Draining Lake Powell :: Nature Environment Papers

Draining Lake Powell This paper explores the fight between draining Lake Powell and keeping it as is. It discusses the gains and the losses due to environmental, economical, and political issues. The bibliography uses sources from public interest publications, environmental organizations newsletters, and government publications to give many sides of the argument and many issues dealing with the subject matter. REFERENCES AND ANNOTATIONS Chattergee, Sumana. â€Å"Hill gives energy-water added money.† CQ Weekly 24 Oct. 98: 2905. CQ weekly is a paper that focuses on the actions of the US government. They call themselves â€Å"100 reporters and editors, focused solely on Congress, analyze trends, members and upcoming Hill activity.† The paper actually shuts down when the senate and house is at recess. This article spotlights a bill giving money to water and power studies and plan implementation. The article is a good informative letter on the use of this money, and plans that the government has for it. It shows actual thoughts and decisions from US senators and representatives. It shows the use of money to specific programs, as well as totals. It is a good source to find the economic drains and helps along with the government sentiments on the subject. Franklin, Chris â€Å"Let the Colorado River run free† Earth Island Journal Spring 97: 23. The Earth Island Journal comes from the Earth Island Institute, an environmental foundation which is dedicated to the protecting of our worlds environment, plants, and animals. It did seem strange that in the mission statement they mentioned one living thing to save, the sea turtle. They were created in 1982, and have 32 worldwide projects. Their journal, the Earth Island Journal, is said to be a â€Å"tree free† print. What is it printed on I wonder? This article focuses on more than Lake Powell; it talks about the 11 dams which are now on the Colorado, and the ecological changes which are taking place along the whole of the river. It uses examples from the Glen Canyon dam to help the argument, but still does not talk about any positive changes in the Colorado River ecosystem.

