Discuss Steps The U.S Government can take to reduce oil consumption in Research Paper

Discuss Steps The U.S Government can take to reduce oil consumption in the United States - Research Paper Example The United States is a highly developed country and also a high consumer of petroleum and allied products to meet its energy requirements. The major sectors that use these products are transportation on land, air and sea, heating of buildings, various manufacturing industries, domestic appliances such as lawn movers, generators, etc. Traditionally since colonization of the continent, the US has been dependent on Natural non-renewable resources such wood, coal, natural gas, petroleum, etc. The volume of consumption as varied over time, being high in the earlier decades due to various reasons such as perceived abundance, comparatively less efficient machines, automobiles, etc., affordability and a lifestyle that did not lay the required emphasis on judicial use of these resources with the idea of conservation, impact on environment, etc. largely due to ignorance and poor awareness of such issues. Before we look at the methods for energy conservation, let us briefly understand the various sectors that are consumers of energy. (Overview, U.S. EIA, 2012) The different sectors that are essential consumers of power and fuel are Industrial, Transport, Business & Commercial and Domestic sectors. In the light of the above, we will now explore and discuss the various alternatives especially in the Natural and Renewable energy sources and also enumerate the various ways in which energy consumption itself (irrespective of the source) can be reduced in the larger interest of minimizing the global impact on the environment, its harmful effects and resultant climate change. (Cleetus, R. et.al., 2009; Greene, D.L., 2011) The United States is by far the largest consumer of oil in the world at 20.6 million barrels per day (EIA, 2007), 60 per cent of which is imported. Of this, two-thirds is consumed by the Transport sector and ~44% by other

Canterville Ghost Summary Essay Example for Free

Canterville Ghost Summary Essay The next morning, when the Otis family met at breakfast, they discussed the ghost at some length. The United States Minister was naturally a little annoyed to find that his present had not been accepted. I have no wish, he said, to do the ghost any personal injury, and I must say that, considering the length of time he has been in the house, I dont think it is at all polite to throw pillows at him,a very just remark, at which, I am sorry to say, the twins burst into shouts of laughter. Upon the other hand, he continued, if he really declines to use the Rising Sun Lubricator, we shall have to take his chains from him. It would be quite impossible to sleep, with such a noise going on outside the bedrooms. For the rest of the week, however, they were undisturbed, the only thing that excited any attention being the continual renewal of the blood-stain on the library floor. This certainly was very strange, as the door was always locked at night by Mr. Otis, and the windows kept closely barred. The chameleon-like colour, also, of the stain excited a good deal of comment. Some mornings it was a dull (almost Indian) red, then it would be vermilion, then a rich purple, and once when they came down for family prayers, according to the simple rites of the Free American Reformed Episcopalian Church, they found it a bright emerald-green. These kaleidoscopic changes naturally amused the party very much, and bets on the subject were freely made every evening. The only person who did not enter into the joke was little Virginia, who, for some unexplained reason, was always a good deal distressed at the sight of the blood-stain, and very nearly cried the morning it was emerald-green. The second appearance of the ghost was on Sunday night. Shortly after they had gone to bed they were suddenly alarmed by a fearful crash in the hall. Rushing down-stairs, they found that a large suit of old armour had become detached from its stand, and had fallen on the stone floor, while seated in a high-backed chair was the Canterville ghost, rubbing his knees with an expression of acute agony on his face. The twins, having brought their pea-shooters with them, at once discharged two pellets on him, with that accuracy of aim which can only be attained by long and careful practice on a writing-master, while the United States Minister covered him with his revolver, and called upon him, in accordance with Californian etiquette, to hold up his hands! The ghost started up with a wild shriek of rage, and swept through them like a mist, extinguishing Washington Otiss candle as he passed, and so leaving them all in total darkness. On reaching the top of the staircase he recovered himself, and determined to give his celebrated peal of demoniac laughter. This he had on more than one occasion found extremely useful. It was said to have turned Lord Rakers wig grey in a single night, and had certainly made three of Lady Cantervilles French governesses give warning before their month was up. He accordingly laughed his most horrible laugh, till the old vaulted roof rang and rang again, but hardly had the fearful echo died away when a door opened, and Mrs. Otis came out in a light blue dressing-gown. I am afraid you are far from well, she said, and have brought you a bottle of Doctor Dobells tincture. If it is indigestion, you will find it a most excellent remedy. The ghost glared at her in fury, and began at once to make preparations for turning himself into a large black dog, an accomplishment for which he was justly renowned, and to which the family doctor always attributed the permanent idiocy of Lord Cantervilles uncle, the Hon. Thomas Horton. The sound of approaching footsteps, however, made him hesitate in his fell purpose, so he contented himself with becoming faintly phosphorescent, and vanished with a deep churchyard groan, just as the twins had come up to him. On reaching his room he entirely broke down, and became a prey to the most violent agitation. The vulgarity of the twins, and the gross materialism of Mrs. Otis, were naturally extremely annoying, but what really distressed him most was that he had been unable to wear the suit of mail. He had hoped that even modern Americans would be thrilled by the sight of a Spectre in armour, if for no more sensible reason, at least out of respect for their natural poet Longfellow, over whose graceful and attractive poetry he himself had whiled away many a weary hour when the Cantervilles were up in town. Besides it was his own suit. He had worn it with great success at the Kenilworth tournament, and had been highly complimented on it by no less a person than the Virgin Queen herself. Yet when he had put it on, he had been completely overpowered by the weight of the huge breastplate and steel casque, and had fallen heavily on the stone pavement, barking both his knees severely, and bruising the kn uckles of his right hand. For some days after this he was extremely ill, and hardly stirred out of his room at all, except to keep the blood-stain in proper repair. However, by taking great care of himself, he recovered, and resolved to make a third attempt to frighten the United States Minister and his family. He selected Friday, August 17th, for his appearance, and spent most of that day in looking over his wardrobe, ultimately deciding in favour of a large slouched hat with a red feather, a winding-sheet frilled at the wrists and neck, and a rusty dagger. Towards evening a violent storm of rain came on, and the wind was so high that all the windows and doors in the old house shook and rattled. In fact, it was just such weather as he loved. His plan of action was this. He was to make his way quietly to Washington Otiss room, gibber at him from the foot of the bed, and stab himself three times in the throat to the sound of low music. He bore Washington a special grudge, being quite aware that it was he who was in the habit of removing the famous Canterville blood-stain by means of Pinkertons Paragon Detergent. Having reduced the reckless and foolhardy youth to a condition of abject terror, he was then to proceed to the room occupied by the United States Minister and his wife, and there to place a clammy hand on Mrs. Otiss forehead, while he hissed into her trembling husbands ear the awful secrets of the charnel-house. With regard to little Virginia, he had not quite made up his mind. She had never insulted him in any way, and was pretty and gentle. A few hollow groans from the wardrobe, he thought, would be more than sufficient, or, if that failed to wake her, he might grabble at the counterpane with palsy-twitching fingers. As for the twins, he was quite determined to teach them a lesson. The first thing to be done was, of course, to sit upon their chests, so as to produce the stifling sensation of nightmare. Then, as their beds were quite close to each other, to stand between them in the form of a green, icy-cold corpse, till they became paralyzed with fear, and finally, to throw off the winding-sheet, and crawl round the room, with white, bleached bones and one rolling eyeball, in the character of Dumb Daniel, or the Suicides Skeleton, a _rà ´le_ in which he had on more than one occasion produced a great effect, and which he considered quite equal to his famous part of Martin the Maniac, or the Masked Mystery. At half-past ten he heard the family going to bed. For some time he was disturbed by wild shrieks of laughter from the twins, who, with the light-hearted gaiety of schoolboys, were evidently amusing themselves before they retired to rest, but at a quarter-past eleven all was still, and, as midnight sounded, he sallied forth. The owl beat against the window-panes, the raven croaked from the old yew-tree, and the wind wandered moaning round the house like a lost soul; but the Otis family slept unconscious of their doom, and high above the rain and storm he could hear the steady snoring of the Minister for the United States. He stepped stealthily out of the wainscoting, with an evil smile on his cruel, wrinkled mouth, and the moon hid her face in a cloud as he stole past the great oriel window, where his own arms and those of his murdered wife were blazoned in azure and gold. On and on he glided, like an evil shadow, the very darkness seeming to loathe him as he passed. Once he thought he heard something call, and stopped; but it was only the baying of a dog from the Red Farm, and he went on, muttering strange sixteenth-century curses, and ever and anon brandishing the rusty dagger in the midnight air. Finally he reached the corner of the passage that led to luckless Washingtons room. For a moment he paused there, the wind blowing his long grey locks about his head, and twisting into grotesque and fantastic folds the nameless horror of the dead mans shroud. Then the clock struck the quarter, and he felt the time was come. He chuckled to himself, and turned the corner; but no sooner had he done so than, with a piteous wail of terror, he fell back, and hid his blanched face in his long, bony hands. Right in front of him was standing a horrible spectre, motionless as a carven image, and monstrous as a madmans dream! Its head was bald and burnished; its face round, and fat, and white; and hideous laughter seemed to have writhed its features into an eter nal grin. From the eyes streamed rays of scarlet light, the mouth was a wide well of fire, and a hideous garment, like to his own, swathed with its silent snows the Titan form. On its breast was a placard with strange writing in antique characters, some scroll of shame it seemed, some record of wild sins, some awful calendar of crime, and, with its right hand, it bore aloft a falchion of gleaming steel. Never having seen a ghost before, he naturally was terribly frightened, and, after a second hasty glance at the awful phantom, he fled back to his room, tripping up in his long winding-sheet as he sped down the corridor, and finally dropping the rusty dagger into the Ministers jack-boots, where it was found in the morning by the butler. Once in the privacy of his own apartment, he flung himself down on a small pallet-bed, and hid his face under the clothes. After a time, however, the brave old Canterville spirit asserted itself, and he determined to go and speak to the other ghost as soon as it was daylight. Accordingly, just as the dawn was touching the hills with silver, he returned towards the spot where he had first laid eyes on the grisly phantom, feeling that, after all, two ghosts were better than one, and that, by the aid of his new friend, he might safely grapple with the twins. On reaching the spot, however, a terrible sight met his gaze. Something had evidently happened to the spectre, for the light had entirely faded from its hollow eyes, the gleaming falchion had fallen from its hand, and it was leaning up against the wall in a strained and uncomfortable attitude. He rushed forward and seized it in his arms, when, to his horror, the head slipped off and rolled on the floor, the body assumed a recumbent posture, and he found himself clasping a white dimity bed-curtain, with a sweeping-brush, a kitchen cleaver, and a hollow turnip lying at his feet! Unable to understand this curious The whole thing flashed across him. He had been tricked, foiled, and out-witted! The old Canterville look came into his eyes; he ground his toothless gums together; and, raising his withered hands high above his head, swore according to the picturesque phraseology of the antique school, that, when Chanticleer had sounded twice his merry horn, deeds of blood would be wrought, and murder walk abroad with silent feet. Hardly had he finished this awful oath when, from the red-tiled roof of a distant homestead, a cock crew. He laughed a long, low, bitter laugh, and waited. Hour after hour he waited, but the cock, for some strange reason, did not crow again. Finally, at half-past seven, the arrival of the housemaids made him give up his fearful vigil, and he stalked back to his room, thinking of his vain oath and baffled purpose. There he consulted several books of ancient chivalry, of which he was exceedingly fond, and found that, on every occasion on which this oath had been used, Chanticleer had always crowed a second time. Perdition seize the naughty fowl, he muttered, I have seen the day when, with my stout spear, I would have run him through the gorge, and made him crow for me an twere in death! He then retired to a comfortable lead coffin, and stayed there till evening.

