Contextual Knowledge in Program Planning A Personal Reflection Free Essays

Program arranging is a difficult and complex assignment. Its intricacy lies not just in the program subtleties or the crowd to which the program is focused to, however in the various characters or encounters of the organizers. Commonly as organizers, we impart what we are. We will compose a custom exposition test on Relevant Knowledge in Program Planning: A Personal Reflection or then again any comparable subject just for you Request Now We need to instill our conviction and individual observation to crowd including our predispositions. Arranging itself requires a lot of exertion. With relational issues among organizers, the issue turns out to be progressively hard to manage as specialists rub against one another. Answer to Question 1 Arranging includes the support of various partners or colleagues. Various thoughts stream and conflict against one another. Force issues surface and the fight over whose thought or whose proposition is better wraths. At the point when confronted with this situation, I will in general stand up my brain. I tune in to others’ thought too. I go over the positive and negative parts of every thought. I gauge the alternatives and decision in favor of the best one. I regard every individual or colleague. I understood that with regards to control relations, there are various inspirations lying underneath. From the outset, I accepted organizers are true and centered in doing support. However, when I had my first brush with power battles inside my circle, it occurred to me that a few organizers have their own plan. It could be something gainful to them. Up until now, there is nothing I might want to change about my present convictions. Yet, I need to fortify the idea that organizers must be objective and must be wiling to relinquish individual inclinations or inspiration to benefit many. Answer to Question 2 Tuning in and open correspondence are the aptitudes that I use in each arranging meeting. Listening requires a lot of exertion as it includes more than hearing various thoughts. Listening is processing every thought and regarding it. Listening is recognizing one planner’s musings and information. Correspondence, then again, is opening up to the potential outcomes of tolerating and evaluating the thoughts. It might likewise mean acknowledgment for each proposal turned down. Open correspondence is solid and goes about as a scaffold. On the off chance that there is something that I would truly need to rehearse in my conviction framework is the success win arrangement. Arrangement is thinking of the best arrangement with minor trade offs that serve both revitalizing gatherings. Answer to Question 3 Planning a program for grown-ups is a charming assignment. Morally, grown-ups are willing students who are specialists in their own right. They can settle on choices with or without outside mediation. Every grown-up is a well of information; having experienced distinctive beneficial encounters. These learning are brought out through a participatory learning process. Normally, my convictions are tested when a co-organizer turns out to be so extremely educated in approach and excuses my proposal that grown-up students are found out, by uprightness of experience. I as a rule react by thinking that through the grown-up learner’s support, the program can be considerably more captivating with the student themselves standing up and adding to the conversation. The regular channel technique or top-down methodology in instructing isn't the most ideal way. I get disappointed when participatory learning is avoided. I feel like the students have such a great amount to offer. As a program organizer, I might want to weight on the estimation of an individual or a student in the learning procedure as moral and basic. This is one reality that I might want to underscore in my training. A student focused program is expected to impact change in a preparation program. There are messages than can be all the more successfully passed on to the students or crowd through participatory technique. Individuals learn without anyone else. Learning isn't forced or authorized. In his 1982 book, Living, Loving and Learning, Buscaglia refered to Carl Rogers who composed: You realize that I don’t accept that anybody has ever thought anything to anybody. I question the viability of educating. The main thing that I know is that any individual who needs to learn will learn. What's more, perhaps an educator is a facilitator, an individual who puts things down and shows individuals how energizing and great it is and requests that they eat. (p. 7) We are on the whole students. We gain from one another. Indeed, even specialists take in numerous things from their members. No man has the imposing business model of information and encounters. One man’s taking in varies from others. We as a whole have our own specific manner of learning. Answer to Question 4b I have not left an arranging circumstance regardless of whether I am not completely offered to the concurred thoughts or techniques; regardless of whether my own recommendations are made light of. I remained to gain from them. I despite everything joined to check whether their techniques dependent on their conviction framework will work. It is about regard and offering chances to different gatherings to have their own particular manner. I held tight to see the aftereffects of the assessment. Most likely, what might make me leave is the legit and up close and personal dismissal of my thoughts after a poor preparing program. I would leave on the off chance that they lost trust and direct all the fault to me. I would modestly leave. I won't sever the tie between us however would like to re-interface with them again later on, should they need my administrations once more. All things considered, the world is little and who knows, we may wind up requiring each other toward the stopping point sometime in the not so distant future. References Buscaglia, L. (1982). Living, adoring and learning. New York: Random House. Step by step instructions to refer to Contextual Knowledge in Program Planning: A Personal Reflection, Papers

Precise Molded Products Case Study Example | Topics and Well Written Essays - 750 words

Exact Molded Products - Case Study Example Likewise, the organization may go through some cash on the trainings and extra working hours for the entire office yet the outcomes will profit the organization over the long haul. Today is smarter to contribute on human capital and have the drawn out advantages than set aside cash today and constantly acquire misfortunes in view of the rejects later on. The top administration will hold a gathering and converse with the individuals from the quality office and get some information about their issues and worries about their area of expertise, the items, and the organization overall. Subsequent to assessing the issues experienced in the division, proficient students will hold the preparation. The preparation will incorporate group structures to improve the workers' relationship with one another so clashes and correspondence boundaries will be forestalled. Second, TQM preparing will be done in light of the fact that it is currently broadly used to guarantee quality in all parts of the organization. Absolute Quality Management is additionally equipped for disposing of deformities and mistakes in tasks (Stark, 1998). Six Sigma will likewise be remembered for the preparation. This is currently a mainstream pattern in the board where information escalated system is utilized to dispense with surrenders in the organization's creation (Six Sigma). This will help Bob Thomas in diminishing the creation rejects of the organization utilizing systematical approaches. References Six Sig

My brother is cooler than me

My brother is cooler than me A couple weekends ago, the average age on campus suspiciously increased, while real adults donning excessive amounts of MIT apparel flooded the Student Center and Infinite. Id almost forgotten what a pre-teen looked like until I saw them navigating the cooridors and poking around lecture halls with those said real adults. It could only mean one thing it was Family Weekend! which also meant that the average hilarity level of Cambridge, MA increased with the arrival of my 10-year-old little brother, Ryan (who insists on being called a pre-teen). There are very few things that you need to know about Ryan, and those things are: He loves the Oregon Ducks. He is hilarious. He is a ham. He owns me at pretty much everything. Laughing contests, chess, Madden, knowledge of college football, lines from movies, knowledge of sub-saharan wildlife, etc. You may even recognize The Goober from his appearances in some of my videos. The folks on campus certainly did, as upwards of six people (parents and students) recognized Ry on campus, and I wasnt even with him. Guess what, Elizabeth! Someone recognized me from the blogs again! Do you know how many times I got recognized during that weekend? Zero. Once again, my brother owns me at my own job. So here are some pictures from that weekend so more of you guys can recognize him the next time he visits me and he can ham it up even more: a) Without fail, the first thing that Ry tells me when I see him isnt Oh I missed you so much, its Can I play in the Simmons ball pit???? (Yes, my dorm has a ball pit. Yes, I play in it during the year.) b) Ry and Dad are fans of Diners, Drive-Ins, and Dives (which is one of the few things we disagree on I personally cant stand Guy Fieri), so they (read: Dad) begged to have lunch at Mr. Bartleys Burgers in Harvard Square, which was recently featured on the show. (I seemingly-begrudingly obliged, but secretly rejoiced at the opportunity for a burger. Mr. Bartleys are awesome. Also, their sweet potatoes. Also, now I am really hungry.) I call this photo, Little boy retires to local tavern after long morning of first-world problems. c) Ry is a huge fan of Quinton McArthur   he wasnt able to meet him last year, so this encounter pretty much made the kids life. Here is Uncle Q, Tim, and Ry. d) My familys experts at the whole Family Weekend shpiel, so the past couple years weve shipped up (or is it down? I still havent gotten used to New England geography) to Cape Cod. We drove to Wellfleet for the Oyster Festival, during which e) Ry tried his first raw oyster. f) He soon found something else at the fest that he found more palatable. g) Then we drove to Provincetown, which is at the very far tip of Cape Cod, mainly just to say that we made it all the way to Provincetown (last year we got too distracted in Sandwich so we didnt quite make it up all the way). General observations Provincetown is cool to visit .so you can say that you made it all the way to the tip of Cape Cod. h) So then we drove back to Sandwich. Last year we ended up stopping at the Snow Goose Gift Shop to ask for directions, but ended up talking to the shop owner for a while, who incidentally happens to be one of the nicest people on the planet and also incidentally happens to own the nicest and most photogenic Golden Retriever on the planet. We had to stop by the shop to see if Donna and Donald were still there, and not only were they there, but she remembered us. If youre ever in the cape area, stop by this store. Good people/dogs. i) We booked it back to campus to catch the annual Family Weekend a capella show, where Ry showed off his best Asian-Tourist-At-MIT impersonation (except it wasnt an impersonation, it was real life). Until graduation, MIT will have to wait for the return of The Goob.