Orgnization Behavior

RSM 260 Practice Final Exam Multiple Choice (30 points, 3 points each) 1. What is the first step in the Rational Decision-Making Model? a. developing alternatives b. identifying the problem c. identifying the decision criteria d. weighing the decision criteria e. collecting relevant data 2. Which of the following is not true of charismatic leaders? a. They have a vision and the ability to articulate the vision. b. They have behavior that is unconventional. c. They are willing to take high personal risk. d. They exhibit behaviors that are consistent with their followers’ behaviors. . all of the above are true 3. What sort of groups are defined by the organization’s structure? a. informal b. task c. friendship d. interest e. formal 4. Most people assume that a police officer should behave in a lawful manner, and not show any favoritism to any particular group, and do their best to uphold the law. What term is used for this kind of belief? a. a norm b. a norm identity c. a role expectation d. a role perception e. a norm violation 5. What term is used for the tendency for individuals to spend less effort when working collectively? a. groupthink . the rule of diminishing returns c. social loafing d. groupshift e. clustering 6. Leaders achieve goals, and power is _____. a. defined by leaders’ hopes and aspirations b. usually used by poor leaders c. a means of achieving goals d. a goal in and of itself e. a strong influence on leaders’ goals 7. One reacts to _____ power out of fear of the negative ramifications that might result if one fails to comply. a. legitimate b. coercive c. punitive d. referent e. abusive 8. Which of the following is not an assumption of the rational decision-making model? . The decision maker is constrained by time and costs. b. The decision criteria are constant and the weights assigned to them are stable over time. c. The decision maker can identify all the relevant criteria and can list all the viable alternative s. d. The decision maker is aware of all the possible consequences of each alternative. e. The decision maker is assumed to have complete information regarding the decision situation. 9. The example of labor-management negotiations over wages exemplifies _____ bargaining. a. integrative . reflective c. distributive d. restrictive e. affective 10. Your _____ determines the lowest value acceptable to you for a negotiated agreement. a. BATNA b. margin of error c. bid price d. asking price e. hidden value 5 POINTS: Describe one concept/theory from your OB course that you find most useful/interesting. How does it apply to your work/life? Be sure to include examples and definitions. CASE-related questions Starbucks and the â€Å"Bean Stock† –courtesy of George & Jones, Organizational Behavior, third edition, 2000 Howard Schultz, CEO of Starbucks, bought the company in 1987 and transformed a local Seattle, Washington chain of six coffee stores into a national, publicly owned company with over 25,000 employees and over 1,500 stores. Starbucks’ sales and profit growth have been phenomenal and the company has changed the way that Americans think about coffee. Starbucks’ stores range from coffee carts in crowded city streets to intimate coffee bars to full-sized restaurants that sell espressos and cappuccinos as well as coffee by the pound, coffee-making equipment, and food items. Starbucks was recently ranked in the top 75 global brands in a study conducted by the consulting firm, Interbrand. Throughout Starbucks’ rapid growth, Schultz has emphasized the importance of rewarding employees for contributions they make to Starbucks and ensuring that they have the necessary training to be effective. In 1991, when Starbucks was still a privately owned company, Schultz and other top managers came up with an innovative type of reward to encourage employees to behave in ways that would contribute to Starbucks’ growth and profitability. Starbucks made all employees partners by granting them stock options, which could be turned into stock when the company went public. If the company did well, employees themselves would benefit as their options would be worth more money. Called â€Å"Bean Stock,† the options cause employees to behave in ways to increase their profitability. Employees thought of new ways to lower costs and increase sales, ranging from staying overnight on Saturdays when traveling on business to lower the cost of airfares to finding better ways to communicate with customers. Starbucks went public in 1992 and employees have since been rewarded for their efforts. For example, an employee who earned $20,000 a year in 1991 received options that had a value of $50,000 in 1996. Starbucks continues to give its employees stock options through is Bean Stock plan. Under the plan, employees can cash in their options after keeping them for five years. Starbucks also provides extensive customer service training to employees to ensure that they are knowledgeable and confident on the job and feel capable of making decisions on their own to better serve customers. Store managers teach classes on topics such as coffee history and coffee brewing at home and employees must take a minimum of 24 hours of training. Employees learn how to take orders and prepare various coffees in a company training room rather than on the job (like in most restaurants) so that they can fully absorb what they are learning, without the stress of waiting on real customers, and receive extensive feedback. Customers then constantly receive the excellent service they have come to expect from Starbucks. Short-Answer Questions (5-8 sentences answer 15 POINTS EACH) Be sure to state which questions you are answering, and specifically define any theories/ concepts/traits that you use in your answer! 1. What type of leadership has Schultz demonstrated here? 2. What is the role of Schultz in motivating his employees? What motivation theory is he using? ESSAY QUESTIONS (35 POINTS TOTAL): 1. What are two ways to increase group performance that you have learned about in this half of the semester (after the midterm)? Be sure to describe oth the concepts/theories and give a specific example of each. (5 points) 2. Congratulations—you have just gotten a job offer! But, they have offered you less money than you wanted, and more benefits than you need. Describe your negotiation strategy, telling me about two tactics that you will use, and describe your sources of power in this situation. Also, be sure to mention one thing that could influence your ethical/unethical behavior in this situatio n, and how. (10 points) 3. You have accepted the job and you are now a manager at a product design company. Your boss just told you that need to develop a new consumer product by the end of the year. You’re unsure if you should assemble a group of people to do this, or assign it to an individual—you’ve heard about biases at the group level, as well as benefits about group level decision making. You also know about decision making biases that can happen in individuals, and the benefits of individuals making decisions. Discuss BOTH sides of the issue, detailing each of these things, so that you can then make an informed, rational decision—finally, which do you recommend to your boss? (20 points)

