Who Rules America Corporate America, Weber & Marx Essay

Who Rules America Corporate America, Weber & Marx - Essay Example The natural rights theorists aim was to show that man was born in a state of nature, and given the right to do as he/she wished, but this was sacrificed to the governance of the land, i.e. that the rational man would give up the state of freedom, for the security and safety of law, governance and sovereignty, but retain the right to obtain and accrue whatever property they wish as long as it is within the rule of law. This is the basis of the US, with its promotion of life, liberty and freedom. A key concept of the American way is that it is the land of equal opportunity and one can reaps the benefits for what they work for. In the US Corporate America and the values of capitalism have the ultimate power, where the equalities in economics are validated with the notion of equal opportunity for all individuals1. This pretty much follows the protestant work ethic, which theorists such as Weber supported; however in response to huge inequalities theorists such as Marx arose who argued th at to have economic inequality is an abuse of the power that the capitalist oligarchy holds. The following section will examine the theories of Weber and Marx The theory of Weber condones the exploitation of the workforce and the inevitable inequalities of economic power. This treatment and mechanization of the workforce may in the short term seem the best way to increase productivity at the minimum price. This is very much the rational approach to human interaction and the increasing of productivity, management and governance of individuals. If there is no objectivity then there can be no maximization of work productivity at the minimum cost. This follows the view of management and governance of individuals, whether it be in the workplace or the governance of the country, where each of the workers need to be treated objectively and equally. Weber also stresses the importance of inequality within the social structure for the workers. Therefore Weber's theory is more than the interaction between the management and the working class. Weber's theory has four parts of society which are; traditional and cultural history and rules; affectual - emotional shaping influences of society; wertrational - value orientated rationality; zweckrational - goal orientated rationality. Therefore the focus of Weber's theory is that society and management can be determined by these four spheres of social classification. The key notion that Weber developed in order to balance out the inherent inequalities is that of the rationalizing of society and law; hence if the values of the society and the goal's of the individual can be rationalized and de-mystified then equality and justice can be instituted to achieve the best system for the society and the individual to obtain these goals. Weber sees it as an important factor that has shaped society and important to understanding the development of societal structure and management. Therefore to truly develop a system that is fair and just and can transcend the barriers of inequality a rational discussion of society needs to occur in order to determine justice and the rights of mankind; however the inequality in the power that Corporate America holds over the labor market is inevitable and just.2 The model of Marxism, on the other hand, states that it does not regard the individual as having any human rights, instead it is for the state to set the needs of the individuals, i.e., it is not the good of the individual that the state upholds but the good and the needs of the state. Marx considered law, justice, freedom and democracy as ideas and concepts that are determined by historical and

Needs Analysis And Applied Intervention Proposal Physical Education Essay

Needs Analysis And Applied Intervention Proposal Physical Education Essay A client has agreed to take part in our case study and a needs analysis will be completed on their chosen sport. This will be split into three areas and they are psychology, nutrition and physiology. Background information of coach/ performer/ team/sport The participant is a 20 year old male cricketer who represents the Lancashire Cricket Club Academy and has been playing cricket from the age 10. The participant is an accomplished all rounder but his main strength is bowling. Therefore, the intervention proposal is based on the clients bowling. Traditionally, cricket is played in the summer where the bowlers will be required to bowl in hot and humid conditions (Burke et al, 1997). Cricket from a physiological perspective is a prolonged variable intensity team sport (Soo et al, 2007). Players are required to perform multiple bouts of intermittent exercise at near maximal effort, punctuated with intervals of low exercise intensity or rest for the duration of the match (Burke et al 1997; Shi et al, 1998). Acts of bowling, batting and fielding primarily utilize the anaerobic energy system. Players are also required to stand for long periods of time, bending, stopping and squatting. These low-moderate paced exercises require good aerobic fitness (Patel, 2010). The energy demands for fast bowling during one-day cricket suggests that fast bowlers deliver 64 deliveries (60 legal/ 4 wides or no-balls) in approximately 40 minutes. During this time bowlers are expected to run 1.9km in about 5.3miniutes at an average speed of 21.6km-h. When viewed in this context it is