3 Basic Programming Languages

There are three basic types of programming languages. These languages are machine, assembly, and high-level languages. Machine language is just a sequence of zeroes and ones. Different combinations of zeroes and ones mean different things and sends different instruction to the computer. An advantage of this is that this is the only language that a computer can understand directly. However a fallback is that this is not very easy for humans to be able to either read it or write it. It will be hard to get any developers to utilize this language. This is the reason why most will use one of the other two. Assembly language is the oldest form of non-machine language. It is a symbolic representation of machine language. It typically uses a one to one correspondence between the two. Another program called an assembler will translate it into machine language. Since assembly language uses easy to recognize codes, it makes it a lot easier for people to understand. When it comes to the program and how it relates to the computer processing and memory usage, the program will typically be stored in non-volatile memory until it is requested. Upon request it will then be loaded into random access memory (RAM). Once it is loaded into the RAM it then can be accessed by the central processing unit (CPU). It will then execute instructions until terminated. Termination can either be by user or it can be due to software or hardware error. High-level languages will typically contain commonly used English words and phrases, thus removing a lot of the symbols and structure that is required at a lower level programming. There are several advantages to high-level languages vs machine or assembly. Typically if a program is written on one computer it can easily be modified to work on another computer. Also a single instruction written in a high level language will typically translate into several instructions in machine language. Now a disadvantage is that these high level programming languages are typically less powerful and less efficient than assembly languages. They also need to be translated into machine language before their instructions can be understood and carried out. Now there is several different high level programming languages out there. Why are there so many? I think there are so many for a few different reasons. One reason is to take advantage of hardware improvements that have been made over the years. Another is just to make it simpler for programmers. The easier that a language is to learn the better the opportunity is to attract talent. When developing a program, you need to first have a problem to solve. There is a cycle that is referred to as the program development cycle. This cycle has been developed as it is a model that can be repeated across the board to maximize success. The cycle has 7 basic steps. These steps are Define the problem Outline the solution Develop the outline into an algorithm Then test the algorithm Code the algorithm Run the program on the computer Document and maintain the program Now when coming up with the design for your program, you will need to have on hand some people to give input. Having the customer on hand to provide some of that input would be advantageous. Software Engineers, as well as testing engineers will need to be giving input as well as the project manager.

The 1944 Education Act and Its Ramifications to Date

The 1944 Education Act and its ramifications to date The purpose of this essay is to identify the features of the 1944 Education Act and its ramifications. The state of education prior to the 1944 Act will be mentioned and how it mirrored society as a whole. A critical appraisal of justifications for selection and comprehensivisation, as a successor to the tripartite system, will be addressed. This paper will also provide an explanation of the selection process and the arguments and problems that relate to it.I will be analysing the sociological ideas and will be discussing post war trends and events in Britain and education in particular and evaluating how issues of ability, IQ, class, gender and or/ethnicity have affected change. At an appropriate point, mention will also be made of the Nature/Nurture debate and how these factors affect academic achievement. Historically education was only available to affluent males. Grammar schools run by the church taught Latin, Greek and R. E. The fees to attend such schools were extremely high, therefore education and social class were very much linked together.Education for women was only made available to extremely wealthy women of the upper class and only consisted of embroidery, music, singing, painting etc. Women were seen to be pure and virginal and their placement within society was in the home. The lower class members of society really struggled and were not offered many educational opportunities. Eventually education for women was offered but it was very limited. During the eighteenth century there were many developments to education, one being the introduction of charity schools (elementary schools), which were aimed at providing a very basic education for the poor.They were taught the basic 3 R’s which were reading, writing and arithmetic. This empowered them with sufficient literacy to function in society but not enough to challenge or change a society, therefore status quo is maintained. The schools w ere created for the 7 – 12 age groups, so with only 5 years of learning and limited resources, the children were not very rounded. This generation of ill-educated children were only educated to fit a certain role such as factory and shop workers. The 1870 Forster Act & the 1902 Balfour Act were beneficial to the working class in that they created expansion/extension of education.Although they created expansion, it still led to greater numbers of children having a ‘limited education. ’ The 1944 Education Act (‘The Butler Act’) was introduced and aimed to remove the inequalities that remained in the system. Education was now mandatory, the school leaving age was raised from 12 to 15 years old and free secondary education was provided for all pupils. The tripartite system was created consisting of three different types of schools; grammar, technical and secondary modern.Children would be allocated a place in one of these schools dependant on the results of a new examination taken at the age of eleven, known as the ‘11 plus. ’ This was intended to give children of all backgrounds equal opportunities to gain a better education, rather than one based on the ability of their parents to pay expensive fees for private education. It did provide the working class with the opportunity to gain entry to grammar schools but the assessment only focused on three subjects: English, Maths & Logic. If one of those subjects was not your strong point, then your whole life chances were determined of that one exam.Also the 11 plus only focused on a child’s performance on that particular exam day, so if you were ill or were suffering from family or domestic problems that had a bearing on how you were thinking or feeling, it was not taken into consideration. In that respect I feel the 11 plus selective system was unfair. An individual’s opportunity to get the best possible education was all down to that one particular day. Acc ording to Rick Roger’s book ‘Education & Social Class: â€Å"In reality, the notion of ‘equal but different’ failed and parity of esteem between the three different schools was never created.Few technical schools were established and the secondary modern became the cinderellas of the education service despite providing for the majority of the school population. †(Roger 1986: 3) This extract shows that new system didn’t manage to reduce the social division it merely replaced it with a newer form of social division. The nature/nurture debate is neither unique nor particular to the 1944 Act, but it is something to be addressed. Nature, suggesting your intelligence is inherited from your parents and nurture, the belief that learning is affected by the home and the school environment.Relating the debate to the 1944 Act, brings to our attention the difference in education between social classes. The upper and middle class children would have definit ely had advantage over the working class children, in terms of cognitive development, as their parents would have been well educated and able to pass on far greater knowledge. They also would have had better living conditions and quieter homes to concentrate on homework. The working class tended to have many children, shared bedrooms would have been common, which was not the ideal learning environment.The philanthropic aspects of the act were very much linked to the Second World War. The generally poor fitness standards of the working class recruits highlighted to the government that changes needed to be made. Free milk in schools, regular free dental and health checks were therefore introduced. After the Second World War, Butler was faced with societal problems such as rebuilding bomb damaged cities on an epic scale and re-fashioning an educational system. Six years of fighting in the Second World War led to a common bond between people in all walks of life who shared the same valu es and goals to rebuild their country.Butler realised that there was a need for builders, carpenters and engineers to facilitate this. These skills were taught in the secondary modern schools, which 75% of students attended. When the 11 plus exam was introduced it created an element of elitism. Some pupil’s self-esteem would have been lowered due to achieving low grades, making them feel inferior intellectually and socially. Some pupils progress educationally at different rates and ages, this system did not take this into consideration. It was such criticisms that would eventually give rise to the comprehensive school.The comprehensive system was introduced by the labour party in 1965 to replace the tripartite system and is still used today. Rather than having three different schools; grammar, technical and secondary modern it combined all three. From a governmental prospective this proved much more economical. The system offers a wide range of subjects across the academic sp ectrum and the selection process is removed. It gives a greater number of children a better chance of social mobility, teaching children how to get along with one another regardless of class differences.Classes are streamed which means children can move between sets depending on academic ability and individual progress. The advantages are that children work alongside others of the same ability and that certain lessons can be taught in more depth. However streaming and setting does reinforce social division within a school, with an elitist grammar stream. Another disadvantage is that classes are large therefore students don’t always get the individual attention needed. In 1972 the minimum school leaving age was raised to 16. Students could sit GCE or CSE examinations depending on their abilities.In 1988 these examinations were fused together to form the GCSE (General Certificate of secondary education). Over the last 70 years there have been significant changes made to the edu cation system. Girls are now educated on par with boys. The 1948 welfare act, which introduced the NHS and benefits, instigated mass immigration which meant that British schools had to cater for ethnic minorities and different religious beliefs. The integration of different cultures meant that children began to have a better understanding of other countries ways of life but this did also lead to racial discrimination.The 1944 Education Act has narrowed the gap between the social classes. It was unheard of for working class people to attend university but today it is quite common place. However the increase in fees due next year is likely to reverse this trend. It is still the children from the higher social classes that have the advantage of being able to attend public and independent private schools. It is these selective and expensive establishments that give students a greater opportunity to attend the top universities. Bibliography Rogers, R (1986) Education and Social Class. Gr eat Britain: Taylor & Francis Ltd