Overview of Qualitative Research Essay

What have sampling and data collection got to do with good qualitative research? My current research project is a mixed phenomenological and meta-analysis of declining membership and participation in the church. Operating on the presumption that sampling and data collection are critical to a study (Gibbs, 2007). Like Gibbs (2007) I want to be guided by the research goal developing theoretical outcomes Gibbs (2007), covering intrinsic participant cognitions, and clearly explaining any limitations (Gibbs et al, 2007). I have decided to reduce the scope of my study to the a case study approach with a Pastor and five Associate Ministers within a single church to which I happen to belong, in the Midwest. I believe these five observers are in the best â€Å"position† to observe this phenomenon and its effects. The information obtained in this first week has led me to the following conclusions concerning sampling and data collection. According to the work of Gibbs, Kealy, Willis, Green, Welch, & Daly (2007), sampling and data collection are intrinsically germane to generalizability (Gibbs et al, 2007). These authors, in agreement with other exceptional researchers, use designs like those of Daly, Willis, Small, Green, et al (2007) who also note that generalizable studies provide a comprehensive analysis of experience (Daly, et al, 2007). There is an imperative for the allowance of immersion to investigate context and population, along with practical constraints operating against sampling and data collection (Gibbs et al, 2007). Qualitative research begins with justification of the research problem with reference to the literature (Gibbs et al, 2007). Qualitative research then according to Willis, Daly, Kealy, Small et al (2007) provides theoretical framework to identify the theoretical conc epts relevant to and employed in the study Willis, et al, 2007). Data is then collected according to a sampling plan, as suggested by Green, Willis, Hughes, and Small, et al, (2007), thus the most acceptable evidence possible, through data analysis  (Green, et al, 2007). The hierarchy of evidence model proposed by Gibbs, et al (2007), offers studies that differing evidences such as the single case study, the descriptive study, the conceptual study, the generalizable study and the interview study (Gibbs et al, 2007). Accordingly transcribed data from verbatim recordings is the most common method of data collection (Gibbs et al, 2007). In these instances individual case studies, are limited by small samples but, capable of provide more information on setting (Gibbs et al, 2007); and Descriptive studies, describe experiences or activities but do not describe their differences (Gibbs et al, 2007). Case and descriptive studies provide good information as long as their limitations are clearly acknowledged (Gibbs et al, 2007). According to Suri (2011), informed decisions concerning sampling are necessary to improving the quality of research (Suri, 2011). Suri additionally points out that data may be retrieved through group discussion, personal journals, follow-up in-depth interviews and researcher field notes (Tuckett and Stewart 2004a, 2004b; Suri, 2011). According to Tuckett, et al 2011 and in agreement with Rubinstein (1994), no rules governing the numbers in sampling apply; however, experiential methods have been used for choosing samples from 1 to 100, with clustering. Some have suggested as few as 12-20 data sources, for the best variation, because no definite rules apply (Baum 2002). Suri notes that according to Patton (1990), some research relies on small samples aiming to study provide depth and thoroughness (Miles and Huberman 1994, Patton 1990). Purposeful sampling is seen as a means for developing rich data, derived non -randomly (Ezzy 2002, Mays and Pope 1995, Reed et al, 1996), Also, accordin g to Lincoln and Cuba (1985) and Higginbotham et al (2001), the desired sample size may unfold, depending on previous studies, allowing the support of emerging theory (Baum 2002, Kuzel 1992, Miles and Huberman1994, Reed et al, 1996). Another issue in data analysis is presented by Sandelowski (2011), when he suggests alternative interpretations of data do not conform to the parameters between methods (Sandelowski, 2011). Sandelowski suggests that taking a view of inquiry as dynamic and flexible rather than static and unchangeable might prevent researchers from succumbing to that follow (Sandelowski, 2011). Sandoelowski also notes that Alvesson and Skoldberg (2009) coined extreme terms such as grounded theory ‘‘dataism’’ (p. 283), the hermeneutic ‘‘narcissism’’, and  critical theory â€Å"reductionism’’ (p. 269). Sandelowski further suggests that data analysis and presentation do not have to be considered as discrete independent operations (Sandelowski, 2011). Recognizing Spalding and Phillips (2007, p. 961), Sandelowski proposed that the use of vignettes will reveal the often concealed author’s vision which Phillips expects will produce do ubt’ (p. 961), inevitably serving to enhance the validity of interpretations (Phillips, 2007, p. 961; (Sandelowski, 2011). Sandelowski finally concludes that recognizing the need to account for problems associated with cognitive flexibility validating qualitative or quantitative inquiry Sandelowski, 2011). In addressing the issue of â€Å"presentation†, I found an article by Simundic (2012), concerning some â€Å"Practical recommendations for statistical analysis and data presentation†. The table below gives a suggestion for what should be included in any presentation of data. In working on the definition of â€Å"saturation† I was able to find the differentiation between the various qualitative methods. The following table is a representation of my findings based on the article by Walker (2012). I was impressed with the definitions provided by this author as he explained the different methods of determining saturation. I found the definitions of to be succinct and to the point, and very helpful in making a decision about which methods to use and when.