George Orwells Nineteen Eighty-Four 1984 :: Free Essays on 1984

In his novel, â€Å"1984,† George Orwell warns us against three things. He stated that people are only out for personal gain, and will use any means to reach their goals. He also warned against these types of people who are already in power. And lastly, he warns us against the lost of privacy through constant surveillance, and how we actually allow this to happen.   Ã‚  Ã‚  Ã‚  Ã‚  If we all have the traits to become evil, why does it become a reality only in some? Before this question can be answered, we must first ask what evil actually is. Evil is â€Å"an intent to cause emotional trauma, to terrorize the helpless, to prolong suffering, and gain satisfaction from it all.† Someone is considered evil if they willingly and gratuitously inflict harm on others. These people cannot empathize, they revel in others pain, they dehumanize their victims, they are narcissistic, and grandiose (they play God).   Ã‚  Ã‚  Ã‚  Ã‚  People are not just born evil. There are certain factors that contribute to this type of outcome in a person. There is a usually history of abuse or neglect. They felt unloved, or even unworthy of love. There is also the possibility of there being a chemical imbalance, causing abnormal brain functions, thus, making someone incapable of certain human emotions such as empathy, compassion, or pity. Other things that can cause someone to ‘snap’ could be sexual inadequacy, maternal smothering, paternal abuse, and narcissistic borderline personality disorder (a pervasive pattern of grandiosity, need for admiration, and lack of empathy).   Ã‚  Ã‚  Ã‚  Ã‚  They tend to have a way to justify their actions. They will use an ideology, or beliefs that what they are doing is what is morally correct, and therefore have every right to commit the acts that they do. Take Reverend Arthur Allen for example. His church, the House of Prayer, has a firm belief in corporal punishment. After a young boy complained to his teacher that he was in pain, and the teacher found welts on his body, the police and county officials began to investigate the church. However, even when the investigation was going on, the parents of the children in the congregation would not agree to stop the punishments for just two days. The children were taken away and the pastor and five of his followers were arrested on charges that they participated in the beatings of these children. This is also not a first time offense of them.

Genly Ai vs. Neo Essay -- Matrix Left Hand Darkness Characters Essays

Genly Ai vs. Neo Just as a child starts out unable to live on their own and then eventually is able to walk, speak, and make decisions, Genly Ai from the novel, The Left Hand of Darkness by Ursula LeGuin and Neo from the movie, The Matrix were able to grow as characters in much the same way. Genly Ais name reveals his three narrative roles throughout the novel that clearly depict his growth and change as a character. His journey begins as the reader views him as I, just a regular human. Gradually as the novel proceeds the reader finds that Genly Ai is able to transform and grow from I into eye, having blindness and insight into himself, and then finally to Ai, referred to as a scream which depicts the actual depth of his emotional existence. Neo changes and grows in much the same way. Though his name only refers to the idea that he eventually becomes this new human, he takes many of the same steps as Genly Ai in his character growth. In the beginning of the novel, Genly Ais character takes on the role of I, revealing that he is limited to himself. At this point, Genly Ai is a conventional, young, black Earthman who is confused and defensive. He lacks the insight and understanding to carry out his mission, and for the past two years he has been on Winter, he has never been able to understand or relate to any of the Gethenians. He views them as aliens and the others unable to step back and see that in reality he is the alien in this situation not the Gethenians. He is also unable to step away from his Earth prejudices and truly see the Gethenians for who they are. He believes that what is different from him is bad, a typical Human belief, which creates a barrier for him. Due to this lack of understanding of the Gethenians ... ... the new messiah for the last city of people on earth. He finally believes in himself and sees the new world in the eyes of the others. He has developed the ability to defeat the artificial intelligence within the matrix and has begun the process of restoring man to his rightful place. His old realities have been shattered, and he has fight for his life, and the future of humanity, against this dangerous group of artificial intelligence. Both characters transformed by the end of the novel and movie. They became fuller characters through the experiences they had in their strange environments. In the beginning they both took on typical society views where they thought mostly of themselves and question anything different. However, in the end of their journey they were able to see other views. They also grew as characters from within, becoming stronger individuals.