Las 10 Ciudades Más Caras para Vivir en Estados Unidos

Racial Tendencies Black Superheroes Vs White Superheroes...

RACIAL TENDENCIES: BLACK SUPERHEROES VS WHITE SUPERHEROES Xavier Green Comparative World History: Gender December 11, 2016 History has showed society that even though having a white super hero is very much the norm for everybody growing up, but black super heroes aren t given exposure to society. They are viewed as criminals for doing absolutely nothing to the unjust system. Now more recently African Americans having been targeted more than ever, and for a very long time African Americans have been racial profiled as thugs. The average person can assume that in most cases a superhero will be cast as a white male. In Can You Save Me?: Black Male Superheroes in Film, Tia C. M. Tyree and Liezille J. Jacobs (2014) that â€Å"When the average American moviegoer thinks of great cinematic super- heroes, many will probably envision Superman, Captain America, Batman, Spider-Man, or Iron Man.† (1), the misconceptions of the black male in particular by society have been that they are to be feared, beat down, or labeled as thugs. Despite what many might think, superheroes are well known across hundreds of nations all over the world. Superheroes has been around for several centuries and has a very important meaning in the lives of many sort of like to uplift. It would be safe to assume that superheroes are going to be around for a long time and have an enormous impact on the lives of many people. Although being branded to only one race that widely be accepted to people. People

My favourite stuff Free Essays

In my leisure time I enjoy having a long drink and a bowl of popcorn watching a nice film.   I do not favor any category of film.   I normally read a review of a film and see what evaluation it had been given by the reviewer. We will write a custom essay sample on My favourite stuff or any similar topic only for you Order Now    Although I have some favorite actors, like for example Robert De Niro in the films ‘The Awakening’, ‘Sleepers’, and ‘Meet the Fockers’, Al Pacino in the films ‘Devils Advocate’, and ‘Carlito’s Way’, and George Clooney in the films ‘Ocean’s Eleven’, ‘From Dusk Till Dawn’ and ‘The Perfect Storm’. A recent film that comes to my mind is Pursuit of Happyness.   It attracted me most for its comparisons to the daily routine.   In fact it is based on a true story of Chris Gardner.   To be sincere I do not really fancy so much the main actor of this film whom character is played by Will Smith, but he really has done his best to play such an excellent role.   While the boy in the film, who is also the real son of Will Smith manages to play an impeccable role in the film.   The story is about a salesman who is trying to sell medical scanners with no luck at all. While he possesses minimal money and the only breadwinner of the family is his wife, who is panic stricken on how to continue paying the house rents they have with insufficient income. The last straw that broke the camels’ back was when ‘Chris’ told his wife that he was inclined for the profession of a stockbroker.   As a result, she left home and allowed Chris to take the full custody of his son. In such a stance, Chris had to study to attain the job as a stockbroker, while trying to provide shelter for his son.   This part of the film revels the great commitment that Chris Gardner had for his family and for the job that he was inspired to reach. A story like this induces me to look at the bright sight of any situation and to be realistic in any condition in my life. Will Smith shows this entirely on how he keeps a smile on his face knowing the severe circumstances just to give hope and love for his son.   Knowing that these are real events from the daily routine of Chris Gardner, he managed to protect his son from the daily darkness, random misfortunes and homelessness. Even though I am watching a film I try to get a good source of education or knowledge or loving depending on the film.   For example through ‘Last King of Scotland’ I noted the hardships that people in Uganda suffered during the reign of General Idi Amin.   The braveness and courage of William Wallace in the film ‘Braveheart’ provided me good historical insights of Scotland during that epoch. Being a movie admirer I am always keen to watch a good film at the Cinema first.   I usually prefer a quite theater, with no disturbances from other spectators, which will hinder my attention on the film.   I also follow the Oscar Nominations and Awards thoroughly.   Indeed it is customary for me to watch all the movies in a cinema that were nominated to an Oscar.   I always try to match who will be the Best Actor, Director, Actress and Film before the award ceremony. Reference: Internet Movie Database. The Pursuit of Happyness (on line). Available from:   http://www.imdb.com/title/tt0454921/ (Accessed 9th April 2007). How to cite My favourite stuff, Essay examples

Film Summary Interview with a Vampire Essay Example For Students

Film Summary Interview with a Vampire Essay Interview with a Vampire, is a film that is about vampires. In this paper, my thesis is about making life choices that will influence your personality and morals. The film revolves around Louie, LaStat, and Claudia. The storyline was somewhat logical for this film. It started with Louie being a young slave owner who was lost in grief over the wife and child that he lost and he just wanted to die. LaStat found him an offered him a choice to be a vampire or to die and Louie chose to become a vampire. Louie went from grieving to self-loathing on what he had become he felt he became a monster. He tried to stop himself from drinking human blood to killing rats in the sewer. LaStat tried to get him to embrace his darker killer side since he was in fact a vampire that needed blood from humans to continue to live. Louie thought he killed a young girl that he had befriended when he went for a stroll through the diseased part of his town. LaStat found the girl whose name was Claudia and turned her into a vampire for him and Louie to raise. LaStat had found a way to keep Louie near him by raising the child vampire. Then it ended up where Claudia was tired of being under LaStat’s influence and wanted to kill him. Claudia and Louie then went searching the world for other vampires. Then to Claudia being killed by the Vampire Association for killing LaStat. The storyline just kind of jumped around and not settling into one story. LaStat enjoyed the life of being a vampire he like killing humans for their blood. He felt a rush when he killed two to three people a night. He liked being able to submerge himself in the darkest parts of being a vampire. Louie did not really enjoy the life of a vampire he takes joy in the life of the living he does not enjoy taking away another’s life. Claudia enjoys the life of vampire she liked killing humans, but she did not like that she would be a child forever and could never grow up to be an adult. The plot for the Interview with a Vampire was plausible and easy to follow. The plot was about the day-to-day complications of being a young vampire. Also learning about how to cope and adapt the morals of being a good vampire where you value life and a bad vampire who did not care about the value of life and how easily it could be taken away. Therefore, the plot for Interview with a Vampire did make sense. When it came to acting Brad Pitt who played Louie was very believable he did great with the script that he was given. He stayed true to his characters personality and he had the same beliefs as he did in the beginning of the movie. Who loved life and had empathy towards someone who was hurt. LaStat also did well with the script that was given to him. He was also very believable during the movie. However, the screenwriters who written it could of written his part out a little better than what they did. They made him kind of like a ruthless killer in the beginning of the movie, then made him towards a kind of loving father to Claudia, and then to him being a vampire terrified of his own shadow, and back again to his ruthless self at the end of the movie. That was kind of like having whiplash you did not know what his character was going to be like one from one moment to the next. .u1ccd7f71b953fb36b4b429ed7db627c4 , .u1ccd7f71b953fb36b4b429ed7db627c4 .postImageUrl , .u1ccd7f71b953fb36b4b429ed7db627c4 .centered-text-area { min-height: 80px; position: relative; } .u1ccd7f71b953fb36b4b429ed7db627c4 , .u1ccd7f71b953fb36b4b429ed7db627c4:hover , .u1ccd7f71b953fb36b4b429ed7db627c4:visited , .u1ccd7f71b953fb36b4b429ed7db627c4:active { border:0!important; } .u1ccd7f71b953fb36b4b429ed7db627c4 .clearfix:after { content: ""; display: table; clear: both; } .u1ccd7f71b953fb36b4b429ed7db627c4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1ccd7f71b953fb36b4b429ed7db627c4:active , .u1ccd7f71b953fb36b4b429ed7db627c4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1ccd7f71b953fb36b4b429ed7db627c4 .centered-text-area { width: 100%; position: relative ; } .u1ccd7f71b953fb36b4b429ed7db627c4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1ccd7f71b953fb36b4b429ed7db627c4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1ccd7f71b953fb36b4b429ed7db627c4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1ccd7f71b953fb36b4b429ed7db627c4:hover .ctaButton { background-color: #34495E!important; } .u1ccd7f71b953fb36b4b429ed7db627c4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1ccd7f71b953fb36b4b429ed7db627c4 .u1ccd7f71b953fb36b4b429ed7db627c4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1ccd7f71b953fb36b4b429ed7db627c4:after { content: ""; display: block; clear: both; } READ: The Early Film Industry EssayClaudia the little girl vampire did an ok job in the move. There was not much of what the screenwriters of directors could have done to her character. She did not stand out in the movie she was over shadowed by Louie and LaStat. The director should have chosen another little girl to play the part who would not have been over shadowed by the dominant characters of Louie and LaStat. Louie actions were justified in the way he acted throughout the movie. Louie did not want to kill anyone he did not want to be a killer. LaStat’s actions in the way he acted throughout the movie were not justifiable. At others expense he wanted to show Louie how to be a vampire and how to love the killer instinct that was now inside of him. He did not want to let go of his hold that he had on Louie and Claudia. Claudia actions throughout the movie were justified. She did not understand why she was not aging. She was only eight years old when she was turned into a vampire so when she got angry she threw temper tantrums. In the movie Louie’s motive was plausible he kept LaStat from killing Claudia since she tried to kill him. LaStat’s motive was not plausible. He was getting annoyed that Louie did not want to be like him that he did not want to be a killer. Claudia’s motive was not plausible she did not have to kill LaStat to get away from him. All Claudia had to do was leave and he would of let her leave. Now the words in the film did not ring false and they were matched up pretty well for the year that it was pertaining to be. However, when LaStat turned Claudia into a vampire looked very cheesy. One minute she was human and the next minute she is a vampire. It is very unlikely that when you are turned into a being that it dead that it is not going to be easy. It definitely should look painful not like she is being made over as if she is getting a makeover. In addition, when Claudia killed LaStat he came back looking like something off the Walking Dead. How can he come back to life looking gross when LaStat was already dead? The lighting in the Interview with a Vampire was actually quite good. It really played well in certain parts of the movie. It enhanced certain scenes such as when the sun turned Claudia and her companion to stone ashes. The light was brilliant and looked very bright like it should of. In addition, the graphics in the movie was great as well. It felt like you were back in the late 1700’s and then in the early 1800’s. The music was also very appropriate when it was played and the music that was chosen was great as well. Interview with a Vampire was a great movie it had a lot of gore blood throughout the whole movie. The only thing that was not so great was how people was turned into vampires it should not have been that easy to do.