Battle of Santa Cruz in World War II

Battle of Santa Cruz in World War II The Battle of Santa Cruz was fought October 25-27, 1942, during World War II (1939-1945) and was part of a series of naval actions tied to the ongoing Battle of Guadalcanal. Having built up troops on the island in preparation for a major offensive, the Japanese moved naval forces to the area with the goal of attaining a decisive victory over their counterparts and sinking the remaining Allied carriers. On October 26, the two fleets began exchanging air attacks which ultimately saw the Japanese suffer one carrier heavily damaged and the Allies lose  USS Hornet (CV-8). Though Allied ship losses were higher, the Japanese suffered heavy casualties among their air crews. As a result, the Japanese carriers would play no further role in the Guadalcanal Campaign. Fast Facts: Battle of Santa Cruz Conflict: World War II (1939-1945) Date: October 25-27, 1942 Fleets Commanders: Allies Vice Admiral William Bull HalseyRear Admiral Thomas Kinkaid2 carriers, 1 battleship, 6 cruisers, 14 destroyers Japanese Admiral Isoroku YamamotoVice Admiral Nobutake Kondo4 carriers, 4 battleships, 10 cruisers, 22 destroyers Casualties: Allies: 266 killed, 81 aircraft, 1 carrier, 1 destroyerJapanese: 400-500 killed, 99 aircraft Background With the Battle of Guadalcanal raging, Allied and Japanese naval forces clashed repeatedly in the area around the Solomon Islands. While many of these involved surface forces in the narrow waters off Guadalcanal, others saw the adversaries carrier forces clash in attempts to alter the strategic balance of the campaign. Following the Battle of the Eastern Solomons in August 1942, the US Navy was left with three carriers in the area. This was quickly reduced to one, USS Hornet (CV-8), after USS Saratoga (CV-3) was badly damaged by a torpedo (August 31) and withdrawn and USS Wasp (CV-7) was sunk by I-19 (September 14). While repairs quickly progressed on USS Enterprise (CV-6), which had been damaged at Eastern Solomons, the Allies were able to retain daytime air superiority due to the presence of aircraft at Henderson Field on Guadalcanal. This allowed supplies and reinforcements to be brought the island. These aircraft were not able operate effectively at night and in the darkness control of the waters around the island reverted to the Japanese. Using destroyers known as the Tokyo Express, the Japanese were able to bolster their garrison on Guadalcanal. As a result of this standoff, the two sides were roughly equal in strength. The Japanese Plan In an effort to break this stalemate, the Japanese planned a massive offensive on the island for October 20-25. This was to be supported by Admiral Isoroku Yamamotos Combined Fleet which would maneuver to the east with the goal of bringing the remaining American carriers to battle and sinking them. Assembling forces, command for the operation was given to Vice Admiral Nobutake Kondo who would personally lead the Advance Force which was centered on the carrier Junyo. This was followed by Vice Admiral Chuichi Nagumos Main Body containing the carriers Shokaku, Zuikaku, and Zuiho. Supporting the Japanese carrier forces was Rear Admiral Hiroaki Abes Vanguard Force which consisted of battleships and heavy cruisers. While the Japanese were planning, Admiral Chester Nimitz, Commander-in-Chief, Pacific Ocean Areas, made two moves to change the situation in the Solomons. The first was speeding repairs to Enterprise, allowing the ship to return to action and join with Hornet on October 23. The other to was to remove the increasingly ineffective Vice Admiral Robert L. Ghormley and replace him as Commander, South Pacific Area with aggressive Vice Admiral William Bull Halsey on October 18. Contact Moving forward with their ground offensive on October 23, Japanese forces were defeated during the Battle for Henderson Field. Despite this, Japanese naval forces continued to seek battle to the east. Countering these efforts were two task forces under the operational control of Rear Admiral Thomas Kinkaid. Centered on Enterprise and Hornet, they swept north to the Santa Cruz Islands on October 25 searching for the Japanese. At 11:03 AM, an American PBY Catalina spotted Nagumos Main Body, but the range was too far for launching a strike. Aware he had been spotted, Nagumo turned north. Remaining out of range through the day, the Japanese turned south after midnight and began closing the distance with the American carriers. Shortly before 7:00 AM on October 26, both sides located each other and began racing to launch strikes. The Japanese proved faster and soon a large force was heading towards Hornet. In the course of launching, two American SBD Dauntless dive bombers, which had been serving as scouts, hit Zuiho twice damaging its flight deck. With Nagumo launching, Kondo ordered Abe to move towards the Americans while he worked to bring Junyo within range. Exchanging Strikes Rather than form a massed force, American F4F Wildcats, Dauntlesses, and TBF Avenger torpedo bombers began moving towards the Japanese in smaller groups. Around 8:40 AM, the opposing forces passed with a brief aerial melee ensuing. Arriving over Nagumos carriers, the first American dive bombers concentrated their attack on Shokaku, striking the ship with three to six bombs and inflicting heavy damage. Other aircraft inflicted significant damage on the heavy cruiser Chikuma. Around 8:52 AM, the Japanese spotted Hornet, but missed Enterprise as it was hidden in squall. Due to command and control issues the American combat air patrol was largely ineffective and the Japanese were able to focus their attack on Hornet against light aerial opposition. This ease of approach was soon countered by an extremely high level of anti-aircraft fire as the Japanese began their attack. Though they took heavy losses, the Japanese succeeded in hitting Hornet with three bombs and two torpedoes. On fire and dead in the water, Hornets crew began a massive damage control operation which saw the fires brought under control by 10:00 AM. Second Wave As the first wave of Japanese aircraft departed, they spotted Enterprise and reported its position. The next focused their attack on the undamaged carrier around 10:08 AM. Again attacking through intense anti-aircraft fire, the Japanese scored two bomb hits, but failed to connect with any torpedoes. In the course of the attack, the Japanese aircraft took heavy losses. Dousing the fires, Enterprise resumed flight operations around 11:15 AM. Six minutes later, it successfully evaded an attack by aircraft from Junyo. Assessing the situation and correctly believing the Japanese to have two undamaged carriers, Kinkaid decided to withdraw the damaged Enterprise at 11:35 AM. Departing the area, Enterprise began recovering aircraft while the cruiser USS Northampton worked to take Hornet under tow. As the Americans were moving away, Zuikaku and Junyo began landing the few aircraft that were returning from the mornings strikes. Having united his Advance Force and Main Body, Kondo pushed hard towards the last known American position with the hope that Abe could finish off the enemy. At the same time, Nagumo was directed to withdraw the stricken Shokaku and damaged Zuiho. Launching a final set of raids, Kondos aircraft located the Hornet just as the crew was beginning to restore power. Attacking, they quickly reduced the damaged carrier to a burning hulk forcing the crew to abandon ship. Aftermath The Battle of Santa Cruz cost the Allies a carrier, destroyer, 81 aircraft, and 266 killed, as well as damage to Enterprise. Japanese losses totaled 99 aircraft and between 400 and 500 killed. In addition, heavy damage was sustained to Shokaku which removed it from operations for nine months. Though a Japanese victory on the surface, the fighting at Santa Cruz saw them sustain heavy aircrew losses which exceeded those taken at Coral Sea and Midway. These necessitated withdrawing Zuikaku and the uncommitted Hiyo to Japan to train new air groups. As a result, the Japanese carriers played no further offensive role in the Solomon Islands Campaign. In this light, the battle may be seen as a strategic victory for the Allies.

