour. Decision making of this nature encourages participation and commits the organisation to plans and strategies that result from the decision-making process. Because it is action-centred, confident decision making consists of initiative, conviction, assertiveness and calculated risk-taking (Sarros & Woodman 1). Leaders maintain their calm and make decisions that infuse themselves throughout the organisations culture. This infusion is achieved by involving staff in every facet of the decision-making process, and ensuring that the process is consistent with performance and organisational objectives. Participation of staff plays a major role in situational demand on leadership. Todays leaders must be willing and able to identify situational demands, and of selecting or designing appropriate methods of dealing with them.

In the normal scheme of things, leaders take time to consult and decide, to plan ahead with calculated risk. However, in a world of turmoil and unpredictable market forces, quick but sound decisions are the norm. This type of decision making takes conviction, guts, and determination leaders must become more comfortable in being assertive and going for it (Sarros & Woodman 1). Effective leaders inspire followers because they challenge them to contribute to sometimes risky but potentially beneficial ventures. In many cases, a leader acquires skills through years of trial and error, often adapting strategies and techniques to suit the occasion.

One of the most critical elements of leadership is team building. Successful leaders are renowned for their ability to enthuse workers on to great individual feats, and to achieve superb organisational results through the efforts of their workforce (Sarros & Woodman 1). Leaders are effective primarily in their ability to comprehend, visualise and articulate to their peers and subordinates the opportunities and threats facing the organisation through team involvement. The involvement of individuals and teams in everyday life of an organisation are essential tools of team building leaders.

In terms of organisational leadership, team building requires the ability to lead by example, to generate commitment and trust through that example, to involve and inspire followers, and to clearly communicate a vision. Essentially, effective team building means that leaders take on the mantle of role model. The best leaders step back when their work is done so that their followers take the credit and bask in the rewards. From this perspective, team building leadership is altruistic and enlightened (Sarros & Woodman 1). Motivation and involvement of followers is the key to team building and effective team leadership. Theres an increasing understanding of the need for leaders to generate and communicate visions, to inspire and involve others. The major outcomes of team building leadership are motivated followers, increased self-esteem, innovative work practices, and achievement focus and enthusiasm.

Many organisations are relying on their leaders to assume a coaching role in order

to achieve performance excellence in individuals and teams. The coaching process is vital to achieving performance excellence in todays streamlined, diverse, global, and knowledge-based organisations (Brocato 00). Rather than leading by intuition, leaders will have to learn what people want, study the nature of thought and human desire, and be expert listeners (Brown 00). Organisations are in transition from an old paradigm of constancy, conformity and command driven, to a new paradigm of change, collaboration, and coaching (giving guidance and preparing others to be self-reliant).

The word coach (originally a four-wheeled carriage) is to convey a valued person from where he or she is to where he or she wants to be (Brocato 00). It is important to note that in this meaning we are carrying a person to where he or she wants to be, not pushing them to where we want them to be. From this concept we understand that the coach is the vehicle that facilitates performance change; however, it is up to each individual we are coaching to have the want to make the change. The coach merely helps the change happen (Brocato 00). Different types performance issues and problems exist that may be addressed by the coaching process, or in other words addressed by providing guidance to others so that they may be self reliant and resolve many of the issues themselves.

Self-awareness is the coachs quantum leap to understanding. Self-awareness is the hallmark of effective leaders. Successful leaders understand what motivates people and how their strengths and weaknesses influence their decisions, actions, and relationships. Successful leaders also understand the importance of developing a critical quality called leadership character (Brocato 00). One of the best ways to achieve this self-awareness and leadership character is through self-reflection on personal skills and behaviours. The instrumented learning (self-directed assessment) approach is one of the most effective tools in the self-reflection process. Being self-aware increases an individuals effectiveness in a range of people situations and provides insights into the behaviours of others. It helps develop a role essential for todays leaders and managers, coaching for improvement (Brocato 00).