Individual learning goals Essay

1.1 Analyse the role of initial and diagnostic assessment in agreeing individual learning goal Gravells, (2012 p98), Initial assessment is a check on learners’ prior skill, knowledge or understanding which is carried out at the beginning of a programme or topic. In agreement with it could be formal, and mainly internal task which is produced by the school (ILP) to identify learners existing skills & achievements before the programme, gather information for course tutor, and individual background. In my practice, I carry out Individual Learning Plan (ILP) interviews to support the team and the Academy leader or to observe the new intakes as they complete their baseline work sheets which are part of requirements of the learning programme for individual or group of learners who have been admitted into the school on a long or short term contracts to set achievable targets, a realistic action plans and give teachers a starting point on each learner predicted grades. Also, I always carry out initial assessment at the start of each lesson to ascertain learner prior knowledge of the topic to be discussed using multiple choice questions, Oral Q&As, open and closed questions which motivates the learners and gets them engaged and to create an inclusive learning environment from the start of the lesson. In my practice, I facilitate the teaching and learning environment by planning for all individual leaners identified learning styles enhanced with appropriate resources like audio, video etc discovered by encouraging each learners to complete a self-evaluation questionnaire called a Learning Style Inventory (LSI) designed by Kolb (1984), while each learner chooses and develops an understanding of his or her learning preferences and use that understanding to enhance his or her own learning experience. Gravells (2012 p98) explained that diagnostic assessment could be used to ascertain information regarding practical/basic skills and minimum core like literacy, numeracy, ICT skills identified using learning or training needs analysis by observation and questioning to conform current competence, and understanding. It is a formal workplace assessment requirement in lifelong learning that helps to identify learners’ individual, support needs, preferred learning style. Diagnostic  assessment is an essential device in a teacher’s â€Å"tool kit†. It can be used to diagnose strengths and areas of need in all students. Diagnostic assessment involves the gathering and careful evaluation of detailed data using students’ knowledge and skills in a given learning area. The data assist teachers to plan for appropriate pedagogy and targeted learning to more effectively scaffold the learning needs of their students. Consequently, diagnostic assessment is used ‘for learning’ where taking action to adjust teaching plays a significant role in improving learning outcomes for all students. Fig1. Diagnostic assessment flowchart. Adapted from the ‘decision-making loop’, Saubern,R (2010 Learners are required to complete questionnaire like The VARK Questionnaire; http://www.vark-learn.com/english/page.asp?p=questionnaire to help analyse, identify and meet individual learners needs, preferred learning style and support to allow the learners attain their aim on the programme. 2.3: Reflect on how teaching methods meet the needs of all learners Bloom’s Taxonomy (1956) promotes higher forms of thinking in education activities or learning like analysing and evaluating, rather than just remembering facts (rote learning) which includes three domains cognitive: mental skills (Knowledge), affective: growth in feelings or emotional areas (Attitude or self) and psychomotor: manual or physical skills (Skills). For example, it is summarised as KSA (Knowledge, Skills, and Attitude), DTF (Do, Think, and Feel). In my practice, I mostly apply the cognitive domain teaching method approach which is appropriate to all the learners and the subject being taught because it promotes individual and collaborative learning, lectures, team-teaching, practical, research, case studies, discussion, peer teaching, role play, games etc which help me to meet the learners’ diverse needs. The learners get fully involved in the lesson and apply their mental knowledge to develop their intellectual skills (Bloom, 1956), by recalling or recognising specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills which start from the simplest behaviour to more complex ones As laid out in the citizenship scheme of work, I assess the learners to meet the assessment objective in  the content and skills set by the awarding body AQA using the (Bloom, 1956) approach which meets all the learners needs in terms of KSA (Knowledge, Skills, and Attitude). In my practice, the learners are informed of the topic to be discussed (Child Abuse), they think and try to recall data on the issue in the community, they discuss amongst themselves which promote LTT and interaction takes place. Figure 2 Abstract from AQA 2012 p32 They are able to explain in their own words what they understand by the topic being discussed, apply relevant laws that they researched using the website with past and recent events on child abuse, thereby meeting VAK (2009) Visual-Auditory-Kinesthetic learning styles model as they move around and look to get the recent information. They also discuss and shout out researched examples that they know, revise and brainstorm by trying to suggest possible ways to stop the abuse by reporting, joining and advocating for charity organisations like NSPCC and so on and also suggest what the government needs to do in terms of increased punishment to offenders which promotes an inclusive class and meet the needs of all learners one way or the other. A four-stage cyclical theory of learning, Kolb’s experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behaviour.’ Figure 2. Kolb’s Experiential Learning Model Kolb believes â€Å"learning is the process where knowledge is created through the transformation of experience† (1984, p.38 cited in class Note 2014 pg. 5-7). The theory presents a cyclical model of learning, consisting of four stages shown above. One may begin at any stage, but must follow each other in the sequence: concrete experience (or â€Å"DO†), reflective observation (or â€Å"OBSERVE†), abstract conceptualisation (or â€Å"THINK†) and active experimentation (or â€Å"PLAN†). In my practice, I facilitate and lead the teaching and learning environment by planning for all individual learners’ identified learning styles, enhanced with appropriate resources like audio, video etc and discovered from learners’ completed self-evaluation  questionnaire called a Learning Style Inventory (LSI) designed by Kolb (1984), which promotes and encourages learner-centred and fun independent learning as each learner chooses and develops an un derstanding of his or her learning preferences and uses that understanding to enhance his or her own learning experience. In one of the lessons, the learners requested to seat in an informal manner like seating sideways or on the computer. After negotiating with them, they accepted to follow the seating arrangement in the physical classroom to accommodate their different learning styles, which is the traditional desk and chair, pair setting that allows them to perform and concentrate better and be engaged in the lesson as illustrated by Kolb’s Experiential Learning Model cited in the class note (2014).In agreement with Kolb, (1984), I plan and develop variety of learning activities that will accommodate the different learning styles of the learners (role plays, instructional games, reading, individual assignments, group discussions, brainstorming, online research, design a poster, etc.) which the most difficult, and time-consuming task. In conclusion, I believe that learning models facilitate the process of linking instructional activities to individual learning styles, thereby increasing the lea rner’s ability to acquire and retain knowledge after they’ve been armed with the knowledge of how they learn, they are able to select appropriate activities, allowing them to learn more quickly, and retain the new information, their study would be much more productive. 2.4: Identify ways in which session plans can be adapted to meet the individual need of the learners Schools awarding body, AQA, (2012 p20) explains in the GCSE specification handbook that diversity and inclusion are promoted by making arrangements for candidates with special needs to help them access the GCSE qualification and subject criteria assessments whether any of the skills or knowledge needed by the subject presented a possible difficulty to any candidates, whatever their ethnic background, religion, sex, age, disability or sexuality. In my practice, I plan to promote equality in the classroom to meet the needs of individual learners by differentiating my lesson. For example, in my starter activity, I set higher targets for the gifted & talented learners like level 4 learners to complete 5 questions & level 7 learners to complete 10 questions which keeps them  engaged and challenged to throughout the lesson. I always remember when planning to take a step back at some point of the lesson, by encouraging the G&T learners to record ideas, teach and model their writing or thinking on the smart board, as they demonstrate, explain answers/solution to a task to a neighbour or the class while the less able learners get engaged and consciously correct any error made. The Education Act (1996), Human Right Act (1998), The Special Educational Needs and Disability Act 2001 (SENDA), in agreement with The new Statutory Guidance on Inclusive Schooling from the Department for Education and Skills (DfES, 2001) gives clear and strong messages to LEAs, Schools and other bodies that the development of inclusion in schools is ‘principles of an inclusive ed ucation service’ which is cited in SCCD Note 2012 p20) 3.1: Review ways in which elements of the minimum core can be demonstrated in planning inclusive learning and teaching The minimum core includes literacy, numeracy, language & ICT. It is a current government requirement across the National Curriculum initiative (2002) which has now been implemented into each school and teachers need to enhance and provide opportunities for the learners to demonstrate appropriate knowledge in functional skills (Ellis, 2004 p92). For example, the Numeracy across the Curriculum initiative (2002) was adapted by each subject department especially maths by organizing, and designing a numeracy co-ordinate scheme of work to link using maths in the real world. It set out an agreed approach to the teaching of agreed numeracy skills, methods of calculations, and the use of calculators and ICT etc as explained in Ellis (2004 p94). In my practice, I created a starter in my lesson plan to identify learners’ prior knowledge and build upon the maths with whic h they have been exposed to and makes them feel confident. This allows me to identify learners who have particular difficulty with maths or with every other numeric issues as argued in Ellis, (2004 p97), allowing all the learners to interact positively and discuss as a group telling each other what they know and when they learnt it (mostly in their primary schools) which creates an inclusive learning and teaching atmosphere. In agreement with cross-curricular priorities (2002, cited in Ellis, (2004 p97), I ensured that I decided on SMART and differentiated learning objectives which focuses on and relates to accuracy, interpretation and  presentation and reasoning and problem solving which will normally involve consolidation of maths skills and application of the topic being taught. I recall use real life long multiplication problems to provide opportunities for the all the learners to interpret and apply just multiplying 2 or 3 digits numbers together to reasoning on how it is used on a daily basis without knowing which was fascinating to them. In my practice, I decide and plan several teaching and assessment strategies like questioning, worksheet, discussion, individual/group/ peer assessment etc which allows the learners to think and reflect on their knowledge of mathematics in order to decide by themselves what is expected of them. For example, in my last mathematics lesson, I handed out mental maths worksheet with 10 questions without explain to them what to do as a starter, they attempted all the questions and self-evaluate themselves. Also, the National Curriculum (DfEE/QCA 2000) and the Framework for Secondary English defined literacy as reading, writing and speaking and listening to maintain parity. Wray (2001), makes the point when discussing literacy in relation to teaching and learning that: â€Å"It is usual for secondary teachers to recognise that many of the processes involved in supporting literacy are also involved in developing learning† (Wray 2001, p50 cited in Ellis 2004, p83) In my practice, I plan to embed activities like literacy Skill activity to provide opportunities for the learners to demonstrate their reading, writing, listening etc skill in my lesson, in my literacy objectives (taken from the Strategy’s Framework), but I first of all identify, before I select the aspect of literacy that the learners needs to develop, which will blend in with the topic being taught, and decide the appropriate strategies that will help them to be able to meet the objectives in the lesson as mentioned by Ellis (2004, p83). As explained by Ellis (2004, p83), my school maths department, adapts the scheme of work from The Framework for Secondary English (2008) which includes literacy objective in combination with QCA’s scheme of work their publications Language for Learning (QCA 2000) and language at Work in lessons (QCA 2001) which demonstrate, through worked example, how literacy objectives can be employed effectively in planning the classroom practice. For example, I recall always asking the learners about their prior knowledge (Langer, 1981 cited in Ellis 2004, p83) at the start of each lesson on a topic to be discussed, which allows me to assess their knowledge as a basis for further  planning, allowing them to listen, speak and have a good interactive discussion amongst themselves which automatically creates an inclusive learning and teaching atmosphere. I also, plan to observe the learners as they read, write and compose, demonstrate, carry out individual/group activities etc as the main part of the lesson which is an idea derived from Vygotsky (1962). In plenary to reflect upon and take control of the learning which can develop their metacognitive intelligence, (one of seven different intelligences identified by Gardner, 1993 cited in Ellis, 2004 p85) ICT Across the Curriculum initiative (2004) was described as â€Å"the technical and cognitive proficiency to access, use, develop, create and communicate information appropri ately using ICT tools. Learners demonstrate this capability by applying technology purposefully to solve problems, analyse and exchange information develop ideas create models and control devices. They are discriminating in their use of information and ICT tools and systematic in reviewing and contribution that ICT can make to their work as it progresses† (DfES 2004, p.7 cited in Ellis 2004, p105). In line with write ups in Figure 10.1 cited in Ellis 2004, p105), and with the other cores, I firstly plan the activities like learning outcomes, assessment point, timing, and learners expectations in detail, I prepare support materials like interactive worksheets, displays, plan to assess and evaluate what I want the learners to achieve from the activity with the use of learning objectives, refer to the actual aspect of the activities that provided opportunities for the learner to demonstrate ICT, and discuss and get feedbacks from the learners in terms of access to the equipment and link, and students ca pabilities. In my practice, I plan to provide opportunities for the learners to demonstrate their ICT skills by introducing the topic and outlining the lesson objectives on the smart board, and instruct them to access the ICT and on the familiar world wide web links www.mathsisfun.com I plan for them to research the topic and study independently on it for few minutes before handing out the worksheet for them to check for their knowledge, have a group discussion and self/peer/ peer assessment. I plan for learners with ADHD to complete their work and access the maths game, which serves as a short break before returning to their work which always encourages all the learners to be engaged and complete their work and meet the set target for the lesson promoting  inclusive learning and teaching environment. REFERENCES 1. Anderson, L. W. et all (2013) Bloom’s Taxonomy of Learning Domains http://www.nwlink.com/~donclark/hrd/bloom.html 2. Chapman, A (2005-2012) free VAK learning styles test. â€Å"vak – visual, auditory, kinesthetic – learning styles model and free selftest† http://www.businessballs.com/vaklearningstylestest.htm (online) accessed 20/06/2014 @ 11.30 3. Ellis et al (2004) â€Å"Learning and Teaching in the secondary school† Professional knowledge across the curriculum (Part 3) Teaching Literacy across the curriculum (chapter 8) 4th Edn. Learning Matter 4. Ellis et all (2004) â€Å"Learning and Teaching in the secondary school† Professional knowledge across the curriculum (Part 3) Teaching Numeracy across the curriculum (chapter 9) 4th Edn. Learning Matter 5. Ellis et al (2004) â€Å"Learning and Teaching in the secondary school† Professional knowledge across the curriculum (Part 3) Teaching ICT across the curriculum (chapter 10) 4th Edn. Learning Matter 6. Fleming, N (2011) â€Å"VARK – A guide to learning style† The VARK Questionnaire-How Do I Learn Best? http://www.vark-learn.com/ english/page.asp?p=questionnaire accessed 19/05/2014 @ 12.00 7. Gravels, Ann. (2012) Passing PTLLS assessments 2nd Edn. Chapters10,11 12 sage publications, UK. 8. Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc., Englewood, Cliffs, N.J. 9. SCCD Hand Notes (2012).†Developing Differentiation and lesson planning skills† What makes a good lesson (pg. 17-20) 10.SCCD Hand Notes (2012).†Developing Differentiation and lesson planning skills† What makes a good lesson (pg. 17-20) 11. SCCD Hand Notes (2014 pg.5-7 ) Learning-approaches-principles-and-theories-2011-09-12.pdf Division of Learning &Teaching Services 2011 12. SCCD Note (2014) â€Å"Chapter 1: Know Yourself — Socrates Kolb’s Experiential Learning Model† Unit 3: Foundations for Success Lesson 7: Learning Models accessed 21/06/2014 @ 01:00 B