New World Meets the Old World-Spanish Settlement in Texas Essay

New World Meets the Old World-Spanish Settlement in Texas - Essay Example The various changes forced the two cultures to adapt due to changes brought by conflicting cultures but the Native American culture was the most affected. This, the paper focuses on the impacts that arose from the conquest of Texas by the Spaniards and the degree to which the locals suffered from cultural deterioration and imposing of new culture (Bolton, 2011). The Mayans, Aztecs, and the Toltecs occupied the western hemisphere, which formed major societies in Texas before invasion of the Spaniards. The Native Americans were initially hunters and fruit gatherers. With the invasion of the Spaniards, it brought three different worlds of Africa, Europe, and America into contact. In 1492, there were tribal extermination and individuals due to clashes in culture between the Native Americans and the Spaniards. This caused many deaths due to deadly diseases, which were brought in by the European newcomers. If disease and deaths moved haphazardly, from one Spaniard to another, Christianity was not an exception as it went through the same direction. In America, early encounters involved early missionaries, which included both the Protestants and Catholics who worked towards converting the natives to the new Christian faith. Reverend John Elliot who worked as the bible translator in 1663 translated the bible into Massachusetts’s language. ... One native by the name Pueblo made efforts to fight back by forming revolts in 1680. The Indian rebels made efforts to expel the Spanish colonizers. During the revolt, Pueblo attacked many missionaries, punished the Christians converts, and burned numerous churches. While these effects affected the Spaniards, education and trade were moving in two directions. Europeans were highly educated in the society. In America, the Spaniard elites were in a position to read and write. Thus, they started to spread their culture this through schools. In this regard, the Harvard College was built up in the 17th century. This was followed by the Dartmouth College, which was built in the 18th century. This college was meant to serve just a few individuals in society. The Indians who taught the natives on geography, climate, and food facilitated education. This enabled the natives to plan on planting and harvesting crops and other economic activities for their sustenance. Trading became an economic a ctivity but it was carried in two different ways. At first, the Europeans were using American land to cultivate it and ship the harvest back home while making huge profits. Though precious metals were the most profitable, there was no sign of any in Texas. The Europeans found fur, which was in plenty as the raw materials they could ship home. In South East, they found the soft hides from the whitetail deer which could be scraped, packed and later shipped back to Europe to make gloves and aprons. According to Kessell (2003), it was common for the natives to hunt animals, process their pelts and later ship to Europe. The barter trade had numerous anomalies as the Native Americans were unfamiliar to the products that came from Europe but European countries

How would you use the knowledge of incentives to manage a business Essay

How would you use the knowledge of incentives to manage a business - Essay Example To be effective for business, incentives should clearly link performance to pay and should directly link performance to specific standards and objectives. If a teams objective is customer satisfaction, that should be the measure of performance, rather than volume or duration of service calls, which may bear little relation to whether the customers needs were actually met (Laffont and Marthmort 45). Incentives (rewards and punishments) should relate directly to the nature of performance required at each level of the organization. For example, in order to develop a true team perspective among top executives, the bonus plan for each member of the senior team is based largely on the entire companys success in meeting certain specific financial goals, such as stock price (Campbell 61). In other situations -fund managers in an investment firm, for example -- its more appropriate to base rewards on each persons individual performance. Incentive plans should match measurement periods for rew ards to relevant performance periods; some goals can be assessed after three months, while it might not be practical to evaluate others in less than a year. Some incentive programs recognize that fact by containing both short- and long-term goals. Because performance Incentives can provide bonuses equaling up to 13 percent of a workers base pay, teams are sharply attuned not only to the performance of their own members but to other teams as well. Between each shift there is a brief "hand-off" meeting between the team thats leaving and the one thats coming on (Laffont and Marthmort 51). Some organizations may want to grant direct incentives for worker avoidance of nonwork, anti-work, and semi-work. Tying incentives directly to usage of time is not reward for performance. But in certain cases, particularly where effort distribution issues are involved,

Technological advancement or invention from 1815 to present Essay

Technological advancement or invention from 1815 to present - Essay Example Discussion Air conditioning was first conceptualized in the tradition of refrigeration. Refrigeration came about due to the need to preserve foods (Air Conditioning Systems). It was discovered that by keeping the temperature around food at below 4 degrees Celsius, it was possible to reduce the growth of bacteria and to prevent food spoilage. From the development of refrigeration, air conditioning came about. The basic foundations of refrigeration seen in 1824 indicated that liquefied ammonia could cool the air when it is evaporated (Air Conditioning Systems). These foundations laid the groundwork for the invention of the commercially available air conditioning units. The need for air conditioning was seen because industrialists saw the need to reduce air temperature in their industries. In 1902, Willis Haviland Carrier invented the first electrical air conditioning unit (Air Conditioning Systems). At that time, his invention was very much relevant in the manufacturing process of a pr inting plant where controlled temperature and humidity assisted in making the printing process more efficient because it maintained consistency in the paper size and ink alignment (Air Conditioning Systems). ... Carrier’s legacy was soon improved and conceptualized for its human suitability. However, not until 1928, with the discovery of Freon by Thomas Midgley, Jr. was the home use of air conditioning considered (Air Conditioning Systems). Freon was considered a safer and less toxic refrigerant. The invention of the Freon followed the more widespread of the air conditioner as its use was then seen in The White House in the 1930s; and in the 1940s and 1950s, its demand would continue to increase for many homes (Air Conditioning Systems). With these demands, the air conditioner also took on various physical changes, with its build being made smaller. Moreover, improvements to the technology integrated changes which included its applicability as a heating mechanism during winter months. Carrier patented his ‘apparatus for treating air’ in 1906. The term air conditioning was actually not Carrier’s term. It was coined and introduced by Stuart Cramer in a patent he file d in 1906 for a device he invented which incorporated water vapor to the air in textile plants (Bellis). Willis Haviland Carrier shared his Rational Psychometric Formula with the American Society of Mechanical Engineers in 1911 and this formula is still being used in the air conditioning industry today (Bellis). Due to Carrier’s invention, industries were able to operate well because they now had the ability to control temperature and humidity levels while operating their machineries and carrying out their work processes. Different industries like film, tobacco, processed meats, medical capsules, textiles, and other products were able to carry out their processes well without fear of straining their machineries and other equipment (Bellis). In 1921, Carrier patented the centrifugal

CS 4 - Strategic Choices Essay Example | Topics and Well Written Essays - 1000 words

CS 4 - Strategic Choices - Essay Example This forms the principal guideline of Coca-Cola whereby it designs its company activities to suit the income and preference changes in the market. It is essential to note that Coca-Cola serves various ages of individuals: Both the old and young person’s utilize the brand. Coca-Cola is widely spread around the world. The activities of Coca-Cola transcend bias even in low-income countries. The countries, under Coca-Cola service stretch from USA, Canada, Europe, Asia and Africa. The company’s headquarters manage a global channel of distribution. In turn, it produces diverse brands out of the traditional domain of soda brands (Hirschey, 2008). Additionally, Coca-Coca integrates its activities in customers, employees, partners and its leadership. As for the partners, the company’s mission regards linking customers, suppliers and the company in a competitive network of entities. Coca-cola, as well, strive to a socially just society through participation in world concer ns and other community’s issues. These community’s issues regard water, sanitation and hunger. Revision of SWOT analysis This regards the strength that Coca-Cola possesses in the beverage competition. In close relation to this, SWOT analysis addresses the loopholes to achieving an edge in beverage market. In addition, it addresses challenges and inevitable threats it faces from the markets and competitive field. The company possesses notable strengths. To begin with, Coca-Cola shares a long history of serving the beverage world. This is contrary to companies that feel out of the competitive field. Each emerging generation of customers are willing to identify with the brand. The brand name is a robust force that traverses across groups and countries. This help in the fact that individuals can easily relate to the brand without relating the same to a specific group’s link (Inkpen & Ramaswany, 2006). The company utilizes an effective advertising method of various t ypes to harness customer base. The company faces a weakness of offering almost similar products just as other beverage companies. Despite its strength, the brand loses out to other popular brands such as Pepsi. Additionally, the company faces the weakness of offering products that medical expertise has analyzed to contain harm to individuals. The larger the quantity of such products, the more risky it becomes to consume. The opportunities for Coca-cola are notable. To begin with, the company can collaborate with other brands to produce different goods. This will serve to minimize anti-market campaigns and competition. In addition, the brand can engage in production of healthy products. The company can also establish a unique taste in their beverages to edge themselves out of the brands such as Pepsi. The company’s threats regards protective measures from other countries. This relates to tariffs and policies. In addition, its expansive activities face the challenge of politica l instability in some of its operation countries (Kapferer, 2012). Strategic choices Coca-Cola has several strategic choices that build on its core strategy of diversity in service. Coca-Cola literally expands into new market territories. The main method it employs to achieve this means of distributive properties. Despite the fact that Coca Cola’s headquarters are in Atlanta, the company owns bottling companies in several countries. The benefit as regards to this strategy relates to

Managing change - case study analysis Essay Example | Topics and Well Written Essays - 500 words

Managing change - case study analysis - Essay Example This essay stresses that according to Lewin's model, the restraining force is the management hierarchy which delays the decision-making process. The management thought that the situation will change as there will be â€Å"ups and down† in every industry.But the price decline continued for a long period. Sensing the deterioration of the company profitability and assets the management has opened for the thought of revamping the administrative structure to suit the current requirements and decrease the decision making process time. The driving force was the change in the management thought that the decision making authority should vest with few to enhance the decision-making rate. As the change was forced the CEO with a team of seven others formed an apex committee to speed up the decision-making process. The management team has focused on the identified need to deal with a possible long-term decline in commodity prices, set the achievable goal of simplifying the management struc ture to foster accountability and communication. In conclusion, communication is the key to implement the ideologies of the management. There should be a smooth and distinctive flow of information right from the managers to the ground staff down the line who form the core of the employee group. The discrepancy in the information will elevate the decisions in the other way and could change the trajectory of the desired results. The right form of information will guide the person to the desired output.