Wireless Articles 1 Essay Example Essay Example

Wireless Articles 1 Essay Example Paper Wireless Articles 1 Essay Introduction There is no doubt that times have changed from the first time Alexander Graham Bell thought of inventing a telephone. Nowadays, telephones are not merely for voice calls because it has evolved to become one of the greatest communication tools in history with Internet, messaging, and music capabilities. More and more technological advances are being done in the telecommunication field every year.One of this advances is called 3G, which is â€Å"the third generation of mobile phone standards and technology that enables network operators to offer users a wider range of more advanced services while achieving greater network capacity through improved spectral efficiency.†[1] It was first launched in Japan in 2001 developed after 1G and 2G technologies to offer faster and better communication to consumers. Currently, even with the development of 4G technology, mobile phone companies like Apple, Nokia, and Sony Ericsson produce their phones with 3G capabilities since many of their co nsumers look for this service when choosing a phone. However, not all is positive with 3G. Concerns including the cost of licenses, cost of 3G mobile phones, lack of coverage, expense of the service and Internet fees, and high power usage are being debated by both providers and consumers.[2]The article does not include a specific author making it hard for the information to be trusted. Also, the fact that Wikipedia is an online group community that can be accessed by anyone and everyone decreases its reliability in terms of the information indicated. The same cannot be said with the topic, however, because 3G is known to be one of the best development in the mobile phone industry at this time. This is most helpful to businessmen and women who need the Internet access at any time of the day. This technology also affects those who have families and friends out of the country because communicating not just by voice calls can be done. Although 3G still has its own issues to deal with, i t is still one of the best advancements in technology during this time.Wireless Articles 2Communication is an essential part of the everyday lives of humans. It is not only through voice communication or through hand-written or typed documents because there are just those data that are too large or too long to be typed, written, or spoken. Fortunately, the Internet has been made available to everyone, which makes the exchange of large data much easier. However, some people still find computers and the Internet too time-consuming, which is why wireless devices such as Bluetooth were developed.â€Å"Bluetooth (BT) wireless technology provides an easy way for a wide range of devices to communicate with each other and connect to the Internet without the need for wires, cables, and connectors.†[3] Not only is it used in mobile phones, but several devices including laptops and cars are also being installed with Bluetooth services. It was first developed in 1994 by a team of researc hers and at this time, it is known to â€Å"allow two Bluetooth-enabled devices within 10 to 100 meters range to share data†[4] without the need of wires or Internet connection. Because this technology works by sharing data, it is very important to know proper security measures to avoid transmission of data to the wrong party or receiving malicious and harmful content. To address this concern, the developers had consumers the option to display or hide their devices from other devices. There is also the feature of requiring a passcode for the two devices to connect first before sending the data. Still, there are those applications that are made to hack these devices and gather private and important information. Manufacturers also do not take much time in specifying addresses for their Bluetooth-enabled products, which makes it easier for hackers to determine the addresses. The article also states that consumers who have little knowledge about Bluetooth are at risk of having th eir devices hacked or acquiring viruses.There is no doubt that Bluetooth is a helpful tool when it comes to sharing information, especially when time is of concern. However, the author is right when he stated that people, consumers most notably, should remember that they should always research and try to secure their devices because there are numerous individuals who have negative intentions and abuse their power and knowledge in technology.Wireless Articles 3The Internet is one of the most important technological developments in mankind’s history. It has paved way for more advanced communication, data exchange, and information access. Because of its great importance and use in people’s personal lives and the business world, more and more organizations offer the service through wireless connection.In 2007, Intel announced that it will â€Å"support WiMax and 802.11b/g/n on the same piece of silicon with the Montevina mobile platform, but will also offer a WiMax-only c ard.†[5] Contrary to the current WiFi service, â€Å"WiMax can provide broadband wireless access up to 30 miles for fixed stations, and 3 to 10 miles for mobile stations.†[6] This improvement in the hardware from WiFi to WiMax by Intel will surely attract consumers and providers especially those who greatly use the Internet to work, study, or get in touch with their loved ones. Intel is trusted by consumers and although WiMax is only getting started in the field, one can anticipate the impact it will bring once the hardware is made available in the market.WiMax-enabled computers and other devices will make studying, working, or communicating a much easier task for those concerned. It also contributes to the history of technology and marks as an evidence that through technology, distance is of no issue. It even contributes to faster and more efficient working since it allows â€Å"download speeds of 2 to 4 Mbps.†[7] To evaluate, the article seems to be providing a good news to those who depend on mobility in terms of using their devices, as well as in terms of being able to function whenever and wherever it is needed.Wireless Article 4With the vast amount of developments in technology today, it is important to know the best and economical applications, software, and hardware that exist in the market. Knowledge of such things makes it easier what to buy and what service to use because it suits one’s lifestyle and needs better. Not only will it provide a way to choose what is better but it also enhances a person’s knowledge regarding technology.Because mobile phones are very much popular and in demand these days, companies make sure that they keep up with what the consumers need and want. They enable their products with different kinds of capabilities and services so that users do not have to look somewhere else. Two of the features that mobile phone companies provide are the Global System for Mobile Communications (GSM) and CDMA (Code Division Multiple Access) network technologies. Both are excellent in providing what customers need, which is telecommunication capabilities, but they differ in terms of how the provide it. The GSM technology allows consumers to choose from a variety of mobile phones, use a SIM card from mobile network providers, and use a better international roaming service while CDMA technology makes its consumers buy an entire package from a service provider that contains the handset and the service.[8]In summary, both technologies are excellent in providing what the consumers need or else they would not be used by major network providers. A person just has to weigh what is more suitable for his lifestyle when choosing what kind of mobile phone service to avail. Flexibility is one of the major features of a GSM network while clarity and efficiency can be depended on with CDMA networks.Wireless Article 5With the numerous mobile phone manufacturers today, it cannot be helped that mobile pho ne service providers are also increasing. There is no country that offers only one service provider, which makes it hard for consumers to choose what kind of service they want. Fortunately for most people who are not contented with one service provider or for those who need more than just one, there are companies that can unlock mobile phones and make it possible for a user to use multiple SIM cards in one mobile phone. Of course, one has to have a GSM enabled phone to be able to do this since CDMA phones are locked to a specific network.There are many reasons why an individual want to have his or her phone unlocked: one is wanting to change the current wireless provider in the United States and still keep the phone; two is changing a provider with a new phone but still want to keep the other provider; and three traveling outside the country without having to pay for higher international roaming fees.[9] Whatever the reason is, it always comes down to not having to choose a certain service provider simply because every available provider can be used. Several companies and individuals offer users a way to unlock their mobile phones either by proving a code or by using an application.Unlocking phones are useful for those who need it and for those who require it. However, it should still be remembered that there are numerous malicious individuals who can try to abuse this kind of flexibility. SIM cards, in most countries, are readily available and does not require a person to register and provide security information thus making it hard for them to be tracked down when they use their SIM cards for illegal acts because they can simply throw the cards away without anyone tracing it back to them.BibliographyBangeman, Eric. â€Å"WiMax Coming to Intel Laptops in 2008.† ARS Technica, April 16, 2007. http://arstechnica.com/news.ars/post/20070416-wimax-coming-to-intel-laptops- in-2008.html (4 August 2008).Bialoglowy, Marek. â€Å"Bluetooth Security Review, Part 1.† Security Focus, April 25, 2005. http://www.securityfocus.com/infocus/1830 (4 August 2008).Hick, Matthew. â€Å"Cell Phone Unlocking – What Purpose Does It Have?† Articlebase, January 1, 2008. http://www.articlesbase.com/cell-phones-articles/cell-phone-unlocking- what-purpose-does-it-have-294032.html (4 August 2008).Sharma, Mohit. â€Å"GSM vs. CDMA Mobile Technology.† Articlesbase, January 5, 2008. http://www.articlesbase.com/cell-phones-articles/gsm-vs-cdma-mobile- technology-400824.html (4 August 2008).Wikipedia. â€Å"3G.† Wikipedia, August 3, 2008. http://en.wikipedia.org/wiki/3G (4 August 2008).[1] Wikipedia, â€Å"3G,† August 3, 2008. http://en.wikipedia.org/wiki/3G (4 August 2008).[2] Ibid.[3] Marek Bialoglowy, â€Å"Bluetooth Security Review, Part 1,† April 25, 2005. http://www.securityfocus.com/infocus/1830 (4 August 2008).[4] Ibid.[5] Eric Bangeman, â€Å"WiMax Coming to Intel Laptops in 2008,† April 16, 2007. http://arstechnica.com/news.ars/post/20070416-wimax-coming-to-intel-laptops-in-2008.html (4 August 2008).[6] WiMax.com, â€Å"What is WiMAX?† http://www.wimax.com/education (4 August 2008).[7] Eric Bangeman, â€Å"WiMax Coming to Intel Laptops in 2008,† April 16, 2007. http://arstechnica.com/news.ars/post/20070416-wimax-coming-to-intel-laptops-in-2008.html (4 August 2008).[8] Mohit Sharma, â€Å"GSM vs. CDMA Mobile Technology,† January 5, 2008. http://www.articlesbase.com/cell-phones-articles/gsm-vs-cdma-mobile-technology-400824.html (4 August 2008).[9] Matthew Hick, â€Å"Cell Phone Unlocking – What Purpose Does It Have?† January 1, 2008. http://www.articlesbase.com/cell-phones-articles/cell-phone-unlocking-what-purpose-does-it-have-294032.html (4 August 2008). Wireless Articles 1 Essay Thank you for reading this Sample!