How the Drinking Bird Science Toy Works

How the Drinking Bird Science Toy Works The drinking bird or sippy bird is a popular science toy that features a glass bird that repeatedly dips its beak into ​the water. Heres the explanation for how this science toy works. What Is a Drinking Bird? Depending on where you live, you may see this toy called a drinking bird, sipping bird, sippy bird, dippy bird or insatiable birdie. The earliest version of the device appears to have produced in China circa 1910-1930. All versions of the toy are based on a heat engine in order to function. Evaporation of a liquid from the birds beak lowers the temperature of the head of the toy. The change in temperature creates a pressure differential inside the body of the bird, which causes it to perform mechanical work (dip its head). A bird that dips its head into water will keep dipping or bobbing as long as water is present. In fact, the bird works as long as its beak is damp, so the toy continues to function for a span of time even if it is removed from the water. Is the drinking bird a perpetual motion machine? Sometimes the drinking bird is called a perpetual motion machine, but there is no such thing as perpetual motion, which would violate the laws of thermodynamics. The bird only works as long as water is evaporating from its beak, producing an energy change in the system. What Is Inside a Drinking Bird? The bird consists of two glass bulbs (head and body) that are connected by a glass tube (neck). The tube extends into the bottom bulb almost to its base, but the tube does not extend into the top bulb. The fluid in the bird usually is colored dichloromethane (methylene chloride), although older versions of the device may contain trichloromonofluoromethane (not used in modern birds because it is a CFC). When the drinking bird is manufactured the air inside the bulb is removed so that the body will fill with fluid vapor. The head bulb has a beak that is covered with felt or a similar material. The felt is important for the functioning of the device. Decorative items, such as eyes, feathers or a hat may be added to the bird. The bird is set to pivot on an adjustable crosspiece fixed to the neck tube. Educational Value The drinking bird is used to illustrate many principles in chemistry and physics: boiling and condensation [dichloromethane has a low boiling point of 39.6 Â °C (103.28 Â °F)]combined gas law (​the proportional relationship between the pressure and temperature of a gas in a constant volume)ideal gas law (​the proportional relationship between the number of particles of a gas and the pressure in a constant volume)torquethe center of masscapillary action (wicking of water into the felt)wet-bulb temperature (temperature difference between head and body bulbs depends on the relative humidity of the air)the Maxwell-Boltzmann distributionheat of vaporization/heat of condensationfunctioning of a heat engine Safety The sealed drinking bird is perfectly safe, but the fluid inside the toy is not non-toxic. Older birds were filled with a flammable fluid. The dichloromethane in the modern version is not flammable, but if the bird breaks, it is best to avoid the liquid. Contact with dichloromethane can cause skin irritation. Inhalation or ingestion should be avoided because the chemical is a mutagen, teratogen and possibly a carcinogen. The vapor quickly evaporates and disperses, so the best way to deal with a broken toy is to ventilate the area and allow the fluid to disperse.

Interracial Marriage Under Apartheid

Interracial Marriage Under Apartheid Officially, there  were no interracial marriages under Apartheid, but in reality, the picture was much more complicated. The Laws Apartheid rested on the separation of races at every level, and preventing interracial sexual relations was an essential piece of that.  The Prohibition of Mixed Marriages Act from 1949 explicitly prevented white people from marrying people of other races, and the Immorality Acts prevented people of different races from having extra-marital sexual relations. Moreover, the 1950 Group Areas Act prevented people of different races from living in the same neighborhoods, let alone the same house. Yet despite all of this, there were some interracial marriages, though the law did not see them as interracial, and there were other couples who broke the Immorality Acts and were often jailed or fined for it. Unofficial Interracial Marriages Under Apartheid The Prohibition of Mixed Marriages Act  was one of the first steps in setting up Apartheid,  but the law only criminalized the  solemnization  of mixed marriages, not the marriages themselves.  There were a small number of interracial marriages prior to that law, and while there was not much media coverage given to these people during Apartheid, their marriages were not automatically annulled.   Secondly, the law against mixed marriages did not apply to non-white people, and there were proportionally more interracial marriages between people classified as â€Å"native† (or African) and â€Å"Coloured† or Indian. While there were in effect mixed marriages, the law did not see them as interracial. Racial classification under Apartheid was based not on biology, but on social perception and one’s association. A woman who married a man of another race was, henceforth,  classified as being of his race. Her choice of husband defined her race. The exception to this was if a white man married a woman of another race. Then he took on her race. His choice had marked him, in the eyes of white Apartheid South Africa, as non-white. Thus, the law did not see these as interracial marriages, but there were marriages between people who prior to the passage of these laws had been considered to be of different races. Extra-Marital Interracial Relations Despite the loopholes created by pre-existing mixed marriages and non-white interracial marriages, the Prohibition Against Mixed Marriages and the Immorality Acts were strictly enforced. White people could not marry people of other races, and no interracial couples could engage in extra-marital sexual relations. Nonetheless, intimate and romantic relationships did develop between white and non-white or non-European individuals. For some individuals, the very fact that interracial relations were so taboo made them appealing, and people engaged in interracial sexual relations as a form of social rebellion or for the excitement it offered.  Interracial relations came with serious risks, though. The police followed people who were suspected of engaging in interracial relations. They raided homes in the night and inspected bed sheets and underwear, confiscating anything that they thought showed evidence of interracial relations.  Those found guilty of violating the Immorality Acts faced fines, jail time, and social censure. There were also long-term relationships that had to exist in secret or be camouflaged as other types of relationships. For instance, most domestic workers were African women, and so an interracial couple could camouflage their relations by the man hiring the woman as his maid, but rumors often spread and such couples were also harassed by the police. Any mixed-race children born to the woman would also provide clear evidence of an interracial relationship.   Post-Apartheid Interracial Marriages The Prohibition of Mixed Marriages and Immorality Acts were repealed in the mid-1980s during the loosening of Apartheid. In the initial years, interracial couples still faced significant social discrimination from all races, but interracial relations have become more common as the years pass.  In recent years, couples have reported far fewer social pressures or harassment.

Profile of George Washington Plunkitt, Politican

Profile of George Washington Plunkitt, Politican George Washington Plunkitt was a  Tammany Hall politician who wielded clout in New York City for decades. He amassed a fortune by engaging in various schemes which he always claimed had been honest graft. When collaborating  on an eccentric book about his career in 1905 he brazenly defended his long and complicated career in machine politics. And he suggested his own epitaph, which became famous:  He seen his opportunities and he took em.   During Plunkitts political career he held a variety of patronage jobs. He boasted of having held four government jobs in one year, which included a particularly prosperous stretch when he was paid for three jobs simultaneously. He also held elected office in the New York State assembly until his steady seat there was taken from him on a very violent primary election day in 1905. After Plunkitt died at the age of 82 on November 19,  1924, the New York Times published three substantial articles about him within four days. The newspaper essentially reminisced about the era when Plunkitt, generally seated on a bootblack stand in a courthouse lobby, dispensed political advice and handed out favors to loyal supporters. There have been skeptics who claimed that Plunkitt greatly exaggerated his own exploits and that his political career was not nearly as flamboyant as he later claimed. Yet theres no doubt he had extraordinary connections in the world of New York politics. And even Plunkitt exaggerated the details, the stories he told of political influence and how it worked was very close to the truth. Early Life The New York Times headline announcing Plunkitts death noted that he had been born on Nannys Goats Hill. That was a nostalgic reference to a hill that would eventually be within Central Park, near West 84th Street. When Plunkitt was born on November 17,  1842, the area was  essentially a shanty town. Irish immigrants lived in poverty, in ramshackle conditions in what was largely a wilderness far removed from the growing city farther south in Manhattan.   Growing up in a rapidly transforming city, Plunkitt  went to public school. In his teens, he worked as a butchers apprentice. His employer helped him start his own  business as a butcher at Washington Market in lower Manhattan (the sprawling market along the Hudson River was the future site of many office buildings including the World Trade Center). He later went into the construction business, and according to his obituary in the New York Times, Plunkitt built many of the docks on Manhattans Upper West Side. Political Career First elected to the New York State Assembly in 1868, he also served as an alderman in New York City. In 1883 he was elected to the New York State Senate. Plunkitt became a power broker within Tammany Hall, and for nearly 40 years was the undisputed boss of the 15th Assembly District, a heavily Irish bastion  on Manhattans West Side. His time in politics coincided with the era of Boss Tweed, and later Richard Croker. And even if Plunkitt  later exaggerated his own importance, theres no doubt  he had witnessed some remarkable times.   He was eventually defeated in a primary election in 1905 which was marked by violent eruptions at the polls. After that, he essentially retreated from day-to-day politics. Yet he still kept a public profile as a constant presence in government buildings in lower Manhattan, telling stories and regaling a circle of acquaintances. Even in retirement, Plunkitt would stay involved with Tammany Hall. Every four years he was appointed to make the travel arrangements as New York politicians traveled by train to the Democratic National Convention. Plunkitt was a fixture at the conventions and was deeply disappointed when ill health a few months before his death prevented him from attending the 1924 convention.   Plunkitts Fame In the late 1800s, Plunkitt became quite wealthy by habitually buying up land which he knew the city government would eventually need to buy for some purpose. He justified what he did as being honest graft. In Plunkitts view, knowing something was going to happen and capitalizing on it was not corrupt in any way. It was simply smart. And he openly bragged about it. Plunkitts openness about the tactics of machine politics became legendary. And in 1905 a newspaperman, William L. Riordon, published a book Plunkitt of Tammany Hall, which was essentially a series of monologues in which the old politician, often hilariously, expounded on his life and his theories of politics.  His lively accounts of how the Tammany machine operated may not have been well-documented, but they give a solid sense of what it must have been like it New York City politics in the late 1800s. He always steadfastly defended his own political style and the workings of Tammany Hall. As Plunkitt put it: So, you see, these fool critics don’t know what they’re talkin’ about when they criticize Tammany Hall, the most perfect political machine on earth. Sources George W. Plunkitt Dies At 82 Years, New York Times, 20 Nov. 1924, p 16. Plunkitt of Tammany Hall, New York Times, 20 Nov. 1924, p. 22. Plunkitt, Champion of Honest Graft, New York Times, 23 Nov. 1924, p. 177.