apparent that bowling in one day cricket is substantial (Noakes et al, 2000). Noakes Durandt (2000) researched the physiological requirements of international cricket players, they were compared against international rugby players and surprisingly very little difference in physiological attributes was found. The average sprint performance for the bowlers over 35 metres was 5.2 seconds. Therefore, when we test our client their scores can be compared to the literature. The main aim of the client is to take over 60 wickets during the upcoming cricket season where he will play 22 matches. He wants his bowling average to be under 30.00 runs per wicket. This means that he has to concede less runs every time he claims a wicket which will test his bowling accuracy. If he can perform to these expectations he will be in contention for selection for the Lancashire Cricket Club second XI. Needs Analysis From an initial interview with the client, the client identified a number of weaknesses and limitations. Figure 1 The Client felt that during the latter part of his bowling run-up he is slowing down instead of getting faster to increase momentum. His bound (jump) during the critical stage of his bowling action was not satisfactory and felt he needed to bound at a greater height. He feels that his head is falling over to the left hand side after he has delivered the ball. He needs to improve his accuracy, he feels as if the ball is controlling him rather than him controlling the ball. He has been getting reoccurring calf pains and he needs to treat it on a day to day basis. He feels pain in his left calf at the end of days play. He feels he needs to improve his arm speed to help him deliver the ball with greater velocity. He doesnt have the confidence to deliver the ball with pace and accuracy. He feels he needs to sacrifice his maximum bowling pace for accuracy He gets deflated when a batsman is dominating him during a spell of his bowling and finds it difficult to bounce back. (Anxiety and Self confidence) As the clients origin is Indian, He consumes Indian food. He feels his current diet is hindering his BMI and physique due to the increased fat intake such as fried rice and chicken tikka curries. However, he has no choice but to eat these types of foods in order to satisfy his culture and his family. Figure 2: Baseline test scores for Physiology Test Mean Score Standing Vertical Jump (cm) 59.2 Arm Power (Hand Grip Dynamometer) (kg) 51.4 10 meter sprint (sec) 1.4249 20 meter sprint (sec) 2.9066 30 meter sprint (sec) 4.8560 Figure 2 shows the baseline test scores that were carried out at the University Of Leicester cricket ground (See appendix for pictures). The hand grip dynamometer was used to measure arm power because it is widely known that hand grip strength is a possible predictor for overall body strength, including arm strength. But little information was available regarding this. Smith et al (2005) reported a correlation in grip strength and overall body strength. Our client scored a vertical jump score of 59.2cm which in comparison to the norm data for 16-20 years it is ranked as above average (Davies et al 2000). However when comparing to elite performers our client ranks in the lowest 40% for male elite athletes (Chu, 1996). It has also been reported that the average jump height for an Academy level pace bowler is 60.5cm (Gore, 2000). Figure 2 show that our client does not meet the suggested values for vertical jump. Therefore, there is a deficiency in their leg power. This supports the needs analysis about the clients bound (jump) during the critical stage of their bowling action. The client feels that they need to execute their bound at a greater height. Figure 3: Nutritional Test/food Dairy Value Mean Score Skinfold Body fat estimate Durnin and Wolmersley  (1974) Equation 19% Body mass index 14.1% Mean daily Calorie intake (non training) 2360 Mean daily Calorie intake (Training) 1458 Figure 3 shows that the bowler needs to reduce their body fat % from 19% to 12%. It has been suggested that a cricketer needs to have a body fat % of around 12-14% (Noakes et al, 2000.). Therefore, setting a weight goal would be appropriate. The target body weight formula allows you to determine your target body weight and the formula is used by athletes who want to reduce their body fat percentage (Macedonia et al, 2009). Figure 4: The Clients 5 Day Calorie intake Calories (kcal) Carbohydrates % Proteins % Fats % 30th October 2295.6 53.57 22.17 24.26 31st October 1817.4 36.73 24.66 38.61 1st November 2113 79.62 7.87 12.51 2nd November 2672.9 61.53 9.73 28.74 3rd November 1099.8 69.53 12.75 17.72 Current Non Training day intake Current Training day intake Figure 4.1: Mean intake of grams consumed for training and non training days Mean Intake in grams per day Carbohydrates Proteins Fats Non training 347.83g 84.83g 81.67g Training 163.95g 61.58g 55.6g Figure 4 and 4.1 show the clients total calorie intake, the percentage of each food category that they consume and the amount of grams they consume for each food category. Figure 5: Cunningham Formula CUNNINGHAM FORMULA: 500+ (22X FFM in kg) = RMR 500+ (22 x 63.99) = RMR Resting Metabolic Rate = 1907 KCAL Figure 5 shows The Cunningham Formula which is a prediction equation that is considered one of the best ways to estimate Resting Metabolic Rate for athletes because it incorporates body composition. This would be useful for the Bowler to calculate so he can consume the right amount