Understanding Latins Third Declension Cases and Endings

Understanding Latin's Third Declension Cases and Endings A good bet for a Latin noun whose nominative singular ends in -a is that it is a feminine noun of the First Declension. Likewise, a noun ending in -us in the nominative singular is likely Second Declension masculine. There are exceptions, but guessing those is a good starting place. Its not so easy when you get the nouns belonging to the Third Declension. According to William Harris: The 3rd Declension is in a sense a catch-all for various stem-types, and can be very confusing. According to James Ross 18th-century Latin grammar, the nominative singular of a third declension noun may end in: a (of Greek origin [for more on declining Greek nouns in Latin, see Latin Third Declension Nouns of Greek Origin]), e, o, c (rare), d, l, n, r, s, t (caput and compounds), or x Also, he describes the endings used by different genders: Nouns can be masculine (especially with endings in -er, -or, -os, -n, or -o); feminine (especially -do, and -go endings); or neuter (especially nouns ending in -c, -a, -l, -e, -t, -ar, -men, -ur, or -us) in gender. Basic 3rd Declension Types Third Declension nouns may have a consonantal or i-stem. Consonantal Note: For the consonantal stems, it may take some practice to figure out where to add the endings, although, the dictionary form should make this clear. The usual genitive ending of third declension nouns is -is. The letter or syllable before it usually remains throughout the cases. For the masculine and feminine, the nominative replaces the -is ending of the singular with an -es for the plural. (Remember: neuter plural nominatives and accusatives end in -a.) Similarly, the dative plural is formed from the singular with the addition of -bus. Sometimes the root vowel appears to change, as in our second paradigm word below, opus, operis, n. First, here are the consonantal stems endings: Singular (the Second Form Is for the Neuter) NOM. -/-GEN. -is/-isDAT. -i/-iACC. -em/-ABL. -e/-e Plural NOM. -es/-aGEN. -um/-umDAT. -ibus/-ibusACC. -es/-aABL. -ibus/-ibus Using rex, regis, m. (king), here is the paradigm: Singular NOM. rexGEN. regisDAT. regiACC. regemABL. regeLOC. regi or regeVOC. rex Plural NOM. regesGEN. regumDAT. regibusACC. regesABL. regibusLOC. regibusVOC. reges Using opus, operis n. (work), here is the paradigm: Singular NOM. opusGEN. operisDAT. operiACC. opusABL. opereLOC. operi or opereVOC. opus Plural NOM. operaGEN. operumDAT. operibusACC. operaABL. operibusLOC. operibusVOC. opera I-Stems Some nouns of the third declension are called i-stem nouns; still, others are mixed i-stem. I-stem nouns have a genitive plural ending in -ium. Their ablative may not end in -e, but may instead end in -i. Other cases may also replace the -e- with an -i-, so you might see an accusative singular ending in -im. A neuter i-stem noun, animal, animalis (animal), looks a little different from other neuter 3rd declension nouns in the plural because of the i which makes the nominative and accusative plural of animal: animalia. The word for sea, mare, maris, is another neuter i-stem noun. Hostis, hostis is a generally masculine i-stem noun, but hostis can be feminine. The fact that the nominative and genitive is the same for this masculine or feminine noun indicates that its an i-stem. You would decline the name of Caesar thus: Caesar, Caesaris, Caesari, Caesarem, Caesare Sample 3rd Declensions Nouns Declined PugillaresOs