Healthy Promotion Proposal Essay Example | Topics and Well Written Essays - 500 words

Healthy Promotion Proposal - Essay Example on, the parents can also benefit from the project since the children will be educated on how to include the whole family while planning the healthy meals. The project will utilize the education strategies that are easily understandable by the target population. The scholars will be taught how to make healthy food choices, based on the available food items in their localities. Concepts of balanced diets and portion sizes will be explained to them in simple ways that are easy to understand. The educators will use models of the Plate method and Food pyramid to explain portion sizes and different colors to represent the various food groups. For instance, the educators will use white to represent starches and carbohydrates, green for vegetables and golden brown for proteins. The educators will also include activities that help in the attainment of the project goals. For instance, the students will be taught how to make diet plans that include the correct portions sizes for each food group. They will also be taught on the various food options that are healthy, for example whole grains instead of refined carbohydrates, unsaturated fats instead of trans-fats, etc. Exercises will be held after the teaching sessions to test their level of understanding and also to reinforce the knowledge acquired in the oral teaching sessions. Apart from designing meals, the students will be educated on the physiological consequences of taking certain foods. They will be taught on the roles of the different food groups in the body such as provision of energy, digestion and glycemic index, storage of excess energy and development of non-communicable diseases such as cardiovascular diseases and obesity. However, the educators will ensure that they are keen to avoid using technical terms to facilitate easier understanding of the concepts. The project is important to the target population in several ways. First, it provides basic knowledge on proper nutrition principles, thus facilitating

System and databases Essay Example | Topics and Well Written Essays - 3000 words

System and databases - Essay Example The details of the venue should be kept for record purposes. Presenters should be paid upon completion of the conference. It is important for the staff to check if the conference was run for the first-time or repeated because the presenters are paid higher fees for the first-time conference as they have to write the material for it. The details of payment, such as, amount, method etc. should be recorded, and a pay slip for the presenter. A record of the payment should be kept for tax and other purposes. ii. Define the Business System Option which you think is best for the organisation, taking all factors into consideration. It is not necessary to give a detailed technical specification or precise costing. The reasons for the recommendation should be clearly stated and the implications for the organisation fully explored. However all points should be directly relevant to the organisation and expressed as concisely as possible. Marks will be deducted if the answer has many vague generalisations about the benefits of IT. The users can forward their suggestions about new topics through the website, hence, eliminating the need for consulting or contacting organizations and delegates over the phone or in person on regular basis. Once users are able to include their nominations for potential topics and companies are able to offer their sponsorship through the website, it would be also possible for the system to automatically determine the feasibility of conferences for setup. This option will increase the productivity of the research department to the great extent. The system shall list down appropriate presenters for the conference on the basis of their experience, education, or any specified criteria. This would allow the Production department to select the suitable presenter in less period of time. The system shall keep a check on unpaid invoices and shall be able to generate

Promoting Healthy Eating for Dementia in Residential Homes Essay

Promoting Healthy Eating for Dementia in Residential Homes - Essay Example In fact, individuals who are obese are also considered as malnourished. According to the World Health Organization (2000), malnutrition related to hunger is a life-threatening situtaion. Therefore, it can lead to a significant increase in morbidity and mortality rate. Considering the adverse health effects of malnutrition on patients with dementia, nurses who are assigned to take care of this group of patients should pay more attention to the importance of proper nutrition. The number of people with dementia is expected to increase throughout the United Kingdom (Knapp and Prince, 2007:22-23). For this reason, nurses should search for new ways on how they can improve the physical health of these patients. One of the best and most simple ways to improve the physical health of patients with dementia is to focus on how nurses can effectively promote healthy eating. By promoting healthy eating among patients with dementia, the nurses can protect the patients from becoming sicklier or more vulnerable to other types of illnesses. There are certain types of food that can help prevent the incidence of dementia. For example, vitamin B12 and Folate deficiencies are also associated with developing dementia and cognitive impairment (Bruce Fife, 2011). Fish like tuna, salmon, mackerel and herring is rich in Omega 3 fats. Based on a recent study, doctors suggest that eating fish at least once a week reduces the risk of developing dementia by 60% (McFadden, 2011), Since dementia is hereditary, continuous promotion of healthy eating can help public awareness against dementia. Thus, improving the healthcare practices throughout the United Kingdom. Nurses are the front-liners within a healthcare setting. This explains why most of the patients with dementia are being cared for by the nurses. One of the role and responsibilities of the nurses is to deliver a holistic care to their patients. Therefore, nurses who are currently working in a residential nursing home should continuousl y improve their knowledge and skills on how they can effectively promote a healthy eating lifestyle. 5.0 Literature Review General Facts about Dementia in UK Dementia is â€Å"a global impairment of cognitive function that usually is progressive and may be permanent; interferes with normal social and occupational activities† (Kozier et al., 2004:1449). In most cases, patients with dementia suffers from â€Å"a collection of symptoms, including a decline in memory, reasoning and communication skills, and a gradual loss of skills needed to carry out daily activities† (Knapp and Prince, 2007:2). Patients with dementia are prone to suffer from the rising levels of severe illness coupled with reduced sensory function of taste, smell, and teeth which negatively impacts on the nutritional needs of the patient (Linda, 2005: 221-245). This explains why most of the elderly patients who were diagnosed with dementia are less likely to eat properly as compared to patients with deme ntia who are still young or in the adulthood stage. Furthermore, several studies mentioned that a significant decrease in the metabolic process of elderly patients can also lead to other health complications that are

Providing Services for Human Sexuality and Well-being Essay

Providing Services for Human Sexuality and Well-being - Essay Example The most evident means in integrating an individual's sexuality is through their actual gender (Molina, 1999). Being a male or a female could already totally affect one's sexuality. Men and women are different in so many ways even from the smallest aspects to the most salient features - males and females walk, stand and sit differently from one another, both also have their own definite way in looking at something, both will have different opinions about a certain matter, both think in a very distinctive way. Nonetheless, one does not have to go into the psychological details of being a male or a female since physically, the two genders already show numerous differences, from the shape of the face to their body structure as a whole. This aspect of differences is explained by a branch of science called biology - it explains about sexual differentiation, sexual response and sex hormones. It is through sexual differentiation that not only the outer physical attributes of male and female differ but also their sexual reproduction (Bancroft, 2002). Gender is determined in this area, the X and Y chromosomes are the designated determinants of what a male or a female is (an XY chromosome suggests a male while and XX chromosome implies a female). Based on this biological sexual differentiation, the majority of the society only has two rooms form gender identity and that is for a boy and for a girl, unfortunately, it is not always that sexual differentiation and chromosome development produce what is considered as right, correct and acceptable. There have been various cases of intersex or also known as hermaphroditism which is labeled as a â€Å"sexual disorder† and â€Å"chromosome anomaly† (Fallon, Jr., 200 2).... There have been various cases of intersex or also known as hermaphroditism which is labeled as a "sexual disorder" and "chromosome anomaly" (Fallon, Jr., 2002). Consequently, sexual response referred to the sexual arousal and changes in the body physiologically (Bancroft, 2002). It is also referred to as a psychosomatic circle in which changes that occur in the genitalia affect the processes of the central brain procedures. What is sexual is different among people as what is sexual for one will not be sexual for the other; it depends on the experiences that the person has undergone or the culture that he has lived in and has been accustomed to (Bancroft, 2002). Sexual response is considered as a cognitive activity where it is both a perception and an evaluation (Walen & Roth, 1987, as cited by Molina, 1999). As a perception, it has three basic essentials which are detection - which refers to the capability of the person in identifying stimulus and differentiating it from the other of its type, labeling - which pertains to the categorizing of the stimulus occurrence by the person, and attribution - which refers to the overall articulated rationalization of the whole perception. The said three features could greatly affect the overall sexual performance of a person (Molina, 1999). Lastly, sex hormones is said to be important factor in influencing sexual behavior (Molina, 1999). The hormones that are being secreted by the different glands in the human body, it is solely responsible for why sexual differentiation exists. Male and female, though they are said to be producing the same hormones, differ in the amount of the hormones being produced. Thus, they are not the same - for example, males

International Relations Essay Example | Topics and Well Written Essays - 1250 words

International Relations - Essay Example A nation cannot be referred to as sovereign without stable security. The success of all the development activities that a state undertakes is determined by the security status of that state as well as that of other nations. Majority of the key world powers retain their status through maximizing their share of the world power. According to Mearsheimer, some of the notable behaviors applied include regional hegemony, accumulating maximum wealth, achieving the preeminent land power and nuclear superiority. Many of these nations dearly ensure the security of their territories owing to the underlying realist notion that the world is characterized by competition and war and that every state should possess an inherent military offensive to preserve their sovereignty. This leads to the enhancement of suspicions and fear over the intentions of another state in the use of military offensive. Alternatives that exist beyond maximizing the security interests of a state include enhancement of glob al military dominance, economic superiority, and social-cultural cohesiveness. Global Military Dominance Most states focus on security to preserve their legacy of maintaining global dominance. It is common logic that primacy brings a lot of interests spanning from balancing the world power and spearheading the world peace efforts. When a state is at the pinnacle of power like the United States of America, the only probable step that it can make is towards downfall. Realists postulate that, under such circumstances, insecurity may worsen the situation further. According to Walt, the fear of an imminent decline in control of global power control arose from the United States capability of reaching the zenith.