of calories on his non-training days (Macedonia et al, 2009). Figure 5.1: Target Body weight Current weight: 173.8lbs Fat Free Mass: 140.8lbs Current Body Fat%: 19% Recommended Body Fat: 12% Figure 5.1 shows the target body weight the client has to achieve in order to reach the recommended body fat % value (see appendix for calculation). Figure 5.2: Target weight Formula: Target Body Weight = current fat-free mass / (1- % desired body fat) 140.8 / (1 0.12) 140.8/ 0.88 = 163.4lbs 173.8 163.4 lbs = 10.4 lbs Target weight loss= 10.4 lbs Figure 5.1 illustrates the target weight formula and shows that the bowler needs to reduce 10.4 lbs of fat free mass to reach his goal of 12% body fat (See appendix for calculation). Figure 5.3: Calories Needed to build muscle and lose fat Goal Gender Total Calories To gain Muscle Mass and lose muscle mass simultaneously Male Baseline Kcal plus 300 1907.08 kcal + 300 = 2207.08 Figure 5.3 shows the clients calorie intake for their training day. Their baseline Kcal is their RMR (see Figure 5). In order to gain muscle and lose fat the athlete has to increase their calorie intake by 300 kcal from their RMR. The revised calorie intake can be used during their training day. Therefore, the athlete has an accurate reading of the amount of calories they can consume during their training and non training days (Macedonia et al, 2009). Figure 6 Non Training Day Calorie Intake 1907 kcal: Grams (g) during Non Training Day 65% of Carbohydrates of 1907 Kcal: 1240 kcal 1240/4= 310g 12% of Proteins of 1907 Kcal: 229 kcal 229/4= 57g 20% Of Fats of 1907 Kcal: 381 kcal 381/9= 42g 3% of Micronutrients of 1907 kcal: 57 Kcal Figure 6.1 Training Day Calorie Intake 2207 kcal: Grams (g) during Training Day 70% of Carbohydrates of 2207 Kcal: 1545 kcal 1545/4= 386.2g 15% of Proteins of 2207 Kcal: 331 Kcal 331/4= 83g 12% Of Fats of 2207 Kcal: 265 Kcal 265/9= 29g 3% of Micronutrients of 2207 kcal: 66 Kcal Figure 6 and 6.1 shows the total amount of calories the Fast Bowler needs to consume during his training and non training days in order to reach his goals (See Needs Analysis, Figure 1). Figure 7: Psychology CSAI-2 Questionnaire Score Cognitive anxiety 19/36 Somatic anxiety 18/36 Self-confidence 29/36 It has been reported that for team sports, athletes should have CSAI-2 values lower than 18 out of 36 in terms of Cognitive anxiety, 16 out of 36 for somatic anxiety and they should score higher than 24 for Self Confidence (Martens et al, 2000). Our client does not meet the suggested values for somatic and cognitive anxiety (19 Cognitive, 18 Somatic). This supports the clients weakness of getting deflated when a batsman is dominating him during a spell of his bowling and how he finds it difficult to bounce back. The Clients Weaknesses The Client leg power needs to be improved (See Figure 2). The client is consuming a big proportion of fats in their diet. This can be shown in their body fat percentage and their current fat percentage intake (See Figure 4). The clients somatic anxiety is higher than it should be (See Figure 7). Identification of areas for improvement Physiology It is important for cricketers, especially bowlers, to have high levels of strength and power in their legs. Pyne et al (2006) suggested that static jump performance and arm length correlated positively with bowling speed and performance. Our client had a mean score of 59.2cm in the vertical jump test and the average for an Academy level pace bowler is 60.5cm (Gore, 2000) Therefore, we have decided to look at improving the clients leg power to improve bowling speed and performance. Our client will need to alter his diet to cope with the stresses of the intervention that will have on his body. A sustained high protein diet is needed to repair the damage inflicted on the muscles (Stevens, 2010). Nutrition Having a low body fat percentage is important in modern day Cricket due to the high physical demands of the sport. Noakes Durandt (2000) suggested that fast bowlers need to have a body fat percentage of around 12-14%. Our client falls short of this target (See Figure 3). It has been reported that fast bowlers in particular, benefit from low levels of body fat. A lower body fat composition helps a bowler, bowl faster, be more agile, have increased stamina so they can bowl for longer spells and be more tolerable of the heat (Meltzer et al, 2005). In terms of carbohydrates our client needs to consume 60-70% of their daily energy intake. In the 5 days assessed our client reached that value for 3 of the 5 days (see figure 4). In terms of the clients protein intake, the recommended percentage for athletes is about is 12-15% or 1.4-1.7g protein. Kg-1 body mass. Day -1. In the 5 days assessed our client exceeded the recommended value for 2 of the 5 days and they were under the value from 2 of the 5 days. Protein is important for strength athletes assuming that the total energy intake is sufficient to cover their high daily expenditure and the remaining energy is provided by fats (Lemon et al, 1991). Psychology We are looking at lowering our clients anxiety levels and primarily focusing on lowering his somatic anxiety. It is recommended for any sport a player needs to score 18/36 or higher for the CSAI-2 questionnaire (Martens et al, 2000). The client scored in the CSAI-2 Questionnaire. Therefore, we are primarily looking at lowering his somatic anxiety. However, the proposed intervention should decrease cognitive anxiety which is borderline to what