Sports and Society - Examples of Each Category of Violence in Sport Assignment

Sports and Society - Examples of Each Category of Violence in Sport - Assignment Example Players can use body contact during tackling by using the upper body to push and shove opponents during a football game and this can qualify for borderline violence since it is not explicit in its nature. Using the hands to push other players when trying to control the ball. Sometimes, players will go all out and actually, assault another player defiantly qualifies as a brutal body contact. Quasi-criminal violence can come in the form of unprofessional conduct between players and can come in the form of threat, insults or other means that degrade the dignity and honour of a player, players or clubs. Criminal violence is organized violence against a player, group of players or a club where another player, players or club willfully connive to bring harm to the other in order to stop them from performing. (Hechter, 1977) 2. If we want to understand violence in sports, we must understand gender ideology and issues of masculinity in culture. How is masculinity related to violence in sports and how do issues of masculinity take on different meanings among men from different backgrounds? Give examples from the course material and from your own experiences as you discuss this issue. Sports have from time immemorial, been relegated to the domain of men. Aggression, displays of power and dominance, drivenness, and the male physic in all its powerful glory. Any sign of weakness, empathy and kindness were regarded as a sign of weakness. The Greek culture is the one that sport was birthed in and that is why it influenced many sporting worldviews. The Greeks were obsessed with power and its display in all its form for glory’s sake. The Greco-Roman culture idolized war and aggression as an expression of masculinity and this was seen in sports. Sporting events of the medieval times were gory events filled with real-life killings of wild animals and slaves who were called gladiators. The sole purposes of the gladiators were to fight and die in the arena for the sake of glory and entertainment.  Ã‚  

Youth and Sports Essay Example for Free

Youth and Sports Essay Raising children in today’s society is not for the faint of heart. Raising children has never been easy, but it is especially difficult in youth sports today. Coaches and parents are putting a lot of pressure on our young sons and daughters. The pressure to succeed in sports at such a young age is taking the fun out of the sport by making it all about winning. A Personal Perspective My own interaction in youth sports has been many: As a parent, participant and an observer. My experiences as a child in youth sports were mostly positive. In my early days of sports in school, all children were encouraged to play for their school, skill level did not matter. There were no tryouts and no one got cut. We all were equal no matter what our overall ability. Sports were an enjoyable competition between schools and were simply for fun. I remember playing on my elementary schools basketball team. My coach was the school science teacher and my teammates were my friends and classmates. Our practices would be right after school and we would only practice for one hour. I remember the practices as an extended gym class. We would just run around, laugh, have fun and learn a few plays. I do not ever recall a coach yelling at me when I made a mistake or made a bad play. I remember the coach saying, â€Å"that’s ok, shake it off, you’ll get it next time. † I never worried about being pulled from a game if I made a mistake. We all played our fair share. We played the game as a game, with an opportunity to learn skills, compete, increase confidence, and have fun, we were able to go with the flow, relax and play for the sake of playing. Even our parents back then would just sit and enjoy the game. They didn’t yell at us to run faster or play harder. They didn’t even yell at the referee for making a bad call. I remember my parents telling me before every game, â€Å"Have fun and do the best you can† and after the game no matter how I played they would say, â€Å"You played a great game†. They always asked me if I had a fun time playing. I always did. I didn’t remember the losses. I remember playing with my friends and laughing about how bad we played some days. It seems like in youth sports today, the emphasis is no longer on developing skills through competition, with others and with yourself, but on the win-loss record, points scored, etc. Youth sports are run by adults. Adults tend to focus on the wins. When an adult arrives at end of the game, as the kids come off the field or court, what are the first words out of their mouth? Its usually Who won? or Did you score any points, get any hits, etc.? The children, meanwhile, are talking about whose mom brings the biggest candy bars for snacks! If, we as adults, teach our kids to focus on the winning, scoring, and scholarships, rather than skill improvement and having fun than mistakes or losses are not seen as opportunities to learn, but as occasions of failure and are to be avoided at all cost. If children think only in terms of winning, the pressure is on. Over the years I have seen how the youth programs are turning. Burned-out teenage athletes, coach-parent conflicts and abusive parents are indicators of a deep and continuing problem in youth sports. Youth sports programs have become the focal point of many families. The increased interest in sports over the past two decades have promoted the increased promotion of these programs, as well as developed interest on the part of parents to encourage participation by their children. It is disturbing to look behind the facade and to realize that children participating in organized sports are often pressured; they feel the pressure to fit in; they worry that they will only fit in if they are athletically talented; they feel the pressure that they need to win, to please their parents and coaches. Children develop their sense of fair play and their perceptions of ethical behavior in part within the context of these programs. These programs can also make a significant impact on the development of a childs self- perception, self-esteem and emotional health. If the messages displayed by adults in reference to the sporting events have a decidedly negative tone, the impact of youth sports programs on the emotional development of children will not have positive outcomes. There are a number of factors that can impact the influences of organized youth sports programs on the participants, and studies have shown that the results of the full picture of youth sports is not always a positive one. Some of the influencing factors include: the participation of parents in youth sports programs, the suggestion by coaches, parents and observers that winning is more important than the game itself, and the nature of sports, that lends itself to competitive and aggressive behavior. It is difficult to develop a concrete perspective about the impacts of youth sports programs without considering these influences. A Child’s Perspective Many children simply want to participate in sports programs to have fun, have a recreational activity and work together with friends towards a common goal (Kohl and Nelson, 1990). It has been recognized that competition can foster mistrust between children, when winning serves to dismiss losers, creates envy of the winners and leads children away from the focus of the game (Kohn and Nelson, 1990). It is also clear that the pressure that parents place on their children to compete and win creates its own set of inherent psychological dilemmas. Pressure to play on an elite team is an issue that should really boil down to what your child wants. A parent needs to read the signs indicating that a child wants to be on an elite team. If a child needs prodding to get ready and go to practice, the child who consistently does not want to go may not be suited for an elite team. Sometimes, the kids who complain about doing things outside their comfort zone just need a little push to discover they enjoy whatever it is they are so adamantly opposed to doing. But, after a season of being on an elite team, it should be apparent whether or not the child wants to continue with the sport at a higher level. I always make it clear to my son that he can play whatever sport he wants and at whatever level he wants. In his fifth year of hockey, he decided that he didn’t want to continue to play travel hockey despite his obvious skill level and the prodding of several teams trying to convince him that he â€Å"needed† to continue or he would fall behind. We laughed about the coaches who had told him this. I asked, â€Å"fall behind in what? † I had never been a parent who thought my son was going to be a professional hockey player. My goal was to involve him in sports that he enjoys and that would allow him to grow and experience the life lessons that sports can teach. At that point he loved hockey, but just didn’t want to have it take up so much of his social time. The following year the travel hockey flame was rekindled and he was more enthusiastic than he had ever been about playing. He still loves the game, and despite the fact I really believed he may be able to play at a collegiate level if he really wants to put in the work, he plays for fun and most likely will play for the rest of his life. The bottom line is, a family should not be pressured into anything, especially when it comes to their children. Ultimately, our children should have the biggest say in what they want to be involved in and at what level. Children who have been pressured by their parents in youth sports activities often display increased amounts of anxiety along with an increased level of awareness about the importance of the game (Weider, 1993). In other words, one child may be able to perceive the game as simply a game, but another child, under increased pressure from his parents, may only be able to relate to the game in terms of the amount of pressure created. This difference in perceptions puts children against each other; the children most likely to succeed and win the game are those who are least prepared to deal with any other option. It creates a scary reality for those children who perceive that they are unbeatable, but also are beaten by another team. When childrens self perceptions are directly related to their ability to win, there is clearly evidence that their inabilities then feed their lowered self-perceptions (Kantrowitz, 1996). A Coach’s Perspective and Its Unintended Effects Coaches are also putting negative pressure on our young athletes and not even realizing it through their approach and attitude towards kids. A coach’s words may carry a different message to the child hearing them than to the coach who is saying them. It is easy for a coach to phrase things in ways that are a lot harsher then they intend. Here are a couple of phrases that tend to have a negative impact on a child: â€Å"what’s wrong with you today? † â€Å"Why can’t you play like your brother? † â€Å"How long have you been playing this sport? † â€Å"Did your dad teach you that? and the list goes on and on. Here is an example of how a coach making a comment to a young athlete has a negative impact. My nephew was in his first year of football. He was nine years old and small for his age. They only had a few games left. But at practice one night the coach grabbed my nephews face mask and said â€Å"is that the best you can do? † What had happened was he had missed a tackle. My nephew interpreted that saying as, â€Å"you’re too small, bigger kids would have made that tackle. † What the coach should have said was, â€Å"you need to move quicker to have an impact during the play. A Parent’s Perspective and Its Unintended Results How does a parent know when theyre over-doing it from the sidelines? One thing that has helped a lot of parents and coaches supporting athletes is an understanding of their roles. In fact theres a push by several national organizations to know your role. Youre an athlete, coach, official, or a fan pick one then support and respect the others. (Koehler, Your Kids Sports). There are some theorists who even believe that these youth sports programs that focus on winning or losing are dangerous (Leo, 1993). Children of parents who push them in sporting events often feel they cannot ever lose because of their parents’ expectations. This process of parental control and the childs self-perception can lead to humiliation and despair (Leo, 1993).? Here is an example of parental pressure on a young athlete to win. At one of my son’s youth hockey games I observed a father berating his son after a game. The boy had had a breakaway shot with only a few seconds left in a hockey game. The young athlete skated up to the net and fired a rocket of a shot. It was a really hard shot, and it barely missed the net. Needless to say the game was over and it ended in a tie. The father ran down to the ice and waited for his son to skate off to the locker room. As the boy came off the ice the father pulled him aside and started yelling at him in front of the other players and parents. The father continued to tell the boy how lousy of a player he was and that anyone else on the team would have made the shot. This went on for about three minutes, until the boy trying to hold back his tears slumbered into the locker room. This is a perfect example of the parent putting the pressure on his son to be better than he is capable of being and winning is everything. A Society’s Perspective Most of the current literature on children and sports develops around the theory that children are negatively impacted by the competitive nature of sports programs in conjunction with the influence of observers, coaches and parents. Little League, in particular, has been the focus of a number of studies into the impact of the program on the social and emotional development of the children involved. Though Little League has been touted as a sport focused on fun for children, the competition pushed on children by the parent’s expectations turns potentially healthy fun into competitive battles pitting friend against friend (Verdi, 1990). Though the basic premise of youth sports is to encourage the enjoyment of sports activities, the focus on winning has reshaped the program (Rosen, 1996). Team sports can also be a great experience. Kids get to improve their skills and feel that team spirit as they work together toward a common goal. If youve had a bad experience with a team, maybe its time to try a new sport or a new league. Some leagues and programs emphasize skill building over competition. Many of the programs developed encourage healthy levels of competitive and cooperative behavior, help children develop a sense of fair play, and help children find self-esteem by rewarding physical activities. Programs like Little League have been recognized as a stepping-stone in the development of major baseball players, as well as presidents and successful business people. The competitive nature of sports does not necessarily mean that children will develop unhealthy asocial competitive behaviors. Over the past 30 years, a basic outline of the rules of sports competition, even as they refer to youth sports programs, has been widely accepted by coaches, parents and sports supporters in general. These rules include basic precepts like: team matters more than the individual; achievement comes from preparation, not fun; control calm under pressure, and perseverance are the necessary to win the game; criticism is more valuable than praise (Rosen, 1996). With guidelines like these as the basics for youth sports, it is no wonder that parents and players have learned that the game is more significant than the process or lessons learned while playing. ? Many people believe that one of the most valuable lessons developed from youth sports is the development of a conceptualization of fair play, in a way that young children can perceive and apply. Though the basic definition of fair play suggests justice applied to interpersonal actions, it takes on a slightly different and more specific outline when considered in terms of youth sports programs (Covrig, 1996). Fair play has been described as a very lofty set of virtues, including things like: truthfulness, self-respect, consideration for others, self-control, courage, courtesy, as well as fairness (Covrig, 1996). With these virtues as the basis, one would be led to believe that any child participating in a youth program that claims a focus on fair play could do nothing but benefit from these programs. But one of the major discrepancies in youth sports exists in the difference between the message and the messenger. Though fair play is a major focus of the premise for youth sports, the individual who create, develop and coach these programs do not often embrace these virtues in practice (Covrig, 1996).? In the same respect, parents who hope to develop a sense of fair play in their children by encouraging their participation in sports frequently display behaviors that do not reflect the same virtues. The major problem with this situation is that parents often impose the expectations relative to adult competitive sports on their children, who have not yet learned to embrace the American idealization of winning (Martin, 1986). This transference of parental expectations onto their children can result in a number of damaging psychological problems, including: burnout, injury, and feelings of rejections, causing lowered self- esteem, when children cannot meet the expectations of their parents (Martin, 1986). With over a million children participating in a wide variety of programs, the success of youth athletics cannot be attributed only to the enthusiasm of parents. Children, too, must perceive benefits of the programs in order for retention levels to be as high as they are (Rumpf 1992). Children, who can compete fairly, congratulate the winners with sincerity and accept victory with grace benefit from the structure and the healthy competition created within these programs (Rumpf, 1992). The most significant problems occur not because of the structure of the games, the programs developed or the basic ideals behind youth sports programs. Instead, it is clear that the disastrous effects of youth sports programs come as a result of the interaction between children, parents and coaches (Rumpf, 1992). The literature studies supports the thesis that youth sports programs can negatively impact the development of children in respect to self-esteem, self-perceptions and emotional health, though it is also clear that the impact has a direct relationship to adult interactions. Though the programs developed often support fair play and healthy competitiveness, the expectations of parents, coaches and spectators often transform seemingly friendly games into competitive battles with little respect for teammates and other players. Children who can succeed within these programs do so with the help of coaches and parents who do not impose difficult, if not impossible expectations on their childrens participation. Examining Our Perspectives Yet at what price does success come? Out of 19,000 young athletes, about 356 children will get a scholarship. Out of all those kids, only four will go pro. † (Koehler, Your Kids Sports). We just love it. Its our social life. We just love sports. And whats not to love, after all, more youth leagues are catering to the elite athlete, where winning and rankings are top priority and championships and scholarships are all the talk. I understand wanting your child to do well. College is expensive and it might seem like a full tuition sports scholarship is the way to go. However, there is a psychological price that the young athlete may pay. In order to realize the most benefits from these programs, parents must recognize the impact of their personal expectations on their childrens emotional stability. There is way too much pressure today on children. I think most parents who involve their children in several activities have forgotten how great it was to sit outside during a summer day and read a book or just daydream. Someday when these children are adults, they are not going to know how to use their imaginations, occupy themselves in a constructive manner, or just how to have fun. Are we teaching our children at a young age how to have a nervous breakdown? What happened to just playing a sport for fun? I remember when I was a kid, after school or during the summer. I would just walk out the back door, grab a baseball bat or a hockey stick and I headed out to the street or to the neighborhood park to find my brothers or other kids from the neighborhood to play with. We played for hours with no uniforms, no refs, no parents on the sidelines. Sure, I wanted to win. We all did. But if we didn’t it wasn’t the end of the world. The pressure to succeed in sports today is taking the fun out of the sport by making it all about winning.