Effects of Globalisation on Bolivia in the last 5 years PowerPoint Presentation

Effects of Globalisation on Bolivia in the last 5 years - PowerPoint Presentation Example In the 2009 elections, he again came in to power by winning the election with a huge margin and now making attempts to change the system of his country. Figure 1: Map of Bolivia Source: Central Intelligence Agency. The World Fact Book, 2011 Bolivian Economy: Bolivia is among the poorest and the most undeveloped country in the Latin American region. There was a devastating economic crisis in Bolivia in the early 80s but then the economic reforms were made which improved the economy as well as reduced the poverty in the country. In the time period between 2003- 2005, there was political disturbance in the country along with racial clashes mainly on the issue of export of natural gas to northern hemisphere region. In 2005, newly elected government passed the hydrocarbon law according to which the royalties were raised significantly resulting in the withdrawal of all the local companies from the sector and foreign companies started to operate in the country. In 2008 due to higher rates o f oil and gas, the surplus was significantly higher but in the later years, the economy started to decline due to following factors; i. Global Recession. ii. Decreased prices of oil and gas worldwide. iii. Poor infrastructure of the country. iv. Economic sanctions imposed by USA on Bolivia. a. GDP: Figure 2: GDP from 2000-2009 Source: Index Mundi, 2008. b. Exports and Imports: The main exports of the country include natural gas which constitutes the main financial reserve of the country and apart from this; the other exports include soybeans, crude petroleum, zinc ore and tin. Major countries which are involved in importing these items from Bolivia are Brazil which constitutes the largest export partner of Bolivia followed by USA, Japan, Columbia, South Korea and Peru. Main imports of the country include petroleum products, paper and plastics, aircrafts and their parts, ready to serve foods, automobiles and insecticides. The main partners in imports are Brazil, Argentina, USA, Chile and Peru. Figure 3: Exports of Bolivia Source: www.amchambolivia.com Figure 4: Imports of Bolivia Source: Index Mundi, 2008. c. Investment Opportunities: Direct Foreign Investment (DFI) is the main contributor to the growth in the private investment sector in the country. It has grown from 169 million US$ to about 1,000 million US$ in just seven years from 1992 to 1999. It represents about 10% of the GDP. The rapid increase in DFI in these years was basically due to process of privatization which was completed in 1999 and afterwards the DFI started to fall. In addition to this, the economic conditions got better in the neighboring countries and as a result, the DFI fell further in the years after 1999. The government from 2005 is working to have good economic conditions which support the interests of foreign investors. As a result of this commitment, irrespective of the social and political unrest in the country, GDP has grown to about 4% in last seven quarters. The overall deficit had narrowed and there was a surplus of 4.2% in 2006, the main reason for this improvement is the government policy about the hydrocarbon sector increasing its exports. Other factors include better revenue system as well as reform in

Ways of Seeing Essay Example | Topics and Well Written Essays - 500 words - 1

Ways of Seeing - Essay Example This paper outlines that ways of seeing has seven essays that have been divided into two major forms. This includes; four essays that use words, images, and the remaining three that uses only images to illustrate given information or an idea. This book /video categorically illustrates that ‘seeing comes before words’. The way the child looks and recognizes before he or she can speak is an example that justifies the illustration that states that seeing comes before words. In another scenario, ways of seeing establishes the place in the surrounding world. We usually see the sun set in the evening and justify that the earth is turning away and this shows that explanation behind the scenario never quite fits the vista within our eyes. According to Fuery and Kelli, the key of dreams painting presentation shows how a gap exists between words and seeing.   From this essay it is clear that various scenarios have been portrayed in this book in regards to ways of seeing. The method of seeing however, encounters changes on an image perception. As established by various scholars, an image either can be recreated or reproduced to represent a set of appearance hence; suggesting that we use the word since all images are man-made. In regards to valuation of an image, it is therefore known that an image gives a value in response to its representation. In regards to the national gallery, the firm has reproduced several Leonardo’s cartoons like the Virgin and Child with St Anne and St.  