How to Write Term Papers

How to Write Term Papers How to Write Term Papers How to Write Term PapersIn the Middle Ages, a craftsman had to demonstrate his piece of work to the officers of the guild in order to be admitted to a trade guild. If the officers approved his work, he granted the title of Master of trade. This tradition still works today, as teachers at school/college/university evaluate students skills and abilities by the academic papers they accomplish. Probably, this is the idea that every student should keep in mind when writing his/her term paper. The only question is how to write term papers. Well, in this article, you will find useful tips on how to write term papers and get only the best grades ever. In addition, you should review great tips on how to write a term paper, how to write a thesis, and how to write a research paper in our blog!How to write term papers: BrainstormingBefore you get far gathering information, you have to think of two main things:What you aim to explore;Who the reader of your paper is.How to write term papers: P icking out a topicSomeone might take choosing a topic carelessly but not you if you want to get an A+ on your paper. The right choice of a term paper topic is half the battle and a strong factor influencing the entire success on the paper. Take into consideration your personal preferences, your level of knowledge and abilities, and the readers interest as well.How to write term papers: Seeking sourcesA crucially importance feature of scholarly writing is that scholars trace each idea to its source. It means that each idea and fact should be cited, and the source from which this information was taken should be presented in the reference list. Avoid the Web sources that every visitor has an access to. It is better to use books from your school library or educational websites.How to write term papers: OutliningA comprehensive outline will help you find connections between the pieces of information and find out what is worth or does not worth talking about. Think what might be mentioned first, then second, third, etc.How to write a term paper clearlyPeople tend to write clearly if they know what they are trying to say. Express your thoughts as if you are trying to explain a little boy an overcomplicated subject. First, do not pay attention to the grammar and spelling. You will come back to them after the full text is ready.How to write term papers: EditingFirst, proofread what you have written and try to find misunderstanding and shortcomings in the logic of narration. Then, pass to the grammar, spelling, and punctuation. Check the format.Our tips on how to write term papers will certainly help you if you take them into consideration. Do not forget to take a look at guidelines on how to write an essay and how to write a book report . You will definitely find them helpful!