Education In The Early Soviet Union Essay Example for Free

Education In The Early Soviet Union Essay The early 20th century was a time of change for many parts of the world; advances in all areas of technology and changing mindsets made a huge difference in the way that human civilization progressed. One significant example of this was the overthrow of Czarist Russia and the establishment of the Soviet Union . While far from a revolution in freedom, the Soviet Union was revolutionary in many ways that are still worthy of discussion. With this in mind, this paper will present an account of the historical period of the Early Soviet Union and of the impact of education on that period. EDUCATION EVOLVES WITH THE BIRTH OF THE SOVIET UNION An understanding of the birth of the Soviet Union, as well as its educational system, requires first an overview of the political and educational system which preceded it. Russia, under control of the Czars, was a land of great darkness- politically, economically and educationally. For the Czars, the rule of law was intended to keep the masses as oppressed as possible; there were limited job opportunities, leading to widespread famine, poverty and deprivation from all vantage points. In many ways, these factors can be directly linked to a lack of available education for the masses , and vice versa. The insistence of the government in place to keep the populous ignorant and ill-educated kept the collective skill set of the people at a bare minimum, relegating them to menial jobs for low pay. Even with the oppressive taxation imposed by the Czars, there was little money available to support decent education, even if the Czars wanted to have such institutions in place. At any rate, the change of education definitely came with the change from Czarist rule to the establishment of the Soviet state. With the 1917 Russian Revolution, not only were the people shifted from the essentially dictatorial system of government they had known before to one that was largely driven by Socialism , a system which relied on the sheer power of the people to provide the muscle needed to power the factories, build the roads, and brandish the weapons that would keep the state economically viable, physically strong, and able to meet the challenges of enemies foreign or domestic. A key to this power, it was immediately discovered, would in fact come from the education of the common people. Previously, the upper classes were guaranteed education through private means, as they had the ability to pay for such instruction, but there existed an entire class of people for whom the books of knowledge had essentially been sealed shut for generations upon generations. To ensure that education would be delivered to towns large and small across the Soviet Union, from the earliest days of the Revolution, boards of education were established in each of the republics which comprised the Soviet Union. In this way, education could likewise be customized for the needs of any particular locality. This should not give the impression, however, that education was autonomous in each of the republics, or that there was no agenda behind education. As much as education aimed to teach marketable and practical skills to the average Soviet, it was also designed to indoctrinate impressionable minds about the superiority of the Soviet governmental systems, ideologies, and theories, for it was the compliance of the people that would allow the Soviet Union to grow to dominance over a period of several decades. A MISSING ELEMENT FROM SOVIET EDUCATION From the very beginning of the Soviet Union, its educational system and political ideology were unavoidably entwined. One of the key tenets of the Soviet philosophy, which was consequently built in to the educational system is the entire lack of a spiritual element, as Soviet leaders subscribed to the assertions of Dostoevsky that without having to wrestle with the idea of the existence of God, the mind is thereby free to imagine that anything is possible, as many of the moral dilemmas which complicate decision making are effectively erased. CONCLUSION In conclusion, what can be seen in the parallel development of the Soviet Union as a state and its accompanying educational system is the introduction of political ideology and practical instruction, both with the collective goal of advancing the state. This worked for decades and brought the Soviet Union to the status of world superpower in a remarkably short time. Therefore, in conclusion, what can best be said about education and the early history of Soviet Union is that they were inexorably linked, and each enhanced the other. REFERENCES Daniel, Wallace. 1996. Religion, Science, Russia: An Interview with Boris Raushenbakh. The Christian Century, 28 February, 232+. Dundua, Shalva. 2003. The Legacy of the Soviet Education System and Attempts to Introduce New Methodologies of Teaching in Georgia. Childhood Education 79, no. 6: 347+. Nearing, Scott. 1926. Education in Soviet Russia. New York: International Publishers. Zlobin, Nikolai. 1996. Things Fall Apart. World Affairs 158, no. 3: 148-155.