We have examined what are the attributes of an effective leader. It is also important to understand what are the characteristics of a toxic leader. It is important to understand this issue because poor performance of individuals, teams and indeed an organisation as a whole may be attributable if not entirely, at least in part, to toxic leadership. This issue is also worth examining in order not only for the sake of recognition, but also for corrective action.

Effective leaders go through good and bad times. During the bad times, even effective leaders can be distracted from their goals and objectives and may temporarily appear to be less attentive to their network of organisational relationships. What then, specifically distinguishes a toxic leader from a trustworthy leader who is just having a bad period (Whicker 16)?

In the case of toxic leaders, distraction, poor performance and less attention to duties of followers result from internal tensions, problems and conflicts. These internal tensions and problems tend to be permanent in nature. Toxic leaders share three defining characteristics deep-seated inadequacy, selfish values and deceptiveness (Whicker 16).

Are leaders born or can they be made? This is a question that is often debated but is still, in many people's eyes, unresolved (Forster 00). Good leaders influence company culture and that is a major part of what they should do (Bashford 00). Many leaders are often described as natural born leaders. But HR professionals dont always agree there is such a creature, arguing that good leadership can be taught and learnt. Leadership is a science and it is also an art (Bashford 00). Given self-awareness, many people can develop into good effective leaders. You may not have to be born with a particular personality trait, but you do have to be prepared to keep growing, adapting and develop yourself. This does not mean there is a blueprint for creating a good leader because that can depend on a number of factors such as timing, circumstances, economic climate and organisational make up to name a few. The most obvious example is the emergence of Winston Churchill during the dark days of 140. Despite his success, he was rejected by voters in the 145 Labour landslide as peace arrived (Bashford 00). It is clear however that a major factor influencing the making of an effective leader is willingness. One must want to become a good leader first before actually becoming one.

Research examining the utility of emotional intelligence in predicting effective leaders is gaining momentum in I/O psychology (Gardner & Stone 00). Emotional intelligence is thought to be playing a more significant role in producing and in predicting effective leaders. Leaders who are emotionally intelligent appear to be happier, more committed to their organisation, achieve greater success and perform better in the workplace (Gardner & Stone 00). Emotionally intelligent leaders appear to be able to inject enthusiasm, a sense of trust and co-operation in other employees through developing interpersonal relationships. Despite these theoretical links there has been relatively little empirical research examining the relationship between emotional intelligence and effective leadership. More research is required in this area and may provide the key to unlock the answer to the question as to whether leaders are born or can be made.

The five main attributes or competencies required for effective leadership within an organisation was identified as vision and creativity, setting objectives/achieving targets, confident decision making, team building and coaching. Recognising the characteristics of toxic leadership is essential for corrective action to take place in order to protect and maintain excellent performance. The three main characteristics of a toxic leader are deep-seated inadequacy, selfish values and deceptiveness (Whicker 16). Finally, are leaders born or are they made? The debate over this issue will need to continue. However what can be stated is that given self-awareness, many people can develop into good effective leaders. You may not have to be born with a particular personality trait, but you do have to be prepared to keep growing, adapting and develop yourself. Emotional intelligence is thought to be playing a more significant role in producing and in predicting effective leaders. Much more research is required and is continuing in this field before any definitive answer can be given to this question.

References

1. Bashford, S. 00,'Motivational leaders - What makes a good leader?', Promotions and Incentives, 0 April.

. Brocato, R. 00,'Coaching for improvement An essential role for team leaders and managers', Training and development US, Spring.

. Brown, A. 00,'The new followership A challenge for leaders' The Futurist, March/April.

4. Burke, R. 00,'Future scenarios for Australian leadership No vision, no victory' Mt Eliza Business Review, vol. 5, no. , pp 81-86.

5. Carlopio, J., Andrewartha, G., Armstrong, H., 001, Developing Management Skills, Education Australia Pty, NSW.

6. Dearbourne, K. 00.'Studies in emotional intelligence redfine our approach to leadership development', Public Personnel Management; Washington, vol. 1, no. 4, pp. 5-50.