Issue Of Single Sex And Coeducational Physical Education

Issue Of Single Sex And Coeducational Physical Education There has been a constant debate surrounding the idea as to whether or not students would benefit more from a single sex environment or mixed sex environment for education (Mael, 1998). This debate has led to extensive research into this issue whereby some researchers have supported single-sex classes while others have supported mixed-classes the two nature of classes have been particularly discussed in relation to issues such as socioemotional, academic, as well as interpersonal development (Harker, 2000). The purpose of this study is to investigate whether it is advantageous to run single-sex physical education classes as opposed to coeducational classes, in which case the relationship between several variables will be examined. In addition, the study attempted to delve into the impact of these variables upon the effectiveness of physical education learning for girls. The study involved both qualitative and quantitative study techniques, whereby, a total of 50 female students were interviewed. To collect more information, the researcher repeated this process on 10 female physical education teachers. Questionnaires were designed and administered to both the female students and the teachers, in which case the questions that were asked were both open-ended and closed-ended. To ensure informed participation, Cone and Foster (2003) pointed out that it is critical to seek informed consent from the participants and also ensure their confidentiality. In this view, the researcher will ensure that a clear, informed and voluntary agreement is made by the participants (Ellis and Earley, 2006). The kind of informed consent, which will be used in this study, will have to meet specific requirements including a statement that the study is about research, specification of any experimental procedures, a description of the procedures that will be involved, an explanation of the purpose of the research, and details of the expected period of participants involvement (http://www.strath.ac.uk, accessed 22.02.2013). Analysis of the results of the interview presented quantitative variables for establishing the girls effectiveness for learning football skills, which was statistically significant, meaning that single-sex environment was preferred. Similarly, the conclusion from the qualitative data was that single-sex physical education environment is a better learning environment,as it offers a more supportive and comfortable environment for girls than a coeducational environment (Elwood and Gipps, 1999). To review the differences of female participation levels in both single sex PE and mixed sex PE Introduction The issue of single-sex and coeducational physical education is a grand debate and has no sign of ending any time soon. Numerous research regarding the pros and cons of coeducational against single-sex has been undertaken in the UK and the world at large, though its results have been largely mixed and unclear (Mael, 1998). In other words, the results of these studies and reviews has been lacking of consistency or strong evidence about the disadvantages and advantages of signal-sex classes over coeducational classes (Mael, 1998). Nevertheless, one of the stronger suggestions is that, when evaluating the effectiveness of either single-sex or coeducational classes, it is important to assess both the social and and the cultural context of the school environment (Smithers and Robinson, 2006). This study is aimed at identifying the all-round debate that concerns the issues of social cultural environment including learning achievement, curriculum design, social issues, and the experience of children in learning physical education among many others. Historically, the issue of gender and education has led to a perception of schools as crucial roots of fostering development of equal society and social change, whereby a social situation for the women is perceived to be less repressive (Salomone, 2004). Nevertheless, the approaches to the question of single-sex physical education can be taken from different perspectives. In this regard, some academic sources provide that, in order to prepare women to stand out academically, it is also important to make sure they take part in physical education, a subject which is becoming compulsory in schools around the world (Oloffsson, 2007). Although this can only be successful if issues of structure, and conditions of physical education classes are put into consideration while designing an all inclusive educational curriculum. Unfortunately studies show that it is a constant battle to get girls to even participate in physical education as shown by Evans (2006) who states that 35% of girls do not enjoy PE compered to a mere 17% of boys. Most importantly, it is argued that girls in single-sex schools can excel academically simply if the lesson is structured to encourage and motivate girls to acquire specific skills, even in areas that are perceived to be male domain, including the sciences (Salomone, 2004). It is also argued that schools should be symbols of equality and environments that can provide students with early knowledge and experiences of gender equality in order to avoid nurturing a society that propagates unequal gender patterns (Warrington and Younger, 2001). In respect to gender equality, the position has been that coeducational classes are a preparation for a society that values gender equality, however it is stated by Hoffman et al. (2008) that females experience gender inequality from a young age as males receive more direct attention from teachers from nursery through secondary school. Nevertheless, provided that gender inequality in most societies is natural, it is important to instill the virtue o f gender equality and awareness in the stakeholders including teachers to avoid the reproduction of gender inequity in academic training (Salomone, 2004). The current educational environment focuses on the achievement of qualifications such as GCSEs and general academic success. However, the educational experience of students throughout their school years must not be ignored. Many researchers have shown how girls experiences within a coeducational PE environment is difficult for them in a number of different ways. For example, it was suggested that teachers intellectually motivated boys and rewarded girls for exhibiting suitable feminine characteristics. Evans (2006) also comments to suggests that girls feel self conscious when par taking in physical activity as being sporty is not considered to be a desirable feminine trait. It was also found that the boys had a tendency of dominating the classes, in which case the teachers supported their domination by taking their contributions more seriously than that of the girls. Howe (2001) suggests that this is due to sports being viewed as a mans game possibly resulting in teachers over looking girls contributions. Notably, the tendency of boys to dominate classes does not affect all boys and at the same time some girls are not typically silent, but exhibit the behaviour of boys. More recent research has shifted focus towards the differences within and between gender groups. The way that students experience schooling is affected by factors such as social class, ethnicity and race; however, the patterns of gender identified in early research is carried on throughout coeducational schools in the present day. This, however, does not mean that the educational system in single-sex environments is entirely positive thus showing why this study is necessary to explore this rather undisputable issue. The issues of coeducational and single-sex physical education classes has been largely researched but the long-term social implications have been scarcely studied this study will explore this aspect in an extensive view. Notably, most of those who support coeducational classes can encourage males and females to work together constructively. In other words, coeducational set ups proponents suggest that the classes should be structured to mirror a real-life situation. In contrast, the proponents of single-sex class argue that, since the female classes do not reflect a real-life situation, it is only important to have single-sex classes. In other words, they propose that, since the western societies are male-dominated and since women plays a second fiddle when it come to opportunities, power, and payments amongst other issues there is a need to separate females and males classes. It is, therefore, important for the students as well as the educators to change this wave of inequality in schools and physical education in particular. Those who have supported single-sex have maintained that single-sex educational environment can present girls with an opportunity to deliver themselves from the strings of discrimination and get an opportunity to prove that they do not have to play a second fiddle to boys. The little evidence that has been presented in relation to the long-term social implications of mixed and single-sex physical education classes has not shown any significant discrepancies in regards to personal development differences between males and females in coeducational and single-sex environments. However, on overall, more questions have been left unanswered in respect to this issue. Therefore, this study investigated whether it is advantageous to run single-sex physical education classes as opposed to coeducational classes, in which case the relationship between several variables was examined. In addition, the study attempted to establish the impact of these variables upon the effectiveness of physical education learning for girls. Literature review A mixed-gender Physical Education (PE) has sparked a lot of argument amongst many stakeholders including researchers and educators (Issues, 1999), most of whom are interested in promoting the learning environment for the females so they can be educated effectively just like the male students (Carpenter Acosta, 2001). Many of those who have studied this area have thought that integration of male and females during PE lessons would remove the problem of discrimination since both genders would receive similar instructions as well as the curricular content (Griffin, 1983). However, many other researchers have contradicted this observation because they found that mixing girls and boys during PE lessons did not amount to equitable treatment for girls (Chepyator-Thomson Ennis, 1997; Derry Phillips, 2002; Hutchinson, 1995). In a qualitative study conducted by Griffin (1983; 1984), integration of both genders during physical education was presented as neither conducive nor equitable for girls and some boys. The capacity of girls to learn in such environments was inhibited by the behaviuor of boys including display of physical contact, verbal harassment and taking of girls turns (Griffin, 1983). On the other hand, girls did not inhibit the performance of boys and actually opted to stay away from them (Griffin, 1983). Another highly influential factor that affected the mixed-gender classes is the manner in which boys controls the activities during the PE classes, hence rendering the girls more or less inactive (Chepyator-Thomson Ennis, 1997; Derry Phillips, 2002). Furthermore, girls have a tendency of losing enthusiasm during interaction with their peers in the course of physical education this makes them to develop a fearing attitude and a negative feeling towards the interactive physical activity, whi ch in effect reduces their level of participation (Kunesh, Hasbrook, Lewthwaite, 1992). Furthermore, the settings of physical education classes are important in shaping the attitudes of girls towards participating in physical education. Researchers such as Sallis and McKenzie (1991) have agreed that the participation in physical education, by adolescents, is largely influenced by positive learning experiences. Research studies have also disclosed that girls are increasingly ending their participation in physical activities at the high school level (Jaffee and Ricker, 1993; Douthitt, 1994). The level of girls participation in physical activities is influenced by factors such as self-esteem, level of enjoyment, the time of engaging in learning, perceived athletic competence, and the health benefits gained by taking part in the physical activities (Brustad, 1993; Jaffee Manzer, 1992). The debate by different researchers regarding the suitability of mixed-gender PE has been highlighted by many researchers, with Koca (2009) reporting that many researchers have found that mixed-gender PE provides an opportunity for the learners to interact socially and share positive ideas. However, on the flip side of the coin, the likes of Olafson (2002) supported an argument that the perceived social interactions during mixed-gender PE classes is the same factor that makes adolescent girls to avoid taking part in the coeducational classes. In a study conducted by Treanor, Graber, Housner and Wiegand (1998), which aimed at interviewing the students to find their opinion regarding the best approach to physical education; that is, the one between coeducation or single sex physical education is better and most suitable. The findings of this study were that a majority of the students prefers single-sex classes over the mixed-gender classes. Nonetheless, Treanor, et al. (1998) noted tha t the views of the students alone could not be relied upon to resolve that single -sex classes are the most suitable for middle school physical education especially because their views are biased and lack any credible ground. Although most of the students implied that their preference for single-sex classes was based on issues such as better behaviuor, more practice time, less fear of injury and better competition, most of their opinions was not subject to their personal conviction, but on gender-bias attitudes. Derry (2002) echoed the findings of Treanor et al by supporting that an awesome 75% of the students interviewed pointed out single-sex classes as their preferred mode of classes. Derry (2002) also added that 84% of the girls that participated in single-sex physical education classes maintained that they liked such an environment and would like to continue with it next time. Ideally, it is known that as students approach their adolescent age, they become less physically active. This problem has been cited as the major determining factor in the attitude of students before they enter the adolescent age and after they are past the adolescent age (Harmon Ratliff, 2005). The results as presented by Harmon Ratliff (2005) shown that the percentage of girls who are active in physical exercises decreased from 31% in the 9th grade to 17% in the 12th grade. Similary, Treanor, et al. (1998) found that males have a relatively high level of participation in physical education in all the three middle school grades. To add to this, Felton et al. (2005) found that 45% of the 12th grade girls and 67% of the 9th grade girls were found to take part in an energetic physical activity about 20 minutes for at least three days per week. Whitlock (2008) disclosed that indeed adolescence is a stage of dramatic change and hence it is a period that a young girls undergoes a lot of hardships. In this stage, girls undergo a dynamic and developmental life when they make very important decisions regarding their typical behaviours such as physical activity, diets, use of tobacco and alcohol, and participation in social activity among other aspects of life that shapes their health and wellbeing up to the time they become