Cultural Identities in China

Cultural Identities in China One of the oldest continuous civilizations in history and the dominant cultural center of East Asia is China, where the place full with flourishing philosophical, political, economic, artistic and scientific traditions. Moreover, China has opened up an intense cultural identity as a widespread civilization. In the last century, China has been struggled on the challenge of smiting a brand new identity in the world of nation-states and re-determines its cultural values in a modern world. The tension between tradition and modernity of Chinese has been turning to Confucius for possible ways to a latter-day social illness that related with commercialization and sudden economic growth inevitably spotlights by China. Chineses are subject to change their conservation and traditional values. In spite of their persuasiveness and persistence, the major Confucian orientations do not give any rise to a rigid, conform and closed system. China generates imperfect harmony but progress problematic. The increase of new modus of social organization and activities implied the new understanding on many of the traditional beliefs and organizational precondition. Overall, cultures will often adapt into their core elements appropriately. Now, the increase of a consumer society has defiance many of the Confucians philosophies. The emergence of a rich consumer class and the increase of prevalent culture has usher in a set of values constantly related with the concept of modern. Industrialization, urbanization, bureaucratization, democratization, universal education, mass-consumption and fast communication celebrates modernity. These ideas have been recruiting into latest Chinese society and become part of the Chinese cultural identity. Hence, Chinese cultural identity consist both traditional modernity. Any traditions must be comprehended as a chosen version of the former filtered from the desires, experience and current concerns. In the early of 20th Century, Chinas modernization project has left an imprint in the values of Chinese culture. Cultural identity in a specific filmic signification can help to lighten the problem of cultural identity have been claims through empirical. The main issue is not certainly attributable to the films Chinese identity, if this matter exists in most developing countries. Chinese characteristics and Chinese identity was actually brings up by the latter Chinese film where grounds the problem on a concrete Chinese soil. The classical Confucian principles were frowned upon the side of human desire and activities which related to money. An identity that has struggled to balance between tradition and modernity in the contest between Confucian moral tradition and mainland Chineses newly-discovered economic freedom in a post socialist society are captures well the indistinct and uneasy cultural identity of contemporary China. The diverse ideas are contend with one another for interpretative legitimacy is known as the subjective process to evaluate the cultural identity in a cinematic text. The exercise of identity identification will involves the allocation of special set of significances and the overture to involve or avoid the capacity diffusion of other significances. Chinas Enculturation Process According to A. Scott Moreau, enculturation can be seen as the learning of a culture through growing up in it. Enculturation is the process that begins from the moment of birth in which cultural rules and pathways, values and dreams, and pattern and regulations of life are set on from one generation to the next. People who live with their own culture will become enculturated as if they internalize their cultural pattern. There were clearly states that every human are born without culture. The cultural will exist as if the children have go through the enculturation process, because the children has internalized or drawn the environment of culture. Thus, the enculturation process will happen without any realization by the children. The children will learn and form their own self according to their own cultural, which this is another process of enculturation known as the active self-conscious process. Moreover, enculturation involves and brings up the indigenization. Christians enculturation believe that Chinese culture actually includes in the leadership and the incarnation of the Church among the circumstances of current social realities, whereby it indicated facing the political situation creatively in a brand new cultural setting. The Chinese once fit by the outliers, they can start to combine Chinese cultures, values, ideals, teachings and orientation of the gospel and church tradition. Chinas Assimilation Process The continuous of dynasties facilitated Chinas boundary firmly southward and the empire was stranded frequently by aggressions and migrations of northern savage. These people were recruited into Chinese culture through a process of assimilation and it was not irregular for the empire to be excluded by a dynasty of non-Chinese origin. Similarly, people who are out from the religion of Buddhism was adjusted and assimilated to Chinese traditions. In the Roman and other empires, assimilation was very less intensive. The cohesiveness and longevity of Chinese Empire are most important condition as the development of the Chinese bureaucracy and the creeping influence of its Confucian ideology everywhere in Chinese society. Confucianism, was originated as it was in the old Chinese traditions, learned from academies and trained in Chinese families, and finally increased by its own positions as the core disciplines of the civil service examinations, penetrated in Chinese society at all standards and shaped the cement that retained it together, during periods of political decomposition or the adjudication dynasty lost the Mandate of Heaven. Chinese culture, especially Confucianism was proved intensely that it radically penetrated in Vietnam, which China predominant for many centuries. Even surrounding countries such as Korea, where Korea was under Chinese predominant for only short time, as well as Japan, which was never be one of the Chinese Empire. In order to enrich their own societies in Chinese culture and institutions voluntarily, the predominant elites of these countries must be part adopted or adjusted in Chinese culture, even as if they against the Chinese political control. For the new era of East Asia today, this cultural legacy has proven and it will continued to be even more lasting than the previous empire that generates it.

Euripides Medea Essay example -- Medea Euripides Essays

Euripides' Medea Medea is the tragic tale of a woman scorned. It was written in 431 B.C. by the Greek playwright, Euripides. Eruipides was the first Greek poet to suffer the fate of so many of the great modern writers: rejected by most of his contemporaries (he rarely won first prize and was the favorite target for the scurrilous humor of the comic poets), he was universally admired and revered by the Greeks of the centuries that followed his death('Norton Anthology';). Euripides showed his interest in psychology in his many understanding portraits of women ('World Book';). Euripides choice of women support characters such as the nurse and the chorus is imperative to the magnification of Medea's emotions. The very fact that the nurse and chorus are female deepens Medea's sadness, impassions her anger, and makes the crime of killing her own children all the more heinous.   Ã‚  Ã‚  Ã‚  Ã‚  Medea's state of mind in the beginning of the play is that of hopelessness and self pity. Medea is both woman and foreigner; that is to say, in terms of the audience's prejudice and practice she is a representative of the two free born groups in Athenian society that had almost no rights at all ('Norton Anthology'; 739). Euripides could not have chosen a more downtrodden role for Medea. Here is this woman who has stood by her man through thick and thin. She has turned her back on her family and killed her own brother while helping Jason capture the Golden Fleece. 'Oh my father! Oh, my country! In what dishonor I left you, killing my own brother for it.'; (Medea 164-165) Despite all of her devotion to her husband he has fallen in love with someone new, Glauke. The Nurse and the Chorus understand and sympathize with Medea as only other women could. Euripides develops the heart of Medea's character by the sympathetical approach of the Nurse. '...calling out on her father's name, And her land, and her home betrayed when she came away with A man who now is determined to dishonor her. Poor creature, she has discovered by her sufferings What it means to one not to have lost one's own country.'; (Medea 31-35) The Chorus are sympathetic to Medea's heartache also, and offer a more simple and acceptable approach to help Medea deal with her troubles.  Ã‚  Ã‚  Ã‚  Ã‚   'Suppose your man gives honor To another woman's bed. It often happens. Don't be hurt.  Ã‚  ... ...And when I have ruined the whole of Jason's house, I shall leave the land and flee from the murder of my Dear children, and I shall have done a dreadful deed.'; (Medea 775-780) The killing of Glauke and Kreon loses significance with the Chorus who are dreadfully anticipating the harm of Medea's children. Euripides uses a female chorus to signify the atrocity of a mother killing her own children. The Chorus no longer sympathizes with Medea, yet still blames Jason for the events which have taken place. 'You too, O wretched bridegroom, making your match with kings, You do not see that you bring Destruction on your children...';(Medea 964-966)   Ã‚  Ã‚  Ã‚  Ã‚  Euripides role of female characters to sympathize with Medeas heartache in the beginning, and magnify the unscrupulous murder of her children in the end is brilliant. The reason for the female support is evident. If the Nurse or Chorus had been a male servant or a mixed crowd in society the plot of the play would have been lost. Medea is a woman suffering from a broken heart, and it seems only fair that she be given sympathy and judgment from peers who can relate. Hell hath no fury like that of a woman scorned!