7. Forster, N. 00, The Human Dimension A practical Guide to leading and Managing People at Work, Nick Forster, Australia.

8. Gardner, L. & Stough, C. 00.'Examining the relationship between leadership and emotional intelligence in senior level managers', Leadership & Organisation Development Journal; Bradford, vol. , no. , pp. 68-78.

. Gibson, S. 00,'Coaching An essential leadership component', Mt Eliza Business Review, vol. 5, no. , pp 5-66.

10. Harkins, P. 00,'How leaders get their teams to'click'', Mt Eliza Business Review, vol. 5, no. , pp 54-58.

11. Harkins, P. 00,'How leaders get their teams to'click'', Mt Eliza Business Review, vol. 5, no. , pp 54-58.

1. Mileham, P., Spacie, K. 16, Transforming Corporate Leadership, F T Pitman, Melbourne.

1. O'Reilly, C. A., Pfeffer, J. 000, Hidden Value, President and Fellows of Harvard College, USA.

14. Sarros, J.C. & Woodman, D.S. 1,'Leadership in Australia and its organisational outcomes', Leadership & Organisation Development Journal; Bradford, vol. 14, no. 4, pp. -7.

15. Smigla, J.E. & Pastoria, G. 000,'Emotional intelligence Some have it, others can learn', The CPA Journal; New York, vol. 70, no. 6, pp. 60-66.

16. Stephenson, P. 00, Naked Leadership, Nella Soeterboek, NSW.

17. Tozer, J. 17, Leading Initiatives, Butterworth Heinemann, Melbourne.

18. Whicker, M. L. 16, Toxic leaders; When Organisations Go Bad, Library of Congress Cataloging in Publication Data, London.