is required at present. Anxiety has a negative effect on performance. This is explained by a process called the processing efficiency theory (Eysenck et al, 1992). The theory states that when an athlete becomes anxious, the athlete strives to work harder and exerts an increased effort in order to overcome their anxiety. The increased effort has a detrimental effect in their execution of their technique. There gets to a point where the athlete cant cope with the psychological rigors of carrying out the skill and ends up giving up. Therefore, we n eed to lower our clients somatic anxiety as it will improve our clients physiological responses. Communication Model and Outline of Intervention The information regarding the intervention will be passed onto our client via weekly meetings. A meeting will take place before the intervention and will involve us, the client and the coach; we will discuss whether the client wants the coach present. The logistics of the intervention and how the intervention will improve the clients performance will also be discussed at the meeting. The Intervention will be over 8 weeks and involve plyometric training. The reason for having the intervention for 8 weeks is because it has been reported that to get any improvement in performance at least 8 weeks of plyometric and strength training needs to be completed (Fletcher, 2004). Plyometrics are being used to develop leg power as it has been widely reported that plyometrics has improved leg strength (Blakely et al, 1987). To lower the clients anxiety levels he will undertake relaxation techniques including self talk and goal setting techniques as they have been found to lower anxiety (Fletcher et al, 2001). The client will have the freedom to undertake these techniques anytime during the intervention when the client and the coach feel necessary. The client will also use imagery when he feels his technique is declining due to the batsman dominating them during a spell of bowling. This will help reduce the clients anxiety which is having a negative effect on his technique. Imagery helps re-run the predicted patterns of movements and this will make the client more comfortable to a real life bowling situation (Hale et al, 1998). The client will be given a food diary at the beginning of the 8 week intervention so they can complete it accordingly. This will be reassessed after the 8 week intervention to see if they have been following the recommended calorie intake values for training and non training days (see figure 6 and 6.1). They will also be given a rough eating plan on their training and non training days. They dont have to follow it specifically but it gives them a guideline on what types of food they need to consume. (See appendix for eating plans) Data gathered from the intervention along with pre and post testing will be shown to the client. If the client wants his coach to analyse the data then it will be provided for the coach to examine. Before testing, written informed consent and a medical history questionnaire were completed by the participant (Copies can be found in the appendix). Interaction of intervention with other aspects of performance It has been reported that strength training has an effect on anxiety. Tsutsumi et al (1998) reported that a group of athletes undertook strength training and found out they had lower levels of anxiety compared to a group who didnt take part in any strength training. The introduction of plyometrics training will improve his leg power which in turn will improve his sprint speed (Maulder, 2004). Research suggests that consumption of certain foods intervene the performance of certain physiological parameters. The Vo2 max and body fat percentage was measured in elite South African cricketers; 56.ml.kg.min 13% body fat (Noakes et al, 2000). We also are aware that any improvements in performance could be down to any of the exercises that the client completes during the intervention

Fantastical Ideas and Gothic Tendencies in Jane Eyre Essay -- Jane Eyr

Fantastical Ideas and Gothic Tendencies in Jane Eyre The novel, Jane Eyre, is infused with fantastical ideas and gothic tendencies. The novel is an example of Bildungsroman heroine with the title character Jane maturing from childhood. We see her spiritual, psychological and social development. Through this development Bronte manages to join both fantastic elements with a more realistic structure by weaving in references to fairy tales, dreams, mythic imagery and plot twists. Fantasy is used by Bronte to inform the reader of any emotional subtexts in the novel. Jane's dreams are a good indication of her feelings and provide the reader with a window into her emotions. This use of fantasy plays a major role and it helps Jane's character develop as a Bildungsroman heroine because it highlights her emotional and spiritual journey. The fantastic symbolism and imagery used throughout the novel are as important to the narrative as the plot because it allows the reader to understand many emotions and true characteristics of the protagonists. The novel is littered with faintly gothic references to folklore, ghosts and sprites. The core of the story lies in Jane's descriptions of what goes on in her mind and it is here that we see Bronte's most imaginative and fantastic imagery. Jane imagines herself in a fairy tale. When she first encounters Rochester, Jane writes, "I remembered certain of Bessie's tales, wherein figured a North-of-England spirit called 