Providing Services for Human Sexuality and Well-being Essay

Providing Services for Human Sexuality and Well-being - Essay Example The most evident means in integrating an individual's sexuality is through their actual gender (Molina, 1999). Being a male or a female could already totally affect one's sexuality. Men and women are different in so many ways even from the smallest aspects to the most salient features - males and females walk, stand and sit differently from one another, both also have their own definite way in looking at something, both will have different opinions about a certain matter, both think in a very distinctive way. Nonetheless, one does not have to go into the psychological details of being a male or a female since physically, the two genders already show numerous differences, from the shape of the face to their body structure as a whole. This aspect of differences is explained by a branch of science called biology - it explains about sexual differentiation, sexual response and sex hormones. It is through sexual differentiation that not only the outer physical attributes of male and female differ but also their sexual reproduction (Bancroft, 2002). Gender is determined in this area, the X and Y chromosomes are the designated determinants of what a male or a female is (an XY chromosome suggests a male while and XX chromosome implies a female). Based on this biological sexual differentiation, the majority of the society only has two rooms form gender identity and that is for a boy and for a girl, unfortunately, it is not always that sexual differentiation and chromosome development produce what is considered as right, correct and acceptable. There have been various cases of intersex or also known as hermaphroditism which is labeled as a â€Å"sexual disorder† and â€Å"chromosome anomaly† (Fallon, Jr., 200 2).... There have been various cases of intersex or also known as hermaphroditism which is labeled as a "sexual disorder" and "chromosome anomaly" (Fallon, Jr., 2002). Consequently, sexual response referred to the sexual arousal and changes in the body physiologically (Bancroft, 2002). It is also referred to as a psychosomatic circle in which changes that occur in the genitalia affect the processes of the central brain procedures. What is sexual is different among people as what is sexual for one will not be sexual for the other; it depends on the experiences that the person has undergone or the culture that he has lived in and has been accustomed to (Bancroft, 2002). Sexual response is considered as a cognitive activity where it is both a perception and an evaluation (Walen & Roth, 1987, as cited by Molina, 1999). As a perception, it has three basic essentials which are detection - which refers to the capability of the person in identifying stimulus and differentiating it from the other of its type, labeling - which pertains to the categorizing of the stimulus occurrence by the person, and attribution - which refers to the overall articulated rationalization of the whole perception. The said three features could greatly affect the overall sexual performance of a person (Molina, 1999). Lastly, sex hormones is said to be important factor in influencing sexual behavior (Molina, 1999). The hormones that are being secreted by the different glands in the human body, it is solely responsible for why sexual differentiation exists. Male and female, though they are said to be producing the same hormones, differ in the amount of the hormones being produced. Thus, they are not the same - for example, males

The long term effects of drug abuse on the unborn fetus of a pregnant Dissertation

The long term effects of drug abuse on the unborn fetus of a pregnant mother - Dissertation Example It is believed that drug abuse by pregnant mothers causes maladaptive behaviors stemming from Axis II diagnosis including (but not limited to) bipolar disorders, borderline personality disorders, schizophrenia, conduct disorders, antisocial and learning disorders. Introduction Substance abuse is linked to a number of different physical and mental defects in the offspring of abusers. A large volume of research exists on the phenomenon and its various dimensions. The physical and mental disabilities endowed to the fetus of substance abusers are complex and have thus been categorized into various systems for closer examination. This research will largely be concerned with a systematic study of long term effects on the fetuses of substance abusers based on Axis II diagnosis alone. A large amount of rich material both of a qualitative and quantitative nature exists for the current research area. The current research will rely on the examination of existing literature since it has both qua ntitative findings and quantitative findings. This will allow the current research to utilize qualitative methods in order to derive qualitative findings that are supported by quantitative results. The current research could have been geared for a pure mixed methods research but the shortage of time and resources precludes any such methods. In order to investigate fetuses that are born from substance abusing mothers, a large sample set and an adequate amount of time is required. The typical time required for such research would be at least a few years since the born child would only display Axis II disorders when they reach their early learning years. However, the shortage of time and the lack of access to a large sample set ready to participate in quantitative research require that the current research be geared towards qualitative methods alone. As mentioned before, the provision of both qualitative and quantitative results also supports the contention that a comprehensive literat ure review would suffice for the current research. Background to Drug Abuse during Pregnancy Drug abuse refers to the consumption of drugs without direct medical advice or supervision. It is widely believed that drug abuse relates to the recreational abuse of mood altering substances but the use of any drugs for performance enhancement is also essentially drug abuse. Based on this classification, drug abuse involves drugs that are mood altering, performance enhancing as well as psychoactive in character. The use of any forms of drugs, whether legal or illegal, is considered as drug abuse as long as there is no medical justification for their use (Ksir & Ray, 2002). Another major feature of drug abuse is the dependence created by drug use. Drug abusers or substance abusers require continuous consumption of the subject drug in order to satisfy their body’s urges. The number of drugs being abused around the world is too large to be discussed within the framework of this research alone. However, the most common feature displayed by all used drugs is the tendency of the user to rely excessively on the subject drug for mood altering or performance enhancement purposes (Barrett, Meisner, & Stewart, 2008). The dependency of the drug abuser on the drugs causes the greatest problems during pregnancy because the drug abuser is unable to