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Memoirs Mountain High

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Memoirs of a Mountain High

That was the summer of 4 when I took a Wilderness Leadership

Semester from the Colorado Outward Bound School . Needless to say

that it was the most emotional, challenging, and rewarding

experience that I have had in all of my 1 ears of existence. One

week spent running the Upper Green River in westernColorado and

northern Utah. Through The Gates of the Ladour Canyon and

Dinosaur National Monument, we floated to end where the Green

meets the Colorado River just beyond Echo Canyon. The high desert

canyons echoed with rapids ovarious classes; Hells Half Mile and

Disaster Falls were the most memorable. Upon completion we headed

to climbing camp in Wyoming at a place called Vedauwoo (va-da-

vu).Two weeks of vigorous climbing these granite towers left many

scars both physically and emotionally for this rock was indeed as

sharp as knives. Somehow no matter hard climbed; even if

successful, this rock always seemed to have the last say. By this

time a month had passed and I was very grateful to have that one

shower on the way to the Gore Range in Colorado. This section of

the course was by far the most demanding, the mountaineering

section. Stepping off the bus in Frisco, Colorado we looked back

knowing that we were not to see civilization for at least a

month. There were 8 men and women in my group from all over the

country. Each one had a unique personality not knowing that we

would all become closer to each other than family, possibly being

dependent during life threatening situations which we experienced

on many occasions. This in itself could be another long story. By

the end of this section we were required to do what they call a

solo. In addition to rest up for the 15 mile marathon and finals,

(a week of travel) this was also used for reflecting on our

experiences. The solo was for three days. During these three days

we were all to be separated about a quarter to half mile apart,

alone. All of our flashlights, candles, and watches were taken

away along with any books which were left at base camp. All we

were allowed to take was our clothes, a tarp(not a tent) which

wasnt but 5ft by ft, a water bottle, a pencil, paper, and our

iodine to purify the water.I also want to note that we had the

choice to fast or take a survival pack which consisted of a few

crackers and raisins. I wanted the full experience so I chose to

fast. This was a trip in itself, no food for three days. My spot

on this solo was at around 1000 ft, the highest of my group. the

only water I had was from an alpine stream which dried up on me

the first day, after searching for a while I did find another

stream. The first day it rained all day, the next was clear, I

didnt do much...just thought allot. I have never been this long

without seeing or talking to another person,not even

pictures...everything I had was in my mind.No toys...no material

possessions.....no problems....just me....at this time I felt the

true essence of the wilderness and everything that is so sacred

to me, It is much too difficult to explain, I didnt feel human

in some respect, truly a wild creature....possibly like a

wolf.....this is where I thought of Of the Wolf, every goal I

stated on this solo has come true so far. There is much, much

more to the story but due to time I will condense it. On the

second day it was rather warm so I decided to wash my clothes in

the stream, yes I spent the whole day naked, clothes...as natural

as one can get....of course I didnt think much of it because I

was far from any other living creature. Not much lives that high.

While my clothes were drying I sat naked on a rock.... the view

was incredible.... absolutely stunning......and I wrote.....A

crack in the glass and Im thinking....Alone in the field and Im

sinking, Soaking in breeze on a rock and Im hypnotized, the

world inside me Cranking the weight off of my mind...testing the

strength of a fine line Relative thoughts... no control... become

justified, the world defied me Tasting the sweat off of my

lips...feeding my soul with the suns kiss laughing out loud Im

remembering everything... foolishly sighing Now Im lost inside

these words that speak so loudly in my head Honestly Ill take

the vow to cut these chains off of my wrist This freedom feels

just like a bird soaring onto a higher plain Overcome my fear of

falling....standing on my feet again.

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Mt.Fuji

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Mt. Fuji

By.

Mt. Fuji

Mt. Fuji lies in Japan. This dormant volcano rises about ,500 meters above the surrounding land. Mt. Fuji has erupted about 16 times since 781 AD. The most recent eruption was in 1707-1708 from a side vent on the volcano. The eruption ejected .8 cubic km of ash, bombs, and blocks. Five historic eruptions caused major damages but no fatalities. Mt. Fuji is really a group of superposed volcanoes. It consists of three different volcanoes. They are, Komitake, Ko-Fuji, and Fuji. Fuji is thought to be a composite stratocone volcano. Its southern slopes extend to the shore of Suruga Bay. According to an ancient legend, Fuji arose overnight in 86 BC. However, geologists say the mountain is much older than the legend suggests. It is really tens of thousands of years old. Mt. Fuji consists mainly of basaltic lava and is about 50% silicon dioxide. Two of its largest eruptions were in 1050 BC and 0 BC. It is located at about 5.4 North and 18.7 East.

Mt. Fuji

Mt. Fuji rivals Vesuvius for the best known volcano over the world. Fuji is the highest, most sacred mountain in Japan. It is seen in many Japanese paintings. It is part of the Fuji-Hakone-Izu National Park. Mt. Fuji is the most popular vacation area in Japan. Some religions regard the mountain as a sacred place. There are numerous shrines and temples on Fuji's slopes. More than 00,000 people climb to the top of Mt. Fuji's summit every year. More than 0% of the climbers are foreigners. Some Japanese think of Mt. Fuji as a way for people of different races, religions, and cultures to come together peacefully. Overall, Mt. Fuji is one of the largest, best known volcanoes around to date.

Mt. Fuji Bibliography

www.volcano.und.nodak.edu/vwdocs/volc_images/img_fuji.html

www.encarta.msn.com/find/concise.asp?ti=761557786

www.hakone.eri.u-tokyo.ac.jp/vrc/others/fuji.html

www.mt-fuji.co.jp/index-e.html

www.mt-fuji.co.jp/Photo/Photo.html

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Sports injury

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Part B Essay Question.

Resistance training is an acceptable method of developing strength in children. When choosing a training method for children it is always best to centre the exercises around using the individuals own body weight. A number of issues must first be addressed before beginning training, these include Injury to growth plates, appropriate warm ups/downs, medical conditions, size and age of the child, and physical, mental, and social health.