'Gytrash', which, in the form of a horse, mule or large dog haunted solitary ways and sometimes came upon travellers as this horse was now coming upon me." Here, reality becomes distorted which reveals new truths about the characters and their surroundings.... ...out Jane, from fantasy to reality. Bronte uses fantasy with Jane's character to underline the distinction between childhood and adulthood. Jane tends to invert adult and children's values in the same way. The fact that Jane is still finds fairy tales scary, infers that she possesses a fanciful, girlish nature. The imagery used when she meets Rochester for the first time gives the reader an insight into her immaturity. It is not until later on that Jane sees Rochester's "beastliness". A more mature adult knows that humans can be a lot worse in reality and more frightening than any "monster" in a fairy tale. The feature of fantasy is a creative ploy, which Bronte uses to enhance the thoughts and feelings of the main characters. The reader is given further insight and understanding of relationships with the magical and mystical imagery and vocabulary.

The Positive Effects of Athletics and Education

Samantha Buehler English 112 Mrs. Schaefer 2/25/13 The Positive Effects of Athletics and Education Academic learning and Sport Education are actually the complementariness of each other. They are the two sides of the same coin, which go hand and hand with each other. If education and athletics make a full development of the over-all personality of a person possible, he or she gets the qualities of leadership, tolerance, sharing and team-spirit from sports.In the article â€Å"The Positive Effects of Athletics On Educations† by Matt Blackburn(71) states that athletics has shown the improve the work ethic, increase the self- esteem, and increase the academic performance and achievement of the student-athletes involved. But according to the article â€Å"Contrary to Popular Belief: Athletics, A Negative Effect on Education† by Jake Cartwright states, In this country, athletics are seen as a great stepping stones for students to develop character, learn valuable skills, and they further aid in the everyday education of students.However, too many people are naive as to the truth about what effects athletics truly have on a student’s education. But with that said, I agree with Matt Blackburn and see that there are many positive effects of athletics in education and believe he proves his opinion very well. As I go on how athletics and education are complimentary of each other, I will discuss how education and athletics go hand and hand, and the positive benefits of Athletics. The mental development, including the power of reasoningof course comes from the academics.It, therefore, becomes necessary that education should result in the mental, moral and physical development of a student, which comes from athletics because while he or she participates in a sport, he or she develops how to have good work ethic and self-esteem according to Blackburn(71). But no one can deny that unfortunately, the present day system of education has too much stress on m ental development for a student. In the article â€Å"In College Classroom, the Problem is High school Athletics,† by Steven Conn states, American higher education bears some measure of the esponsibility. There are number of reasons that high school sports follow the lead of college sports becoming more professionalized. Athletes are becoming more and more competitive because they want that scholarship to a college and because of that the athletes drive off of education and athletics. But f or an all-round development of a child to get to that point, the curriculum should include sports and games and health education at a young age. A balance amount of school time should be devoted to Sports and Education.Sports and Education need to be introduced with all eagerness, because mental and moral development is just not possible without physical development. We must remember that a strong and healthy student will be more eager to stay focus with school and educations, who will set goals and will also gain life skills and knowledge for their future according to J. D. Robinson (101), the student/athlete, will develop more scholarly in education with experience of athletics. Not only will the athlete be scholar in education but will also build great self-esteem that will carry with them into the class room because they will see that hard work pay off.According to Matt Blackburn, athletics does build the self-esteem of student-athletes by providing them with opportunities to set and achieve goals. As athletes accomplish these goals their self-esteem and self-confidence skyrocket, and many times this boost of self-confidence is carried over into endeavors, including academics. A healthy and strong body is not possible without sports. The development of body is very essential in life. All our physical enjoyments, and even mental enjoyments, depend upon our body. All our degrees and achievements will be of no use without a good healthy personality.Life is a struggl e and the person with a healthy and strong body alone can face it successfully. Besides promoting health and strength, sports develop many good qualities to the athlete and with a healthy athlete he or she will have a healthy life style. They strengthen the power of endurance and promote discipline. Young men and women are trained to face defeat with a smile and maintain composure