Yamaha YZF R6 :: essays research papers

Some people may define this disease as a â€Å"need for speed†; the adrenaline shock which pulls you closer to it like magnets attracting and forcing you nearer. A secret obsession sparked on and revved up. Redlining the velocity of your heart burning out through each sufferer’s eyes set gazing at the perfect motorcycle a Yamaha R6. When you first look at the bike you immediately picture yourself on it. The coolness factor skyrockets. Bent towards you are the handlebars and at either end silver shiny levers on top of the warm fitted handles. A perfect fit for anyone’s anxious hands. You’ll probably catch a glimpse of yourself as a shimmering, twinkling eyes is seen in the rearview mirrors just behind the windshield. It’s small, sleek and swoops to the back of the bike. Below are housed crisp headlights; halogen beams casting daylight in front. A whirlwind of wheels with dipped chrome rims hold the bike and its counterparts. Flat smooth tred is wrapped around them eight inches in width. A concave padded seat spills latex liner over the entire top of the motorcycle. This leads to the back brake lamp that drops off at a point. All over, stickers sport Yamaha, YZF and R6 modesty aside. Plastics cover the intricacy of the engine, with thick, smooth fittings. Vents are sliced into the plastics bel ow the bulging gas tank following the indents for knees to hug each side of the motorcycle snuggly. On the bottom left side of the bike you will find the gear pedal, the foot brake opposing. These stick out like thorns, gouging the rubber of your shoes stuck stiffly to their surface. Popin’ off the engine invokes your nostrils with a warm mixture of oil and gas. A mild head rush to increase the already trembling presence of power. Generously flood the carburetor with fuel to burn a musty whiff out the wobbling muffler rumbling thunderously. A clean idle pants softly gurgling within. Inside your helmet heavy breath fills, humidifying and raising your body temperature. Open the visor to feel the rush of cool oxygen streaming around your face. The longer your mounted above the motorcycle the warmer the insides of your legs become. Reverse sensations occur whether stationary or in motion. When stood still the heat becoming of the engine intensifies letting the mild breeze cool the exposed skin. While in motion the chilly air greets you leaving the motorcycle to warm you up.

Ðrama work centered on a mystery bag

This section of our drama work centred on a mystery bag, we made various scenes and sketches about it, this acted as preparation for our final piece. Our first lessons work with the bag was brainstorming its possible owners, uses and just using imagination to create some sense of mystery about the bag. When then, in subsequent lessons had to create short plays about possible owners and uses of the bag, and also how it had come to different people. Among these one of the plays I performed was of a lawyer, losing the bag containing all of his important papers etc, for this short scene we had to find and bring in a piece of music to accompany it. Another thing we did that incorporated the bag was a set of five still images depicting an action scene that focused on the bag, for this we also used music to help create a certain atmosphere. All of this work was groundwork for our final piece, our guidelines were as follows: Make a five – ten minute play about the bag that incorporates a piece of music and one or more drama conventions. In planning our play we brainstormed and developed different ideas, and then picked the one we thought that we could act out best and the one that could be developed most. The idea that we chose was one that had already been discussed in class, but not been looked into any real detail. Here is a brief description of our play: Beginning: A museum with a guide showing visitors around the old artefacts and treasures, they come across the old wreckage of the Isabella II ship, the guide tells of how the ship sunk, they then move to watch a short video of how this happened. Middle: We act out the video of how the ship didn't sink accidentally, and how really the ships captain and his conspirators sank it on purpose in order to gain the insurance money. Ending: We come back to the museum and the guide finishes things off by showing the visitors the captain's bag that carried the plans and blueprints. We soon came across a problem in making our play; we only had three people in our group but over 10 characters (some only extras). We managed to overcome this by using different props and costume to distinguish between the people. Another setback that we came to in making our play was trying to act out being on a ship etc without having a great deal of furniture etc with which to make our set. I think that our final performance went quite well, our only problem was improvising with being on a stage, we hadn't practised like that, so we had to adapt, but other then that it went well. The audience seemed to think that it was ok, no one boo-ed and we got clapped at the end. I think its possible that if we did the play again then we could improve it; spacial awareness and positioning could have been better, but other then that I think our play was good. All in all I think that our performance was done to an adequate level and I was quite happy with it.

The House on Mango Street Writing Project

Male/Female gender roles (Minerva, Sally, Rafaela, Mamacita, Linoleum Roses) The House on Mango Street Writing Project The book called House on Mango street is about a little girl that grows up in a poor naeberhood that is full of crime and violence. I think that having a male gender in the place they lived would have coused a different life steil for the family. They probley would have had a little less things to worry about with a boy instead of a girl. But if they had a girl they would be able to go places without being hereased about not being in a gang or something like that. I would much rather be a boy If I lived there than a girl. I would like be a boy because I would be able to protect my self if and harm came my way. I would be able to stand up for my family and be able to say weather or not I would like someone doing that or not. I would also be able to stand up and say what is right and what is wrong. I would be able to go and stand up for what is right and not have to live in little houses. There are some advandtaves to being a girl where they lived. Some of those advantaves would be the house cook. There are some more advantages like getting there GED and going to college. So they can get a good job and soport there family. They would get to gether so they can rebeald the place they lived in. So the kids there would have much beter homes that they had growing up. She would also buy the kids there a bank account so they can get started to saveing some money to go to college like she did.

Students Absenteeism

INTRODUCTION Absenteeism, according to Merriam- Webster dictionary means chronic absence. In the context of the school it is the habitual or intentional failure from going to school. It cannot be denied that every now and then, students may miss some school activities and lessons. But it becomes a problem if the student will be away from school for many days. Chronic absentee students are placed at a disadvantage both socially and academically. They miss out on critical stages of social interaction and development with their peers and at the same time impacts negatively on their academic progress.This can result to low self-esteem, social isolation, and dissatisfaction that could well have precipitated non-attendance in the first place. School absenteeism is an alarming problem for administrators, teachers, parents, and the society in general, as well as for the pupils in particular. Unaccepted absence has a negative effect on peer relationship which could cause absence. Also, prolon ged absence can have deleterious effects for the child in later life. Students who are absent from the school are at the risk of dropping out of school early.Absenteeism also affects the teacher’s ability present class work in sequential and organized way. This can have an effect on the progress of all the students attending the class. One way of addressing this problem is to identify the causes why students become truant from school. Once they are singled out, understood and analyzed, specific actions and measures can be undertaken. This will eventually redound to the better performance of the students, teachers, and the school in general. II. Background of the study Jason Caringal is a student who belongs to heteroclass.He is already third year and he is not a shy type and silent student. He tends to sleep when he wants, and commit absences without informing his teachers. He have been absent two days in a week and though he will come to school he seldom participate in schoo l activities. III. Review of Related Literature A child or student’s interest is the most basic element that makes a group learning system work in an organize way. From the head to the base members of this organization, the condition of one may affect the others.This kind of educational system is comparable to a series light connection where in the state of one greatly affect the others. Population and percentage within that population which causes negative feedbacks can be primary reason of a poor product. The group or classroom type of organized way of learning has given that impact to the community being the commonly used system. Its effectiveness has been proven and has never been out of fashion. The relationship between the student’s physical presence on the class discussions and their learning performance are greatly relative.Class participation is just one way of measuring a child’s learning ability. In a class, the teacher-student relationship is one of the most fundamental units in student’s learning. When a student misses a day of school he/she must have lost the chance to hear others, interpret and analyzing the lessons or joins the interaction within the class. This lost is being rooted to two different courses and varying factors under these courses. The inquiry might be a family situation or an individual problem. Then, under these courses are the factors that contribute to a child’s regular truancy.These may be finance concerns, disability, psychotic imbalance, poor school climate, family health, transportation problems, drug and alcohol use, and differing community attitude towards education, (Savers, D. et al, 2005). Absenteeism in one angle view point is one of the most common causes of degrading performances of the students. Especially to those who are included in the advance intelligence curriculum, absenteeism causes a great lose and may result to giving up an aimed position. It can also cause social repl etion especially when a class is composed of a great number of students.This habit causes a dilemma to the school administration when big figures are involve and may decrease the school’s performance. On the other hand, contamination of sickness and disease can be avoidable because of the absences of a person (Marburger, D. ,2001) A student’s attendance may be the grounds of the results of his or her learning performance. School administration and faculty may also affect the absenteeism rate of their student, and so as the population of those who practice absenteeism affect the administration and the school itself.Absenteeism in students affects their school performances especially when they are in a group or teamwork for their assignments and projects. Since grouping will help develops the students’ cooperative and ability to share and gain knowledge from their group mates will also miss the opportunity of gaining knowledge from the absent student (Koppernhaver , 2003). According to Schmidt in 1983, absenteesm affects the students’ ability to get high scores in examinations which can cause the decreasing of grades or the student may fail and will cause him/her to repeat the same year level.Students who have spent time attending lectures or classes have a significant, positive effect on students’ performance. Students that participated exhibited higher grades and scores in examinations of the student. Marburger states tat the difficulty inferring the effect of absenteeism on performance because, once a student is absent in a class, he or she may miss the opportunity of learning other techniques. He found out that missing in class progresses the likelihood of missing examination material covered that day compared to the students who were present in the class (2001).It indicates that persistent absentees at an inner-city school in South Wales had significantly lower self concept self-esteem, more deprived socioeconomic backgroun ds, lower intelligence level, and more educational problems to control groups. Suggest that remedial measures for absenteeism should focus on raising self-concepts and changing attitudes toward school (Reid K. , 1982). Absenteeism is the most significant factor to affect the functioning of assembly lines in the development of the School Administration.Those high level of absenteeism have negative repression colleges’ effect to the production of quality levels of well trained students because of work specialization. The analysis of hundred absentees reveals hundred of instances of negative effect of building well discipline students for the future. In contrast to the empirical evidence it confirms that absenteeism produce higher level of problems, that value specialization among student has been significant reduced in the students’ achievements (Mateo R, 1998). Here are some causes of absenteeism . Lack of Subject Interest 2. Lack of Personal Interest in studies. 3. Ava ilable opportunities for entertainment like malls, movie halls etc. 4. The mental capacity of a students does not matches with the the course opted. 5. Too much Pamperness from family. 6. The poor teaching skills of a teacher also keep away student from the school. 7. Lack of confidence 8. Ragging also cause absenteeism 9. Lack of allied activities also causes absenteeism like no sports program, no fresher’s or farewell parties ,no annual day celebration etc. 10.Poor food of canteen may also be consider as one of the reason for absenteeism. 11. Poor infrastructure facility in school such as no place in a library to sit is also one of the reason of absenteeism. 12 Excess of homework and sometimes fear from examination keep away students from school/college. 13 Preparation for the participation in TV shows in dance musical or acting,G. K. contest programs also increase the percentage of absenteeism. 14. Preparation for examination causes absenteeism. 15. If school or college is far off the percentage of absenteeism may increase. 16.Over expectation of parents also deteriorate the attendance of a student when s/he is unable to cope with parent nature of making comparison among their own children of with the friends of their child. 17. Too much socialization causes absenteeism. It mostly happens during teen age and college when the students forms a group to freak out . 18. Inferiority complex within student causes absenteeism. V. Solutions made by the Teacher to remedy the cause of the problem A. Counselling approaches As a subject teacherer I talk to him and gave some advices in regards with his attitudes.I explained to him that it is not good to be always absent because it will affect his performance. It will be very hard for him to cope up with different activities. B. Parental involvement programs Parents know everything that happened to their child, with this as a solution I seek an advice from our guidance and from my CT. I shared that there is a need to talk with the parents of the child. I told to my student who is related to him that I’m going to talk with his guardians, and if they can able to visit the schools during their free time.During the visitation we talk the problem of his son, it became clear to us real reason of his always being absent and I asked also for their help in order to minimize his absenteeism. C. Student – Centered Agreements My student and I made an agreement, that though he made absences he should make sure that he will complete all the outputs and requirements upon submission in order for him not to be late an all his task or responsibilities. We also agreed that he will not commit absences unless he cannot carry himself in school. VI. Results or FindingsAfter adopting several solutions, I came up with this result. Student’s attendance is always affected by the health condition. Once the student is not feeling well the tendency of it is to absent on their class. If the teacher di d not give any concern with the problem of the student, definitely the performance of the student will fail. Otherwise if the parents did not coordinate to the school in regards with their son, problem may really occur. VII. Recommendations Having the basis from the findings the researchers offer the following recommendations that can be taken into considerations: . The school administration with the parents of the concerned students must conduct and effective conference dialogue with the help of findings of the study. 2. Solutions to the different areas of difficulty due to absenteeism can be taken action by individuals in their respective fields. 3. Orientation and briefing on these students might be conducted to all least they would commit to absenteeism with the help of the study. 4. Removing Sickness Parents, teachers, can control sickness by emphasizing upon school students to maintain a high standard of cleanliness and health.Physical check up must be carried out as programme . These measures will not only check the absences but will improve the overall health of the school pupils. BIBLIOGRAPHY Internet Resources http: /Q/What_are_the_causes_of_absenteeism_of_students http://www. merriam-webster. com/dictionary/absenteeism http://www. studymode. com/essays/Absenteeism-3-898789. html ACTION RESEARCH IN SOCIAL DIMENSION Submitted by: Kimberly Mae D. Rosales Jethro H. Salvan Sharmaine D. Fiedalan Angeli Rose E. Robles Shenalyn I. Ilagan Rolando L. Tampucao (ENGLISH MAJORS)