Resistance training in children can be very beneficial if done properly (that is, taught the correct methods) and under the supervision of a qualified adult. Children are equally, if not more trainable in a sense (e.g. % improvements) than adolescents and young adults. Strength gains are very possible in pre-adolescents, but it seems they are less trainable in terms of absolute strength. Before any resistance training occurs children should always be examined and declared fit by a physician. It is best to encourage resistance training as only one of a variety of normal recreational and sport activities, and always vary the training body weight, free weights, machines and springs. Children that are participating in resistance training must be mature enough to accept instruction and coaching.

Intensity appears to be the critical factor in determining strength gains in preadolescents. The optimal loading parameter in terms of repetitions, sets and training sessions per week are yet to be determined and should be centered on the child's body weight, age, height, maturity, strength. Strength gains during preadolescents can be attributed primarily to improvements in neuromuscular activation and motor coordination, not hypertrophy. Achieving strength gains and keeping them cannot be achieved on the basis of one high intensity training session per week. To achieve best results, without over-exertion, two to three sessions of less than 0mins with one to three sets of each exercise per week is the optimal amount of training for preadolescents. Short term resistance training does not interfere with the normal development of cardio respiratory fitness during preadolescents, and can even provide a positive stimulus under specific conditions.

It is essential to include thorough warm up and cool down periods, including stretching whenever any resistance training is being done with preadolescents. The loading is always based on the child's own capacity and follows a progression throughout the program. Always avoid extremely high intensity efforts, such a maximal or near-maximal lifts with free weights of machines. Children must be capable of doing 6-8 reps of each exercise, if not the load is too heavy. Emphasis on technique always takes precedence over number of reps achieved and weights lifted, stop exercises when the quality of technical execution begins to break down. Attention must be paid to proper alignment of body segments during exercise. Always discourage competition between preadolescents, helping them to focus on personal improvement.

Although body composition of children (body fat and lean body mass) is not effected by resistance training, the risk of musculoskeletal injury cannot be ruled out. The risk is low when training under competently supervised conditions especially when competition among children is prohibited. Avoid eccentric training involving isolated muscles, try to encourage dynamic concentric contractions as they are more beneficial to children. A direct relationship between improved sports performance and strength gains made as a result of training in preadolescents is still yet to be acknowledged. However, there is a clear increase in motor fitness from resistance training in preadolescents. Circuit training with low to moderate resistance should be considered as a means of introducing children to correct technique, and to capitalize on possible cardio respiratory benefits. Balance should be achieved between upper and lower body development and between agonistic and antagonistic muscles when performing resistance training. If using weight machines, only those machines that are designed for children should be used, or those where the loads are able to be easily adjusted for the reduced strength capacity and size of children.

Resistance training can play an important role in reducing the incidence and severity of injury in youth sport. It stimulates the appropriate biological mechanisms that strengthen the supporting structures (muscles, tendons, ligaments, and bones), enhance the ability of tissues to absorb more force prior to failure (tearing) and develop greater muscular balance about specific joints. The application of resistance training is by itself a physical stress. Factors such as fatigue, aggressiveness, experience, contact in the sport, practice time, and other social or environmental influences play a role in the prevention of injuries. These factors should always be considered in the over-all program of planning practices and physical training sessions.

Fractures can often occur from resistance training, particularly stress fractures and sited at the Epiphyses (growth plates). The accentuation of any of the spines curvatures can cause a lordosis or kyphosis in the spine. Scollitic spinal injuries (twisting of the spine) can be the result of imbalances in training programmes. Cartilage problems may occur with short-range repetitive movements or excessive loading during training. Ligament injuries are likely when the loads are excessive and joints taken beyond their normal range as a consequence. The mechanism of injury here can be indirect, i.e. not caused directly by the equipment but by the body's attempts to control the load.

The best exercises for developing strength in children involve lifting there own body weight. Resistance training is acceptable, as long as it is supervised and the correct technique is taught.