Annotated Biography Essays - Sport Club Do Recife, Sport

Annotated Biography Dayton, Kels. "Ask a Coach: Should I Specialize in One Sport in High School?"SportzEdge. News 8, 16 Sept. 2013. Web. 27 Dec. 2015. http://sportzedge.com/2013/09/16/ask-a-coach-should-i-specialize-in-one-sport-in-high-school-2/>. I used this article to support my claim that playing more than one sport in high school is good for athletes. You get a firsthand look at what college coaches look for from an actual college coach who knows about recruiting and has been doing so for 20 plus years. You also get examples of great athletes who played multiple sports in high school who are sports super stars such as LeBronJames Fakehany, Tom. "ONE-SPORT HIGH SCHOOL ATHLETES."1 Sport Athletes. 18 Dec. 1995. Web. 27 Dec. 2015. http://home.earthlink.net/tfakehany/1sport.html>. This article counters my claim that playing multiple sports is beneficial. The article states that even though schools support playing multiple sports focusing on one main sport is the best way to get recruited forthatsport.Frollo, Joe. "Playing Multiple Sports Builds Better Athletes." Playing Multiple Sports Builds Better Athletes. 24 Oct. 2014. Web. 27 Dec. 2015. http://usafootball.com/blogs/health-and-safety/post/8942/playing-multiple-sports-builds-better-athletes>. This article supports my claim that playing multiple sports will benefit more than hurt athletes in the long run. In the article there are examples of how playing multiple sports can help them develop duplicate skills to help them a better all-around athlete. "One Sport Athletes."High School Sports Stuff. 20 Jan. 2015. Web. 27 Dec. 2015. http://highschoolsportsstuff.areavoices.com/2015/01/20/one-sport-athletes/>. This article supports my claim that playing multiple sports is good.thearticle includes great points about skills picked from different sports that can be used in another sport. It also includes points about athletes who are not looking to be recruited, but who play for the fun of playing. Oz, M.D., Mehmet, and Michael Roizen, M.D. "Kids Should Play More Than One Sport."Newsmax. 8 Oct. 2014. Web. 27 Dec. 2015. http://www.newsmax.com/health/Dr-Oz/oz-dr-sports-children/2014/10/08/id/599330/>. This article supports my claim that playing multiple sports is good. The article includes facts from doctors about over repetitiveness from playing just one sport is a very high risk for injury. Satterfield,Lem. "Coaches Recognize Competitiveness in Players Who Play Multiple Sports."ESPN. ESPN Internet Ventures, 4 Oct. 2011. Web. 27 Dec.2015. http://espn.go.com/high-school/lacrosse/recruiting-road/story/_/id/7057666/coaches-recognize-competitiveness-players-play-multiple-sports>. This article supports my claim that playing multiple is very beneficial for athletes. In this article collegecoaches give their reasons for wanting to recruit multiple sport athletes because of their competitiveness. Wippel, Teresa. "Should Your Child Play Just One Sport?"-ParentMap. 1 Mar. 2007. Web. 27 Dec. 2015. https://www.parentmap.com/article/should-your-child-play-just-one-sport>. This depicts my claim that playing more than one sport is beneficial. The article includes points about the pressure being too much for kids to handle with doing more than one sport.

Speaking to Inform ( Speech 100 level Class) Essay

Speaking to Inform ( Speech 100 level Class) - Essay Example In the third paragraph the article uses comparisons between Orthorexia and individuals with conditions such as anorexia or bulimia. The article includes a contrast in how the condition or Orthorexia could affect not just an individual’s body but the relationships an individual forms or has formed. The only examples in this article were statistical from a study. The article here on Orthorexia was very well written and easy to understand. In my opinion all points were covered. Not only was the condition defined and explained but the comparison to what we know as severe disorders were compared here. Comparing anorexia and bulimia to Orthorexia shows the seriousness of this condition. In preparing a speech on this topic for class there are only a couple steps I would include change to make sure the article was fully understood. I would begin the article with the definition instead of a description. The name of the condition itself would probably cause complexity; I would want to c larify right away. Next I would put in the comparison so that individuals would understand the severity of the condition. By doing this I would get their minds on a more serious aspect in understanding and wanting to know how to prevent this seemingly innocent condition from occurring. Finally I would find more than a statistic for an example.