What Are the Psychological Explanations for Why People Commit Terrorist Acts and Up to What Extent Do They Explain These People’s Behaviour.

What are the psychological explanations for why people commit terrorist acts and up to what extent do they explain these people’s behaviour. Miller (2006) states that the word terrorism derives from the Latin word terrere which means to frighten. Merari and Friedman (see Victoroff 2005, p. 3) claim that terrorism existed even before recorded history. This is echoed by Miller’s (2006) claim that terrorism is as old as civilization and has existed since people discovered that they could influence the majority by targeting a few people. Schmid (see Victoroff 2005 p. ) has collected 109 definitions of terrorism and this suggests that it is a very broad topic and extremely hard to define. Two examples of relatively recent acts of terrorism are the Oklahoma City bombings in 1995 and the terrorist attacks upon the United States in 2001. This essay examines some of the psychological explanations as to why people commit such acts of terror and attempts to integrate some of these explanations in order to achieve a greater understanding. One possible explanation of why people commit terrorist acts can be seen in the pathological theory of terrorism. Bongar at el. (2007) claim that it is a common suggestion that terrorists must be insane or psychopathologcal; this is the basis of the psychopathological theory of terrorism. However Rasch (see Victoroff 2005 p. 12) looked at 11 terrorist suspects and also looked at a Federal Police study of 40 people wanted as terrorists and found nothing to suggest that any of them were mentally ill. Bongar et al (2007) observed that interviews with terrorists hardly ever find any disorder listed in the diagnostic and statistical manual of mental disorders. This is supported by the work of the criminologist Franco Ferracuti (1982) who said that although terrorist groups are sometimes led by insane individuals, and a few terrorist acts maybe committed by insane individuals, ,most people who commit terrorist acts hardly ever meet psychiatric criteria for insanity. Victoroff (2005) makes the point that very little research supporting the psychopathological model uses comprehensive psychiatric examination. Whilst the psychopathological model may explain the behaviour of a few people who commit terrorist acts it does not explain the behaviour of most people who commit terrorist acts. Psychoanalysis is based on the idea that we are largely driven by unconscious motives and impulses (Victoroff 2005; Borum 2004). It has been used to try and explain the behaviour of people who commit terrorist acts and has many variants but two notions seem to underpin all of them; the first is that people who commit terrorist acts are motivated by a hostility towards their parents and that these motives are mainly unconscious, the second is that terrorism is the result of cruelty and maltreatment in childhood (Borum 2004). A theory which uses the psychoanalytical approach is the Narcissism theory. John Crayton and Richard Pearlstein (see Victoroff 2005, p. 23) have used Kohut’s self psychology to explain the process that drives young people to commit terrorist acts. Heniz Kohut’s (see Victoroff 2005, p. 23) concept of self psychology is a variation of Freud’s ego psychology. Kohut (see Victoroff 2005, p. 23) claims that infants have certain needs which need to be met in order for their caring responses to develop normally and that if they do not receive maternal empathy it damages their self image. Kohut (see Victoroff 2005, p. 23) called this damage narcissistic injury and said that it prevents the development of adult morality and identity. In his work Crayton (see Victoroff 2005. p. 23) suggests that political experience such as humiliation of subordination might rekindle narcissistic injury caused in childhood in adults. He suggested that this may result in an exalted sense of self or the rejection of one’s individual identity in order to unite with someone or something which represents omnipotence (see Victoroff 2005, p. 23; Borum 2004, p. 19). Crayton suggested (see Victoroff 2005, p. 23) that an exaltation of self is the origin for leaders of terrorist groups/activities and that the rejection of one’s individual identity is the origin of the followers of such leaders. Akhtar (see Borum 2004 p. 19) based his work on the Narcissism theory and claimed that people who commit terrorist acts are deeply traumatised as children, and often suffer abuse and humiliation. According to Akhtar (see Borum 2004, p. 19) this leaves them feeling an enormous amount of fear and vulnerability. Crayton (see Victoroff 2005 p. 3) claims that this fear and vulnerability become intolerable to the extent that it is expressed through narcissistic rage; narcissistic rage is actually rage against the damaged self but is projected onto other targets as if they were the reason for the intolerable feelings. The work of both Hubbard and el Surraj (see Victoroff 2005 p. 24) supports the narcissistic theory; they found that terrorists are usually not aggressive psychopaths but are often timid, emotionally damaged young people who might have suffered parental rejection and therefore not developed their own adult identities fully. They are often looking for meaning and relationships. The narcissism theory tries to explain why people commit terrorist acts in terms of an identity deficit/narcissistic injury which is expressed through narcissistic rage. Pearlstein (see Borum 2004 p. 19) identifies the narcissism theory as the most comprehensive theory of the individual logic of those who commit terrorist acts. However Victoroff (2005) claims that although the ideas within the narcissism theory are plausible there is very little scientific evidence supporting the theory. Bandura’s social learning theory suggests that violence occurs through observation and imitation of behaviour (see Victoroff 2005, p. 18). Whether or not aggressive behaviour is imitated depends on what consequences of the behaviour are observed when other people carry out the behaviour (see Borum 2004, p. 13). Learning through observation of other peoples’ actions and through the consequences of their actions is called vicarious learning (see Borum 2004, p. 13). Oots and Wiegele (1985) make the point that if aggression can be viewed as a learned behaviour, then terrorism, which is a type of aggressive behaviour, can also be viewed as a learned behaviour. Victoroff (2005) gives an example of how the social learning theory might explain the behaviour of people who commit terrorist acts; he says that adolescents who live in areas of political conflict may witness terrorist behaviours and seek to imitate them or that they may see the way that people in their culture react to such terrorist behaviours and learn through these. The latter is an example of vicarious learning; if certain behaviours get a positive reaction then people are more likely to imitate them. Crenshaw (see Victoroff 2005, p. 18) gives the example of the martyr posters which are displayed in the Shi’a regions of Lebanon and Palestinian refugee camps; this example illustrates how vicarious learning might explain the behaviour of people who commit terrorist acts. Positive reactions to terrorist behaviours from the people of a culture may influence others in that culture to commit terrorist acts. The social learning theory fails to explain why only a minority of people who witness terrorist behaviours and see these behaviours being glorified by their culture become people who commit terrorist acts (Victoroff, 2005). The behaviours of people who commit terrorist acts can be explained to a certain extent by the pathological model, the narcissism model and the social learning theory. The pathological model explains their behaviour in terms of psychopathology, the narcissism model explains their behaviour in terms of narcissistic injury and an exaltation of self or rejection of individual identity, the social learning theory explains their behaviour in terms of observation, imitation and vicarious learning. None of the models fully succeed in explaining why only a minority of people who suffer from psychopathology, narcissistic personality traits or live in areas of political conflict become people who commit terrorist acts. The pathological model, the narcissism model, and the social learning theory may provide a better explanation of why people commit terrorist acts if they are combined; For example if someone is pathologically insane, has had a distressful childhood and is also surrounded by political conflict, it seems more likely that they may commit terrorists acts. On the other hand if someone is pathologically insane, has had a relatively stable childhood, and isn’t surrounded by political conflict, it seems less likely that they may commit terrorist acts. The three explanations for the behaviour of people who commit terrorist acts, which are discussed in this essay are not the only psychological explanations available. There are also cognitive and biological explanations for such behaviour which if integrated with the three explanations discussed in this essay would provide an even greater understanding of why people commit terrorist acts. References Bongar, B. M. , et al. , 2007. Psychology of terrorism. USA: Oxford University Press. Borum, R. , 2004. Psychology of terrorism. Tampa: Univeristy of South Florida. Ferracuti, F. , 1982. Asociopsychiatric interpretation of terrorism. Annals of the American Academy of Political and Social Science, 463, 29-40. Miller, L. , 2006. The Terrorist Mind: I. A Psychological and Political Analysis. International Journal of Offender Therapy and Comparative Criminology, 50 (2), 121-138. Oots, K. L. , and Wiegele, T. C. , 1985. Terrorist and Victim: Psychiatric and Physiological Approaches. Terrorism: An International Journal, 8(1), 1-32. Victoroff, J. , 2005. The Mind of the Terrorsit: A Review and Critique of Psychological Approaches. Journal of Conflict Resolution, 49(1), 3-42.