Sports are Necessary Essay Example for Free

Sports are Necessary Essay Ask yourself, â€Å"Is there something beneficial that numerous local neighborhoods and large nations both commonly share? † Likely, your brain isn’t listing sports as embracing such assets. Rather, you could be assessing sports as surpassing any other activity in regards to contentment or as a social pastime that involves to many injurious consequences to both players and audiences. Although underrated for the several benefits it offers, sports affects your communities regardless of whether you value athletics or not. Nevertheless, associating with sports can lead to a barrel jam-packed with underappreciated yet rewarding outcomes including supporting a healthy lifestyle, learning off-the-field skills, acquiring social connections, and creating happiness amongst unhappy moments. Near the conclusion of this essay, you will learn to see sports as a glass half full instead of half empty. Sport-like activities began since the beginning of mankind, but the longstanding purpose of benefiting civilization has remained the same. In the Roaring 1920’s, America was recognized for its emphasis on the eras social, artistic, and cultural interest. Alongside the national boom came baseball and the beginning of ‘sports culture’ as legendary Babe Ruth joined the New York Yankees. After breaking several records and setting the standard for baseball, Americans saw Ruth â€Å"as the most important and infamous† player in sports history (Buckley 10). Ever since that remarkable season, America bounced back from World War I and now lives in a society reliant on sports for reaching optimum satisfactory levels. To begin with, sports of any sort urge, support, and allow people to be healthy and stay fit. Regardless of whether you prefer surfing, riding a bicycle, playing football, or joining soccer over another sport, physical activity is involved and exercise helps burn calories. Rather than sitting on a laptop or watching television, sports decreases chances of becoming obese. Unfortunately, as the Centers for Disease Control and Prevention points out obesity in 12- to 19-year-olds rose from 5 percent in 1980 to 18 percent in 2008 (Murphey 22). C. J. Wilson, starting pitcher for the Major League Baseball Texas Rangers, is all about you getting improved and healthier. Its important to get kids healthier and cut down on childhood obesity, he says (Murphey 22). Wilson felt so strongly about young peoples health, he began his own charity to increase assistance against America’s epidemic while urging kids to stay fit. Despite these inspiring efforts, critics of sports claim that obesity increases because sports fans eat unhealthily as they watch the latest intense games on the LCD screen. In advertising and in stereotypes, watching sports undoubtedly appears like a reason to load your liver with beer and sodas and load your stomach with hot dogs, pizza, and assortment of chips and snacks. Although our â€Å"youth are not getting enough exercise to burn off the calories† accumulated from sitting around watching TV, we are probably getting enough exercise if youre into sports (Murphey 23). Although obesity is rising in the United States of America, clearly sports aren’t to blame because that isn’t what sports inspire to teach us, and becoming obese couch potatoes isn’t the lesson to be learned from sports. New Orleans football quarterback Drew Brees also remarks, â€Å"Why not get out and play for 60 minutes a day? † (Murphey 25) Clearly, sports aren’t really part of the problem when another influential athlete like Brees notices the issue of obesity and offers a sincere solution. Moreover, learning skills applicable to real life circumstances are what sports offers, believe it or not. Sport involvement, ranging from light participation to complete absorption or immersion into the game, has had a great impact on our life. Additionally, studies using literature analysis on sports participation have found that â€Å"with the intention, sports do build character† according to The Strategies For Character Building Through Sports Participation, a journal article in the International Journal of Academic Research in Business and Social Sciences. For instance, researchers at the Josephine Institute Center of Sport Ethics noticed that students athletes have better attendance in school, lower drop-out rates, fewer discipline problems, and less drug use (Soh Kim Geok 50). Negative influences and their subsequent implications brought about outside the classroom are lowered because sports allows for better time management, keeping young adults productive on the field rather than regressing on the streets. Another capability learned in sports is sportsmanship, an aspiration that a sport or activity will be enjoyed for its own sake, with â€Å"apt consideration for fairness, ethics, respect and a sense of fellowship with ones competitors† (Soh Kim Geok 52). Since any job or relationship depends on these attributes, lessons learned across sports can be applied to any social interaction. On the other hand, admonishers of sports are likely to say that sportsmanship isn’t the lesson learned from the playground. In renown pyschologist Sigmund Freud’s analysis of sports, violence, arising from competition, can lead an â€Å"otherwise steadfast moral character, during [battle], to willingly take up arms against their fellow man† (qtd. In Holowchak 713). In other words, Freud is saying that even the utmost principled person is willing to injure another player to better his/her chance at winning. For instance, soccer hooliganism and riots break out as the result of losing or winning. In regards to audience sportsmanship, it is often the loudest annoying fan crowd shown by news networks as opposed to illustrating the bulk of the people who respect opposing team fans. Since it is common knowledge that the news nowadays aims to appeal to interesting storylines, like the small group of unruly sports fans, rather than boring subjects, like respectable sports spectators, cunning broadcasts should not be assumed. But in regards to player sportsmanship, the immense bulk of athletes play for the love of the game despite the substantial aggression involved. Injuring someone in opposing uniform usually occurs as an accident, not from coldblooded intention. A study on the significance for youth attitudes towards physical education and sports illustrated that â€Å"children and adolescents perceived school sport as a physical activity and a social phenomenon rather than a competition area† (Tomik 103). Apart from acquiring useful skills from participating in sports, social benefits can also be achieved by associating yourself with sports. As human beings, we appear to innately need to launch and uphold affiliations among several groups, sport related or not. Likewise, in any social assembly, colleagues aim to jump into the â€Å"cool† crowd and stand accepted by others. There are numerous underlying benefits to these relationships, including the opportunity to â€Å"acquire important social connections and a sense of belonging† that, ultimately, can assist in the supporting of happiness (Wann 189). Because it remains a shared area of interests among conversations, a sport has the ability to change strangers into longtime buddies in a just seconds. According to Amir Abu Dalu, a 19-year-old Arabian Peace Players International coach, you can watch or â€Å"play a game and connect, just like that (qtd.In Wolff). Let’s say Alex, a relatively nerdy, young, yet lonely student, begins his collegiate life at the University of Georgia, an institution that nurtures a respectable business program but also leads the nation by a â€Å"cream of the crop† football team on its shoulders. According to an insightful article on the culture of sports attendance, social needs such as the â€Å"social gratification of being with others who enjoy the same activity and connecting oneself with the need to interact, socialize, and belong are among the fundamental motives for sport consumption† (Armstrong 219). On that note, you will be inclined to become a red and black bleeding UGA fan. Identifying yourself as a bulldog will link you to numerous social connections, â€Å"new relationships with others, and a general sense of connectedness to the campus as a whole† (Wann 189). Now, feelings of alienation are replaced with social connections obtained by being labeled a UGA admirer. As a result, you are jollier than your saddened state of isolation beforehand. Sports are inclined to be able to, for lack of a better term, ‘turn that frown upside down’. Now, let’s suppose that Alex isn’t a Georgia fan or a sports fan at all. Couldn’t he find himself feeling isolated because everyone around him is into sports, and they tend to only bond with people over sports? Surely it is possible, but rationally speaking, it is unlikely that Alex finds himself in complete isolation because there have to be other anti-sporting individuals among the thousands who attend UGA who share common interests in areas besides athletics. A sport allows you to make social connections, but sports aren’t the only approach to linking to new acquaintances. And in a second instance, let’s suppose that Alex isn’t actually a Georgia fan. Let’s say he’s a Tech fan. Wouldn’t he potentially face hostility and isolation as a result of the fact that he’s a fan of UGA’s biggest rival? According to some, rivalries tend to make people reject others and not get along simply because they root for opposing teams. Beforehand, it was assumed that non-sports fan could make friends with other non-sports fans. Likewise, nonlocal sports fans could also make friends with other nonlocal sports fans believe it or not. Many of  these â€Å"fans attempt to maintain a community with other fans of the team via the Internet or by watching their team on television with other fans† (Wann 191). In accordance to making friendship with rival sports fans, friends do not always agree on everything and they shouldn’t become enemies over something silly as sports, no matter how important it is considered. Although these antagonistic relationships are a reality, they shouldnt be since ultimately, a Tech or UGA fan is zealous for the same game and should be able to find common ground based on that fact. Lastly, another advantage for people in sports is that it brings joy and hope in times of unhappiness or sad times. A loss or a losing season can cause temporary sadness, but in unhappy life situations, many of us look at sports as a fantasy leave from reality and the chaos it often brings. According to the International Academy for Suicide Research, it was found that adolescents â€Å"not engaged in physical exercise reported significantly higher hopelessness scores compared to the ones engaged in recreational activity† such as running, bicycling, playing basketball or other sports (Chioqueta 377). By using athletics to tackle the utmost unrelenting issues around the world, visionaries and humanitarians alike are impressively creating optimism and bliss in times of suffering and affliction. Senior writer for Sports Illustrated Alexander Wolff set off on a yearlong journey and noticed remarkable outcomes. In his article, a Brazilian kid avenged his father’s murder positively through boxing, became a light welterweight champion, and a received the opportunity to star in the 2012 London Olympics. Next, Zimbabwean boys learn about the HIV virus through fun and innovative role-playing by running soccer drills. Additionally, basketball facilitated to remove social barriers for Palestinian girls who are not culturally accepted to participate in anything usually done by their male counterparts. Not only do sports serve entertainment purposes, but also games have the effect of relaxing the brain of any ongoing strains. Some athletes use sports to tackle school related issues or concerns. After being asked the range of benefits attained from playing sports, a student reported that athletics can be â€Å"a good stress relief and if you’re like busy with school† (Scherer 494) Although some opponents may say that sports interferes with the learning process because players spend less time on assignments and reading, the same boy also felt â€Å"like [he] worked more efficiently† although sports consumes part of his time (Scherer 494). Lastly, associating with sports can lead to a barrel, jam-packed with underappreciated yet rewarding outcomes including: supporting a healthy lifestyle, learning off-the-field skills, acquiring social connections, and creating happiness amongst unhappy junctures. In all, sports authorize people to use its numerous offered benefits regardless of its limited shortcomings. Bringing both this analogy and the above ideas brought to attention into consideration, you should be able to find a positive stance on sports as it offers significant advantages and useful implications on society. Works Cited (List of References): Armstrong, Ketra L. Consumers Of Color And The Culture Of Sport Attendance: Exploratory Insights. Sport Marketing Quarterly 17. 4 (2008): 218-231. Business Source Complete. Web. 2 April 2013. Buckley, James, and John Walters. Sports In America, 1920-1939. n. p. : Chelsea House, 2010. eBook Collection (EBSCOhost). Web. 2 April 2013. Chioqueta, Andrea P. , and Tore C. Stiles. Cognitive Factors, Engagement In Sport, And Suicide Risk. Archives Of Suicide Research 11. 4 (2007): 375-390. Academic Search Complete. Web. 2 April 2013. Holowchak, M Andrew. Freud On Play, Games, And Sports Fanaticism. The Journal Of The American Academy Of Psychoanalysis And Dynamic Psychiatry 39. 4 (2011): 695-715. MEDLINE with Full Text. Web. 2 April 2013. Murphey, Paula. Get Fit And Stay Fit. Boys Life 102. 1 (2012): 22. MAS Ultra School Edition. Web. 2 April 2013. Scherer Jay, et al. Benefits And Challenges Associated With Sport Participation By Children And Parents From Low-Income Families. Psychology Of Sport Exercise 12. (n. d. ): 490-499. ScienceDirect. Web. 2 April 2013. Soh Kim Geok, et al. The Strategies For Character Building Through Sports Participation. International Journal Of Academic Research In Business Social Sciences 2. 3 (2012): 48-58. Academic Search Complete. Web. 2 April 2013. Tomik, Rajmund, Dorota Olex-Zarychta, and Waldyslaw Mynarski. Social Values Of Sport Participation And Their Significance For Youth Attitudes Towards Physical Education And Sport. Studies In Physical Culture Tourism 19. 3 (2012): 99-104. SPORTDiscus. Web. 2 April 2013. Wann, Daniel L. , Josh Polk, and Gentzy Franz. Examining The State Social Psychological Health Benefits Of Identifying With A Distant Sport Team. Journal Of Sport Behavior 34. 2 (2011): 188-205. Academic Search Complete. Web. 2 April 2013. Wolff, Alexander. Sports Saves The World. Sports Illustrated 115. 12 (2011): 62. MAS Ultra School Edition. Web. 2 April 2013.