adults (Whitlock, 2008). Essentially, developmental changes, under which the young adolescent girls undergo a traumatic experience, cause them a lot of trouble for example, because of sexual harassments and incidents of upsetting remarks that is common in environments of mixed-education (Derry Phillips, 2004). Some of these facts were affirmed in Olafsons (2002), where one of the girls reveled that , like they dont know the emotional pain they cause when they call you bad names (p. 2). This student was comp laining about the way she is usually offended my the male students who use offensive names when referring to girls. Olafson (2002) found that the tendency of girls to skip physical education is mainly because they have an attitude that such activities are totally embarrassing. The reason for this is because the girls kept complaining that the boys used offensive language and insulted them severally hence they would rather keep off such activities. Olafson also realised that the girls behaved in a strange manner in order to avoid attending the PE classes, including presenting notes from their parents claiming that they have been told not to attend PE classes, refusing to put on gym outfit, and skipping classes altogether. The male students have been found to mock girls in respect to their body type and also putting them, something that really annoys girls. Constantinou, Manson, Silvermans (2009) studied the behaviuor of girls when attending physical education classes and found that boys show no regards to the girls abilities but rather belittle and disrespect them. Actually, they found that the offensive acts that were perpetrated to humiliate girls were not common amongst the boys themselves. Several studies have associated self-esteem with physical education It has been suggested that thegirlss participation in physical activities is largely as a result of self esteem. Eriksson, Nordqvist, and Rasmussen (2008) defines self esteem as the extent to which individuals like themselves as persons. A commonly determining factors of the girls self-esteem when they are in their adolescent age includes their body type and size this determines whether their self -esteem is positive or negative. Some of the female students in Olafson (2002) claimed that they avoid physical activities at school because they have a negative feeling towards showcasing their bodies especially in front of male students. In fact, it has been found that girls who participate in physical education lessons struggle to improve the outlook of their body so they can have the kind of body type and image that they perceive to be perfect. The girls were found to have perfected an image of favorable body types in their minds and also observed to have developed a habitual tendency of evaluating the body of their peers through constant gazes (Olafson, 2002). It was ideally learnt that girls were expected to be always in control, to be graceful, and generally to be able to do at least all things. It was expected the girls should stay composed even if they got injured in the course of the physical exercises. When girls accidentally got injuries in the their face and looked funny, the boys mocked and looked down upon them (Olafson 2002). Besides being offended based on the way girls appear, the studies have also found that the nature of boys including their competitive behaviuor and body size is a significant factor that turn off girls during coeducational classes. Derry (2002) found that boys were very domineering during physical education and this was causing girls to reduce their level of participation. According to girls, boys have the habit of taking over everything in coeducational classes. A case in point is whereby boys have the perception that girls are less capable of doing things and hence always find themselves taking charge of everything (Derry, 2009). This concept is also found in Derry (2009) whereby a girl that was interviewed claimed that she did not like playing with boys because if she is given a chance to enter the pitch with them, she can hardly get a chance to touch the ball. On the other hand, the comments of teachers regarding this issue show that boys look down upon girls and have a perceptio n that physical education is too competitive for them to take part (Koca, 2009). Furthermore, girls are intimidated by the physical size and strength of boys. They also do not like their aggressive and intimidating attitude (Derry, 2002). Despite the degrading manner in which girls are treated by boys, Constantinou, et al. (2009) found that girls have a conviction that they are competitive and athletic. Constantinou, et al. (2009) added that the female students who believe they are athletic feel comfortable participating in physical activities together with boys because, as they said, this makes physical learning a fun and an interesting experience. Their findings were echoed by Olafson (2002) who agreed to the fact that they had fun in physical learning. In summary, there are study findings that have revealed that coeducational physical education is advantageous,, but at the same time there are other studies that have supported the idea that physical education should be based on single-sex. Generally, the students who were asked about their opinion regarding coeducational physical education, maintain that positive interaction with the other gender is the main advantage (Osborne, et al. 2002). Additionally, it is believed that coeducational environment promotes exchange of diverse ideas from both genders; but overall, the studies show that the majority of the students supports single-sex physical education (Osborne, et al). Methodology This study interviewed a total of 50 female students, 25 of whom will come from coeducational classes and the last 25 will come from single-sex physical education classes. The students that were selected to participate in the study had to be in the age bracket of 12 and 15 years and within school years 7 and 9. The female participants were asked a series of open-ended and semi-structured questions regarding their personal physical education experiences. To gather more information, the researcher repeated this process on 10 female physical education teachers, 5 of whom came from single-sex classes and 5 from coeducational classes. Throughout the interview, an audiotape was used to record the conversation and later transcribed for analysis. In order to supplement the audio interview with observable features, the researcher videotaped the proceedings with a camera. The study included 4 different secondary schools two of which were single sex physical education and the other two were coe ducational. To identify common themes, different categories were identified and grouped depending on the nature of the ideas, and henceforth the frequency counts were computed and responses were coded. Any information that was of no use was discarded appropriately. To ensure informed participation, Cone and Foster (2003) pointed out that it is critical to seek informed consent from the participants and also ensure their confidentiality. In this view, the researcher will ensure that a clear, informed and voluntary agreement is made by the participants (Ellis and Earley, 2006). The kind of informed consent, which will be used in this study, will have to meet specific requirements including a statement that the study is about research, specification of any experimental procedures, a description of the procedures that will be involved, an explanation of the purpose of the research, and details of the expected period of participants involvement (http://www.strath.ac.uk/, accessed, 22.02.2013). Results As discussed, the research involved both qualitative and quantitative techniques. The hypothesis that collected quantitative data stated that girls in single sex classes achieved significantly higher goals for learning football skills than girls in mixed-sex physical education classes. To achieve this, a questionnaire was adapted from the Fennema and Shermans Self-Confidence for Learning Mathematics Scale (1976), which was filled out by the students to reveal their opinions regarding their level of learning football skills. This scale is divided into three sub-scales levels that quantify goal achievement, which was categorised into footballs suitability of gender, confidence of learning, and effectiveness of football. To this effect, the researcher identified standard deviations, means, as well as t-test, with the aim of identifying the relevant relationship amongst different variables. Table 1 presents the standard deviations and the means of the sub-scales as derived from the SPSS. On the other hand, the results for the t-Test have been presented in Table 2, this shows the comparison of groupings which was taken after the tests. The total number of the questionnaires completed was 50, 25 from the mixed-sex settings and 25 from the single sex settings. The students answered 15 questions, which were allocated scores ranging from 1 to 4, whereby the highest scale represented the highest confidence level. This has shown that the means and standard deviations from the sub-scales reveal that girls in single-sex settings had a higher achievement of goals for learning football than girls in mixed-sex learning environments. The results of a t-test of the relationship between girls in mixed-sex settings and effectiveness variables of single sex classes revealed that the 2 groups were significantly different since the p-value for single-sex was higher than that of the mixed-sex (before-test 0.57 From the results of the interviews, the divide was apparent with some students preferring coeducational classes while others preferred single-gender physical education classes. The preference for either of the two PE environments was conducted with the help of a questionnaire and allowing the researcher to analyse the common themes qualitatively. Many of the girls explained that they preferred single-sex classes over mixed-education because they did not like the behaviour of boys who kept domineering and telling the teachers what to do hence causing a lot of trouble. One of the girls who provided this sentiment commented that coeducational PE is an unstable as the teachers are forced to waste a lot of time trying to force discipline into the uncooperative boys. These sentiments are similar to those proposed by Osborne et al. (2002), who observed that the majority of girls dislike the uncooperative nature of boys during coeducational PE classes and linking back to point made by Hoffma n et al. (2008) where he stated that boys receive more attention in class than girls. It may be that these girls have a preference for coeducational classes as they want to prove their abilities and skills to their opposite sex. In this respect, one of the female students maintained that she is good in sports and therefore felt good when sharing a pitch with boys so she could show them that she is also capable of playing football and others sports just like them or even better. Another female student revealed that she hated sharing a pitch with boys because she was worried about her looks, an observation that contrasted with Obsbone et al. (2002) conclusion that girls perform better when soccer is inclusive of both sexes. Koyucu (2010) agrees with this telling us that many young girls a very self conscious about their image, this mainly comes from the media and the way in which they portray many women. Students participation in physical education is ideally dependent on the environment of learning (Derry Phillips, 2004). The way students partake in the education environment in turn influences factors such as skills development, off-task behaviour, and activity time. One student who supported same-sex PE classes maintained that she did actually learn more when in a single sex environment simply because the instructor does not waste time trying to discipline the errant boys. She added that she concentrated more in single sex classes, and therefore gets a chance to practice what she has been taught. This observation had been echoed by Derry and Phyllips (2004), who noted that students who joined same-sex classes interacted more with teachers and had more time to learn. The interaction in same-sex classes was characterised by more girls approaching their instructors to ask questions than their counterparts in coeducational classes. From the open-ended questions as well as the observab le features, it seemed the structure in the PE classes was a great determinant of the way students interacted in classes. Apparently, the students as well as their teachers agreed that the classes are more fulfilling when students have more friends to interact with in the class. In this regards, a female student mentioned that she liked to play football in class when she had many friends to mingle with, because it made football more interesting. Elsewhere, a female student remarked that provided she was friendly to other classmates, she enjoyed working as a team with them because she communicated well with them. Another female student maintained that the majority of the boys were not only bigger, but also stronger than girls and this has caused girls to avoid boys during physical education. The comments of these students amplified those of Derry (2000), which found that girls are usually aware of the high athletic ability exhibited by boys, in addition to their noticeable strength a nd physical size, which supersedes those of girls. The differences between boys and girls was ideally a source of intimidation on the part of girls and hence they ignored boys that had bigger body sizes. In regards to class structure and social impact, the students and teachers revealed that the way peers treated each other was a critical factor influencing the way the students interacted. This perception was tied to the expectation set by teachers as well as the nature of the classroom environment. The students that were interviewed seemed to be very much aware of their learning environment as well as the way other people perceive their activities. Discussion The quantitative results from this study revealed that the effectiveness of learning football skills for girls in a single-sex environment is better than the girls effectiveness within a coeducational setting. A previous study by Lirgg (1994), has found that the girls in single-sex environments were more confident while learning PE lessons than their mixed-sex counterparts. It was also evident that the students skill levels were positively associated with the type of class. Those girls that were confident of their skills in football cited coeducational environment classes as their preference while the girls that were described as non-authorities identified with single-sex classes. The information regarding the opinion of girls on the way boys conducted themselves during physical education classes as well as the way the boys viewed their own conduct showed a rather negative side of boys. Many girls maintained that the boys have notoriously made the classes troublesome and were not cooperative at all. As such, the girls lamented that the uncooperative behaviour exhibited by boys was particularly annoying and caused trouble to the class environment. The girls were perturbed by the fact the teacher had to keep on ordering the boys to pay attention during PE classes. Perhaps, the boys could have had an opinion different from that of the girls because, from the review of literature, they do not perceive their conduct as disorderly and considers their behaviour as suitable. Hargreaves (1994) suggests that t