Agricultural mechanics

Agricultural mechanics â€Å"Agricultural mechanics are responsible for fixing tractors, combines and other farming implements. Often, mechanics use specialized skills and experience to locate and diagnose the machine’s problem and then generate a cost-effective solution. In this endeavor, agricultural mechanics may use computer-aided systems to help troubleshoot and even repair the faulty part or parts. This position might include tasks ranging from working on an engine’s electrical system or carburetor to welding cracked pipe fittings. Job Duties These types of mechanics are responsible for a variety of tasks associated with the repair and maintenance of farming equipment.Generally, agriculture mechanics use tools to diagnose and then fix problems in a machine’s systems. This step-by-step process may involve replacement of parts or upgrading of outdated components. In some instances, only a calibration or installation is required, such as equipping a chain to a chainsaw or calibrating a fertilizer dispensing system. Job Requirements Education There are a few requirements for prospective agricultural mechanics entering the industry. Educationally, only a high school diploma is required for the majority of positions. Students should take physics, mathematics, and car repair courses while in high school to help facilitate transitioning into a job environment. Some high schools even offer cooperative education courses for gaining on-the-job experience.A few positions that work with heavy machinery, such as tractors and combines, may require completion of a college program. These technical programs vary depending on what type of machine or component is involved. Automotive courses in diesel engine repair and heavy equipment systems are possible appropriate post-secondary paths for agricultural mechanics. Work Experience Some employers require a mechanic to have some repair experience under their belt before applying. Some high schools and technical colleges provide hands-on work experience for inexperienced students. In other instances, employers hire unskilled mechanics and make them work on menial tasks at first, then gradually move them into to more labor-intensive positions. Salary Info and Job Outlook According to the U.S. Bureau of Labor Statistics, the employment of farm equipment mechanics and service technicians is expected to grow by 7% from 2014-2024, which is about average for all occupations. The BLS also reported the median annual salary for this career field as $37,050 in May 2015. Agricultural maintenance technicians need to have an understanding of mechanics and heavy machinery in order to perform their duties. A high school diploma is sufficient for employment in most cases; however, jobs that involve work with heavy machinery might only be open to applicants who’ve completed a formal college training program. On-the-job training is the most common form of technical training agricultural maintenance technicians receive.†

Technology and Nursing Practice Essay Example | Topics and Well Written Essays - 2000 words

Technology and Nursing Practice - Essay Example ern definitions of nursing define it as a science and an art that focuses on promoting quality of life as defined by persons and families, throughout their life experiences from birth to care at the end of life (Wikipedia, 2006). As technology is playing a major role in all emerging fields, nursing is also growing in terms of technology. It is quite evident that the use of computer and information technologies in the health care increase at a faster rate and this is in turn going to improve the nursing practice and patient education. These technologies have also entered the teaching practices of Nursing. Modern teaching approaches with new technology-based teaching and learning assignments will increase student attainment, including retention, motivation, and class participation; improve learning and significant thinking, provide instructional reliability, and augment clinical education. Moreover, it will create nursing curricula which links people and information resources into a web of learners’ community, communication, and group association as the nursing student engages in their journey from a student to a trainee practitioner. One of the primary role of the nurse as a health care provider has be en one of patient educator. Hence nurse professionals and nurse educators require to look at how the nursing profession can use the potential of the Internet to revamp patient education and transform nursing practice. One of the technologies used is the Knowledge Management System (KMS). Knowledge management is the unambiguous and systematic organization of fundamental knowledge and its related processes. It necessitates turning personal knowledge into knowledge for learners-at-large through the organization of information across guidelines. Generally, managing knowledge focuses on two basic intentions: enabling knowledge distribution and using knowledge to generate society. Specific knowledge management activities that have been employed within the business model

Court System and the Judicial Process Essay Example | Topics and Well Written Essays - 500 words

Court System and the Judicial Process - Essay Example Appellate courts (ibid) accept the complaints on inappropriate decisions of lower courts and re-try them, i.e. hear and re-consider arguments and apply the law to the evidence which has already been confirmed. In these courts, decision-making is delegated to groups of judges (Ball and Cliffs, 1987). "Judicial federalism is the term used to describe the relationships between these independent court systems at the state and national levels, and the various ways individual cases can move between different court systems []The U.S. Constitution also allows for states to maintain their own individual court systems that derive their authority from state constitutions and state laws" (ibid, p. 102). Nevertheless, according to the Constitution Article III, federal questions are tried by the U.S. Supreme Court (Abraham, 1986), a highest U.S. court. The litigation system, adopted in our country, is also known as 'adversarial' system, since it is based upon the plaintiff's presentation of their dispute or problem to an impartial third person, who deals with finding and examining the facts. Another prominent characteristic of the U.S. court system is the obligation to pay litigation fees (approximately $150 for a civil case). As a rule, cases are resolved by the U.S.

Compare the efficiency outcomes of the model of perfect competition Essay

Compare the efficiency outcomes of the model of perfect competition with that of monopoly markets. Discuss and evaluate the gove - Essay Example Perfect Competition Perfect competition is a model of market structure which attains what can one call efficient distribution of scarce resources. Such efficient allocation is attained due to the profit-maximizing level of goods manufactured by a seamlessly aggressive company results in the marginal cost and price becoming equal (Stigler 1957). As far as short run is concerned, this includes the short-run marginal cost and price being equal. On the other hand, in the longer duration this is observed with the parity between price and long-run marginal cost. In the short run the production of a homogenous product being produced by many other firms is efficient since the price is the same as marginal cost (Mankiw 2003). In other words the worth of the homogeneous product manufacturing is equivalent to the marginal cost of sacrificed satisfaction. Perfect competition creates efficient allocation of resources in the long run also. The long-run fine-tuning of companies arriving and leaving the industry as each of the companies in the business maximizes profits hence creating the subsequent long-run equilibrium state: P = SRMC = LRMC = SRAC = LRAC (Latzko 2012) Graphs above are showing perfect competition. ... Since consumer does not have any other options he or she is faced to buy from the single supplier. Economists recognize several ways of measuring or talking about the ways economies may be efficient; some of the most common include efficiency of scale, productive efficiency, technical efficiency, allocated efficiency, dynamic efficiency and social efficiency (Pindyck and Rubinfeld 2008). Efficiency types are not mutually exclusive; more than one can describe a market or economy. (Web-books 2012) Graph above is showing monopoly market determination of profit. Efficiency of Scale When a producer makes more of something, usually the expense of manufacturing per unit falls. There is limit to this effect; eventually, producing a greater quantity will no longer pay off. When production approaches this limit, there exists efficiency of scale (McConnell, Brue and Flynn 2011). Productive Efficiency Productive efficiency is achieved when a producer uses the least amount of resources to produce goods or services relative to others. The manufacturer might attain this by taking advantage of economies of scale or by utilizing the benefit of having the most helpful manufacturing technology, the lowest paid workers or negligible manufacturing waste. Technical Efficiency A prerequisite for allocative efficiency, technical efficiency describes production that has the least likely opportunity cost. Material and labor resources are not wasted in the production of goods or services in technically efficient production. When it's achieved, technical efficiency allows for but doesn't guarantee allocative efficiency. Allocative Efficiency When a society's value for a certain good or service (the amount they pay for it) is in equilibrium with the cost of