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Tornado

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By The Associated Press

A late spring thunderstorm spawned at least three tornadoes, including two in Custer County, said Nicole Carton, a dispatcher with the Custer County sheriffs department.

Another tornado damaged two farm houses in Holt County in northeast Nebraska.

There were no reports of injuries from the Monday storm.

One tornado, nearly a half-mile wide, was reported by a firefighter just outside Comstock. Another was confirmed in the countryside about eight miles west of Sargent.

Severe Weather and Tornadoes Cause Damage Across the Midwest

May 18, 18 - The National Weather Service (NWS) reports severe weather, including several tornadoes, high winds and thunderstorms, moved across the Midwest this weekend. Iowa, Nebraska, North Dakota, Minnesota and Wisconsin all experienced various levels of storm damage. The hardest hit states were Iowa and Minnesota, where numerous tornadoes destroyed or damaged structures, downed trees and power lines and injured more than 100 people. Two fatalities were reported in Minnesota.

In Iowa, an unconfirmed number of tornadoes along with hurricane force winds moved through the state beginning Friday afternoon, causing damage in Kossuth, Washington, Montgomery, Harrison, Page, Ida, Shelby, Crawford, Pottawattamie, Webster, Audubon, Johnson and Cedar counties. The governor has declared Kossuth and Washington counties as state disaster areas.

Tornadoes and thunderstorms dropped large hail, downed trees and power lines and destroyed several structures in the affected counties. Hardest hit were Pottawattamie, Kossuth, Webster, Johnson, Shelby and Crawford counties. There are power outages and water shortages reported with full restoration of power expected by today.

Iowa county damage estimates are as follows

In Pottawattamie County, there were 1 injuries reported and an estimated $1,000,000 in property damage.

In Kossuth County, there were also 1 injuries reported, 78 power poles damaged, one nursing home destroyed, two homes destroyed and 10 homes rendered uninhabitable and water shortages.

Washington County has reported a nine-year-old girl missing. A tornado caused damage to a three-block area within the community.

Johnson County has five to six homes destroyed and up to 0 damaged. Up to 0 miles of power line poles were snapped off. Preliminary damage estimates indicate that there are several million dollars in damage to this county.

Shelby County is reporting the towns of Irwin and Elkhorn are without power.

Two Iowa Emergency Management Disaster Impact Teams were deployed to Washington County to assess the situation. The governor dispatched 0 National Guard members to the area to provide security and assistance with other needs. The American Red Cross (ARC) opened one shelter, though no people were housed. The ARC is providing food and water.

FEMAs Region VII office in Kansas City, Mo. is monitoring the situation and is in contact with Iowa officials.

In Minnesota, the same system moved through the area, bringing high winds and tornadoes, causing downed trees and power lines and damage to structures. The hardest hit counties were Anoka, Blue Earth, Carver, Hennepin, Ramsey and Stearns. There were two fatalities, one in Stearns County and one in Hennepin County, and numerous injuries in the affected counties. Damage estimates indicate more than 100 homes suffered some level of damage.

Minnesota officials activated their Emergency Operations Center (EOC). State recovery efforts have begun, including the clearing of debris and the restoration of power. Full restoration of power is expected sometime today.

FEMAs Region V office in Chicago is working with state officials and has begun Preliminary Damage Assessments (PDAs) in Anoka, Hennepin and Ramsey counties.

Elsewhere, severe weather affected Nebraska, Wisconsin and North Dakota. In Nebraska, no injuries were reported and damage assessments are being conducted at the county level. At least nine people were injured in Wisconsin after severe winds whipped through the state. Tornadoes were also reported in North Dakota in McHenry and Pierce counties, though no damage or injuries have been reported.

Damage seemed confined to downed power lines and trees near both communities.

John Springer, lead forecaster for the National Weather Service in North Platte, said the actual number of tornadoes from the storm could not be confirmed until field studies were conducted.