Child Soldier Creative Writing

I am holding a gun to my head. On the verge of death I look back at how it escalated to this to convince not to make the wrong choice as I had done before. That memory among many other dark ones remained as clear as see through water. Five years ago†¦ Sierra Dianas. Thoughts flooded my mind as I clutched the gun harder and harder. I faced an atrocious, inescapable decision. A war befell in my head, a death match between my consciousness and my fear. As one callously stabbed the other, the tip of my finger pressed harder against the trigger.Time was ticking. I shut my eyes as I hoped to disconnect the vision of a girl slouched in front of me, so defenceless yet so fearless. Her face wasn’t completely visible but judging by her figure she was no more then 15. She showed no fright, demonstrating her disgust towards bowing down to the rebels: she remained her posture straight and her head help up high. She looked down upon us even though she was the one on the floor. Her face captured complete hatred. Her attempts to resist were hopeless as two older men forced her down onto the ground.Her arms were tied behind her back so any chance of action towards escape was restricted. I bit my battered lip to remind myself of what I face if I disobey my master’s orders again: agonizing inexorable pain. I pressed harder against the trigger. My vision started to blur and lose its focus and my swollen eyelids did not help. I tried to slay these monstrous thoughts invading my brain, telling me to shoot her and spare myself the pain. I pressed harder. I tried to stop devilish thoughts terrorising my brain with illusionary words but no success: l pressed harder.My consciousness whispered in my ear but the demon inside my soul drowned it heartlessly in my homesick sorrow. The silence waited to be heard. I pressed harder. The trigger clicked. A loud profound bang pierced through the air as the bullet fired cogently. I could hear my sanity slip away, all in the spac e of a millisecond. Regret and notoriety backfired at me as I saw my childhood flash by me; I shot her. I could almost hear her pulse drain as she gasped for air. Another life wasted. Her blood leaked.My demons smothered in a pool of dark red and danced in murderous pride as my master gave me a smirk of praise but behind it hid the look of mutual remorseful experience. That night I was ranked the chief of other child soldiers for my righteous decision or in other words for being heartless enough to kill another of my own race; it would serve them well in the war. In a way I feel as if seeing us become monsters soothes their guilt. It made them less lonely. Even monsters need company. You would think killing again would ease the pain. Think again.Every time it doubled, magnified, intensified, and deepened until the peak where it was unbearable: living with these mental images and mind overflowing with blood. Every fibre of my body grieved for the dead and me: the dyeing. I was chaine d to the everlasting circles of depression unable to experience happiness. Everywhere I went the sun followed me with a hateful glare cursed me silently. I almost melted in his heavy breaths. He launched tense fireballs at me boiling with rage and disappointment, wishing to suffocate me. The sky spit at me in disgrace and shame.The clouds demanded to show me how many tears were cried for the people I have killed. Every rain drop was a reminder of my failure and cowardness. It fell on my skin, ice cold, yet again reminding me of what my heart was bound to become. The sound as they continuously hit the flour resembled a fire’s blazing sparkles. The wind slapped me across my face over and over again. It whispered in my ear. So quit yet such poignant stabbing accusations. It broke into my hut and overawed my body with needle-like numbness from the shuddering chill.The whispers grew into exasperating screams until I could not sleep. It slammed doors and raised the sand from the gr ound, commanding it to attack me. Stop! I wanted it to stop! No more torture. I fell hopelessly upon my knees and screamed at the top of my lungs, begging god for help, for forgiveness. ‘Have I gone mad? ’  Ã¢â‚¬â€œÃ‚   I asked the clear blue staring back at me blankly. I repeated the phrase over and over again until my defenceless sobs and weeps merged the words. I could not stop crying. I clutched the soil between my fingers for some feeling of control as if to grasp hold of myself.The salty tears kept rolling and as they came in contact with my torn, scared skin a shiver of sharp pain would emerge. God didn’t reply. God wasn’t there. Only the devil. I asked him what I should do and the answer was simple: stop caring. Let myself be tamed by the evil because the good can never be happy. He stretched out a hand to me but as I reached it for help to get up I simultaneously shook it as an agreement to a deal. I sold my soul. The next morning I woke up with the feeling of enlightenment. I killed people with no remorse, no guilt, no regret nothing except the feeling of power.I fed on it and I breathed it in with the stench of the dead. It felt good. For a moment I felt almost happy in an illusionary way, as a smoked in the white power-like substance, which my master had let me share with him as a sign of approvement as if welcoming me. To what, I wasn’t sure. That night I danced with a bottle of alcohol in the middle of a fire we set to the village. I trod on dead bodies or some even alive but eventually they would be dead, they couldn’t escape. I raped countless women. Daughters, maybe sisters, maybe mothers, who cares?Not the puppets on the other side of the world, that’s for sure; drinking their coffees and stirring their teas, with their diamond necklaces worn as a ‘fashion statement’ because it resembles the one worn by a celebrity. Completely oblivious. Most of them incapable of doing anything ot her than follow footsteps. We, however, refused to follow or live in someone else’s master plan. That’s why we’re called rebels. The rebels. Our motto was to join us or die. If we didn’t see much use in then it was die or die more painfully (it mostly came down to our mood). We declared war with authorities because they had power et we still suffered in hunger, poverty and disease. This was if we were willing to perform back-breaking labour for the rest of our lives. Otherwise death would catch up on you in days, if you’re lucky you might last a year maximum. It seemed as if the government was not based on democracy but rather the fear of death. The devils reign over my mind lasted for a long time or more perceptively it lasted over 1000 deaths by my own hands until the blood dried underneath my finger nails was would not wash away. The only way out of this mad world is death. Now is the time. Now.

Most effective way to identify risks Essay

Questions 1. What is the most effective way to identify risks like those you noted in the tables? Through the use of Scenario-based risk analysis utilizing different risk factors that could arise 2. What are some important factors when weighing the depth of a formal risk analysis? How would you balance the interruption needed for depth and the need to continue ongoing organizational activity? An in-depth formal risk evaluation should be conducted which lines up with the goals and objectives of the company. There should be a clear outline of the protocols and procedures that will be utilized to attain these goals. 3. What should an organization’s risk management specialist do with the information once a potential risk has been identified? What information would be needed for senior management to know the danger of each risk and the proper way to handle the risk? Risk management specialist’s research and recommend tactics to minimize asset liability, including investigating potential asset loss incidents and enacting policies that comply with safety regulations and industry guidelines. They plan and implement programs for risk management and loss prevention. Risk management specialists generally manage other risk analysts and report to upper management in their organization. 4. How would this specialist properly prioritize these risks to make sure the most important ones were mitigated first? The mitigation of risk should be prioritize based upon their potential effects it could cause the organization. As such, all the avenues for risk should be looked into; this includes the company’s financial impact, operational consequences and legal ramifications. 5. Who is responsible for ensuring that an identified risk is addressed by the organization? What role does the analyst play? What role does senior management play? What roles do the analyst and senior management each play in addressing organizational risks? The system analyst or manager is responsible for identifying risks and making sure that they are minimized. The senior administration provides fiscal and administrative resources and helps to formalize policies to reduce risk. The senior administration and specialists collectively develop minimization methods and plans.

The William Shakespeare - 898 Words

William Shakespeare devotes the major part of his sonnet sequence to a young man and the rest are devoted to a woman. The language Shakespeare used to describe his love toward these two persons is totally different. In the sonnet sequence, his love toward the young man can be described as the compassionate love. At the same time, one could characterize his love toward the lady as an example of passionate love. Shakespeare expresses his non-sexual love to the young man in his sonnets. He respects the young man and never thinks of controlling him. He praises the young’s beauty but without sexual imagery. For example, in the sonnet 18, Shakespeare compares the beauty of the young man with the summer days. â€Å"Shall I compare thee to a summer’s day?† Then, the next line, he concludes that the young man is different from the summer days as the young man is more love and more temperate. â€Å"Thou art more lovely and more temperate:† Besides, he even tries to convince the young man to get married and get a child to preserve his beauty. This can be seen at sonnet 16, With virtuous wish would bear you living flowers, / Much liker than your painted counterfeit: On the other hand, Shakespeare expresses an erotic love with the dark lady, involving intense feelings and sexual attraction. For example, in sonnet 135, line 5: Wilt thou, whose will is large and spacious,† and line 6: â€Å" Not once vouchsafe to hide my will in thine, Shakespeare expresses his sexual desires with the darkShow MoreRelatedWilliam Shakespeare1735 Words   |  7 Pagesname? 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