even in victory. Games are the greatest and the healthiest means of refreshment and recreation. They fill one with joy, drive, endurance and energy, which help a person a lot in facing the actual odds of life without yielding to gloom.So sports are not only essential but also necessary for an all-round development of the personality. The famous saying, â€Å"The battle of Waterloo was won on the play-grounds of Eton,† correctly and relevantly sums up the importance of sports in education even though people will still have questions of how athletics and education go hand and hand. Those people who st ill have those questions just do not see the joy in an athlete. Having athletics and academics can certainly strengthen a person all around and will give them an advantage to life. References Blackburn, M. (2012). The Positive Effects of Athletics on Education. † In The Popken writer, (pp. 71-74). Boston: Houghton-Mifflin Co. , Cartwright, J. (2012). â€Å"Contrary to Popular Belief: Athletics, A Negative Effect on Education ( A Response to Matt Blackburn). † In The Popken writer, (pp. 103-105). Boston: Houghton-Mifflin Co. , CONN, S. (2012). In College Classrooms, the Problem Is High School Athletics. Education Digest, 78(4), 21-24. Robinson J. D. (2012). â€Å"A Point of View of Athletics and Education: A Response to Matt Blackburn. † In The Popken writer, (pp. 101-102). Boston: Houghton-Mifflin Co.

Brother Keepers

The purpose of this program is to feed the homeless on Skid Row, many of which are mentally ill or substance abusers. The two evenings are Mondays and Wednesdays at St. Bede Church located at 215 Foothill Bled, in La Canada, 91011. A second location which meets on Tuesday is St. James Church at 4625 Duunsmore Ave. , La Crescenta, 91214 A third location which meets on Thursday evenings is Holy Redeemer Church at 2411 Montrose Ave, Montrose 91020. I arrived at 4 pm to assist the staff with preparing meals, homeless shelter, and distribute the food.I also stayed with the staff at all times while in Skid Row. Feeding the homeless is an exciting experience. At all locations, the experiences are not inherently different as similar participants were attended and their needs met. The beauty of the program is that it addressed the three basic needs of man: food, clothing and shelter. These needs are universal and when people are involved in meetings, recipients of such gesture are eternally g rateful. This is what happened during the program.While serving the people with food at the church, these people found a comfortable place to rest and to be fed. I found the experience to be an eye-opener to the challenges that people face in life; it opened my eyes to understand what it really means to homeless and steps to help people in such circumstance. The population served was basically homeless who lived on Skid Row without any comfortable shelter. Some of them used the opportunity to narrate how they resorted to the Row for shelter, how they lost their jobs, the meaning of life and later eventually became homeless.Others talk about the inhuman treatment they had in their hostile homes which drove them to abuse substance, and the series of events which culminated in their ejection from their homes. Because of their experiences have become mentally ill sequel to inability to adjust to the stressful life events they had passed through, they have begun to abuse drugs and substa nces such as alcohol, cigarette, cannabis, marijuana, amphetamines and other stimulants. They said the latter keeps them off their problems and gives them temporary relief from the horrible conditions where they reside.They were receptive of the gesture and received it with gladness, as they expressed their appreciation without hesitation. These people need our people; they are wonderful. There are ethical, psychological, spiritual, cultural, legal and economic principles related to the homeless population living in Los Angeles. It is noteworthy to state that giving money to the homeless will not help solve their inherent problem. It is better to adopt a holistic approach where the underlying psychological or psychiatric problem is duly addressed. This is where the spiritual houses like churches have become useful, as in this program.The feeding took place in churches. These houses still provide a place of comfort for the less disadvantaged and homeless in the society. A combination of spiritual help with government intervention can help alleviate the challenges of homelessness. Such government interventions will include provision of housing facilities at affordable prices. A social welfare provision is also encouraged but it must be meant for citizens who have no or limited means to help them. Substance abuse is a common psychiatric problem amongst the homeless. There is also increased risk of depression and suicides.Besides, sexual promiscuity is on the high side there as social disinhibition is out of place. Besides, community acquired pneumonia and tuberculosis are also prevalent among people living on the streets because they live in overcrowded places. Diarrheal diseases are also common. The staffs at Brothers Helpers demonstrate professionalism in dealing with the homeless: they exude confidence while they deal nicely with these needy people. They show understanding of the conditions of this set of people, and are really compassionate. I am glad I had s uch an experience: I realize that to make others happy is the key to fulfillment in life