The large storm system had several storms cells embedded in it, said Cathy Zapotocny, a meteorologist with the weather service in Valley. That allowed tornadoes to be reported almost simultaneously 70 miles apart in Comstock and ONeill around 8 p.m.

Damage was not confined to those two counties.

High winds and hail knocked down trees and power lines in Cedar County, said Kevin Garvin, emergency management director.

Nearly inches of rain fell in about 0 minutes in parts of the county.

Softball-sized hail was reported about eight miles northwest of ONeill and also in St. Libory, about 10 miles north of Grand Island.

The storm may just be a preview of whats to come this week, Zapotocny said.

Tuesday may provide the only break from rain this week, with party cloudy skies and temperatures near 80.

Theres chance for rain again for Wednesday, and Thursday, and Friday and Saturday, she said.

Tornadoes Cause Damage in Arkansas...05/8/00

LEACHVILLE, Ark. (AP) -- Thunderstorms and tornadoes damaged homes and downed trees and power lines in northern Arkansas on Saturday, injuring at least one person. Five people died in traffic accidents.

A tornado touched down near Leachville, in the northeast corner of Arkansas, state police said. At least one person was injured, authorities said.

The heavy rain also prompted flood warnings and stranded several campers, canoeists and kayakers along the rapidly-flowing Buffalo National River. National Park Service employees rescued one kayaker from a tree at Ponca.

We had lots of people who have been stranded for short periods of time, said Searcy County Sheriff George Sutterfield.

A lightning strike broke a water main in rural Johnson County, resulting in a warning not to drink the water. The water system serves less than 500 customers.

In Searcy County, the flatbed of a tractor-trailer and a minivan collided in the rain on U.S. 65, killing three people. In Jackson County, two people died in a head-on crash as rain fell on U.S. 67, police said.

High winds felled about 100 trees, overturned several trailers and damaged other buildings near Southside in Independence County. No injuries were reported there.

Meanwhile in North Carolina, tens of thousands remained without electricity following storms Thursday.

Two people died in the aftermath Thursdays storms. One man fell from a ladder in Elon College on Thursday and died from his injuries. Another man in Burlington was killed Friday by a tree limb while he was cutting trees knocked down by the storms.

Duke Power Co. said 40,000 of its customers remained without power Saturday afternoon, with most of the outages in Greensboro and Burlington, which received the brunt of the storm. Carolina Power & Light reported 11,000 customers without power Saturday night. Power wasnt expected to be restored for most people until Sunday night.

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Refractive index of a glass prism

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Aim To determine the refractive index of a glass prism

Apparatus and Materials

1. 60-60-60 glass prism X 1

. Optical pins X 4

. Drawing board X 1

4. Sheet of paper X 1

5. Protractor X 1

6. Drawing pins X 4

7. Ruler X 1

Theory

When D is at minimum, where n is the refractive index of the prism,

Procedure

1. A sheet of paper was fixed on a drawing board by using drawing pins.

. A glass prism was placed in the middle of the paper and the outline of the prism was drawn on the paper.

. Two optical pins, P1 and P, were placed on one side of the prism as shown in the figure.

4. The images of P1 and P were observed from the other side of the prism.

5. Two other pins, P and P4, were placed on the sheet of paper so that they appeared to be in line with the images of P1 and P.

6. All the optical pins were removed and a line joining the holes P1 and P was drawn on the sheet of paper. Another line joining the holes P and P4 was drawn on the sheet of paper.

7. Two lines representing the normal were drawn on the sheet of paper. i1, i and D were measured by using protractor.

8. Steps to 8 were repeated with different incident angles for seven times.

. The results were tabulated.

Results

i1/i/D/

07844

4058

5047

5548

65540

704

8084

From the graph, Dmin = 6.7¢X

A = 60¢X

Calculation

Conclusion and Discussion

The refractive index of the prism is 1.44

Sources of errors

1. Inaccurate measurement of the deviation angle and incidence angle due the apparatus

. Inaccurate location of the light ray by the pins

. Inaccurate plotting of the two graphs

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