An introduction to kinesiology

An introduction to kinesiology In this chapter, basic kinesiology definitions are introduced and problem-solving approaches in kinesiology tasks are classified as quantitative or qualitative movement analysis. Definition: Derived from the Greek word kinesis meaning motion and the suffix -ology or -logy from the Greek logos or logia (meaning field of study). It is the scientific study of the anatomy, physiology, and mechanics of body movement. Introduction to Kinesiology You might think that kinesiology is a modern day science, however, you will find out in this text that the practice, study and application of kinesiology can be traced back thousands of years to ancient Roman times. In fact, many aspects of physical movement training are documented in chariot races and gladiator fights, where fighters trained and chose between different weapons, wheel sizes etc. Throughout history, particular in wars there are abundant examples of the use of kinesiology to improve fighting, fitness and protection. Kinesiology encompasses human anatomy, physiology, biomechanics, exercise physiology, exercise psychology and sociology, history, and philosophy of sport. Kinesiology is the study of human movement across a range of tasks including exercise, daily living, play, sport, and work. The primary aims of general kinesiology are 1) Understanding the human bodys physiological and psychological responses to acute short-term physical activity. 2) Understanding the various adaptations to the human body to chronic or long-term physical activity. 3) Understanding the cultural, social, and historical importance of physical activity. 4) Understanding the mechanical qualities of movement. 5) Understanding the processes that control movement and the factors that affect the acquisition of more skills, and 6) Understanding the psychological effects of physical activity on human behavior. In this text we are mostly interested in kinesiology as it relates to human movement. So, we will focus more on joints, bones, muscles, levers, forces etc. as opposed to the social or psychological implications. Key Kinesiology Terms Biomechanics: The science and study of the mechanics of a living body. It is an examination of the forces exerted by muscles and gravity on the skeletal structure and the effects produced by such forces. Biomechanics, as a sports science, applies the laws of mechanics and physics to human performance in order to gain a greater understanding of performance in athletic events through modeling, simulation, and measurement. For example, the forces generated during acceleration of a 100m running race. Mechanics: A branch of physics that deals with the effects of energy and forces on the motion of physical objects. Mechanics, in the field of sports studies, is concerned with the behavior of physical bodies when subjected to forces or displacements, and the subsequent effect of those bodies on their environment. For example, the study of materials used in hockey sticks or tennis rackets. Statics: The study of objects in a constant state of motion, which means they may be in motion or stationary. Statics is a branch of physics that is concerned with the analysis of various loads on physical systems. For example, the forces required to lift an Olympic barbell. Dynamics: The study of objects subjected to acceleration/deceleration. Dynamics is from the branch of classical mechanics in physics which is involved with the motion of bodies; it is divided into two other branches, kinematics and kinetics. An example for this category would be the flight speed and path of a baseball after it has been struck. Kinematics: The study and measurement of motion. The variables of kinematics describe the motion of objects in respect to space and time without considering the effects of forces that bring out the motion. Two types of applications are applied in kinematics. First, translational (or curvilinear kinematics), which is the description of the motion in space of a point along a trajectory. This path can be linear, or curved. There are three basic concepts that are required for understanding translational motion; displacement, velocity and acceleration. (These concepts will be reviewed in later chapters). Secondly, there are rotational motion kinematics which describe the rotation of an object and involves the definition and use of the following three quantities: angular position, angular velocity and angular acceleration. Kinematics has application in studying the acceleration of a cyclist or throwing a javelin, where there is a change in the position of the object over time. Kinetics: The study of the forces that act to produce motion. Kinetics, as opposed to kinematics, is concerned with the motion of bodies under the action of forces. A branch from the study of human biomechanics, a kinetic analysis may include questions such as whether the amount of force the muscles are producing is optimal for the intended purpose of the movement. The term kinetics is not widely used today and is often collectively studied under the term dynamics. Anthropometrics: The study of the human body dimensions. Anthropometrics are related to the dimensions and the weights of body segments. Factors include size, shape, weight and other important considerations in a kinetic analysis. For example, you will notice that basketball players are generally tall and gymnasts are generally short. These anthropometrics, or body shapes, create advantages within certain sports. Kinesiology: Literally, the study of human movement. Quantitative and Qualitative Measurement Within the field of kinesiology we evaluate and score performances in two main ways. For example, we may time a runner over 100M and we give a 10M diver a score based on how much we liked the dive. We refer to these assessments as either quantitative or qualitative. Quantitative simply refers to empirical or hard numbers, while qualitative refers is more subjective and evaluates form and style regardless of the elements of time of distance etc. Let us look at each in more detail. Qualitative Analysis Definition: Describes the human movement based on its constituent elements. The word qualitative refers to a description and analysis of a human movement based on and involving non-numeric terminology. Many professions involving scientific research use qualitative analysis as a thorough and detailed way of improving human movement and performance. Good qualitative analysis uses all the senses to gather information about the strengths and weaknesses of the movement. The most commonly used approach of qualitative analysis is through basic visual observation. It is through this observation that information on a specific motion is gained, recorded and analyzed. This analysis can also help identify various mechanical factors that may or may not need to be altered in an effort to improve performance in the given activity. The ability for a scientist, coach and athlete to be able to observe the performance in slow motion is a valuable tool for improving ones performance. The details of qualitative analyses vary. Generally, one can simply state a movement as a woman was running quickly down the track. It might also be stated that the same woman is running quickly down the track on the balls of their feet, leaning slightly to the right. This alternate way of describing the same movement is providing a more detailed qualitative analysis of the movement. Qualitative problems arise during our everyday daily activities, with a large part of our lives being devoted to the solution of problems. Sport and performance are no different. To effectively analyze a movement, it is necessary to start off with a framework and list of questions. The questions stated can either be more of a simple and general question or can also contain a much more detailed and specific questions. Below are some examples of both general and specific questions. Table 1.1: General vs. Specific Qualitative Analysis General Specific Is the movement performed with proper execution? -Is the release of the swing taking place at the instant of full arm extension? -Why is this sprinter not getting a faster time? -Does the strengthening of the quadriceps significantly improve hip rotation and turnover speed? Planning and Performing a Qualitative Analysis Once you have identified the question(s) the next step is to collect the data. For the coach, therapist or PE teacher, this is qualitative visual observation data. The movement is first carefully observed and written or mental notes are made. Planning is required to ensure observation is done from optimal distance and perspective. As the level and complexity of the skill increase, the level of planning increases. In planning a qualitative analysis, a process occurs with the main goal being a further refinement of the original question. The first and final step both lead to refinement of the original question being asked. Figure 1.1: Qualitative Analysis Process (*Referenced and re-created from Basic Biomechanics by Susan J. Hall) Following this procedure in carrying out a qualitative analysis will allow the researcher to optimally collect observations. Throughout the analysis, one usually finds questions will constantly arise. Laying out the foundation of the analysis will prevent faulty or inadequate information. Procedures for Qualitative Analysis First and foremost, the procedure begins with identifying the problem or question. Whether the analyst is looking to answer a question pertaining to a how a sprinters gait is negatively impacting their running style, why a baseball player is having difficulty making contact with the ball, or why a tennis player is having wrist pain. The ability to answer these questions begins with biomechanical knowledge. Once the problem is identified there are two main steps. Firstly, make proper decisions necessary to carry out the analysis and secondly to observe and collect the observations from the performers movement. When a movement is executed, the analyst needs to determine the appropriate way to fully optimize the viewing process. This decision is determined depending upon whether the analyst is going to rely on basic visual observation or will they be using a video camera. Videotape allows both the analyst and the performer to view the movement, as well as repeated viewings. Details like viewing angle, environmental modifications, slow-motion, etc. are all factors that play into the decision making process. It is from the videotaping of the performance that the analyst and the performer can both sit down and begin to collect observations. Feedback from the video, analyst and performer are all collected, and reviewed. Despite the main question being stated in the beginning, occasionally other questions may arise during the collection process. Observations made may suggest new questions. This is when the analyst needs to go back and focus on the critical aspects of the movement and the biomechanical error that was first identified. Finally, once all movements and performances have been carefully observed, the analyst begins to interpret the observations. The expert analyst is highly knowledgeable in biomechanical movements and is able to identify and diagnose errors. With all the combined information that was collected in the performance the analysis can now end the analysis, make refinements to the main question and/or problem and finally assess, correct and improve the human movement. Both knowledge of the specific biomechanical purposes of the movement and careful planning are necessary for effective qualitative analysis. Quantitative Analysis The second form of analysis is quantitative analysis. Definition: The use of measurable variables (e.g. size, time, number) to describe performances. In quantitative analysis we classify features, count them, and even construct more complex statistical models in an attempt to explain what is observed. The goals of quantitative analysis are to provide precise descriptions of the mechanisms of human problem solving, the causes of error, differences between skill performance and with the intent to improve human performance. We use variables such as force, speed, distance and time. The quantitative approach helps to eliminate subjective description and relies on data from the use of different instruments. It is generally a more scientific, publishable, and predictable analysis than the qualitative approach that implies that the movement is described without the use of numbers. This approach is widely used in coaching and during the teaching of sports skills. Nine-Step Quantitative Problem Solving A simple procedure for approaching and solving quantitative problems involves nine sequential steps. The following provides a summary of the procedure for solving such problems. Solving numerical problems is a critical part work in the kinesiology field and should be carefully approached. Carefully read and review the given problem. Write down information given; write what you need to find. Where units of measurement are needed (convert them as necessary) and list them in order. Draw out and diagram the situation given and provide both the unknown and known information Identify formulas that will be useful in solving the problem. Chose the logical formula that will be used. Insert and substitute measurements and relevant information correctly into the formula chosen. Solve the equation. Check to be sure your answer is reasonable, that you include proper units of measurement, and the answer is complete. Highlight the answer. (Revised from Basic Biomechanics by Susan J. Hall) Example of Quantitative Problem: Answers to these types of questions can assist coaches in making decisions about when and how to instruct players in given situations. Q: A baseball player hits a triple to left field. As he approaches 3rd base, he notices the incoming throw to the catcher is wild and decides to go to home plate. The catcher retrieves the ball 5m from the plate and runs to the plate at 8m/s. The runner is now 10m from the plate and running at 12m/s. Who reaches the plate first and how much faster? Using the Nine step process above, we can begin to solve this problem. Step 1: Carefully read and review the problem Step 2: Write down information given: Base runners speed = m/s Catchers speed = 8m/s Distance of base runner from plate = 10m Distance of catcher from plate = 5m Step 3: Draw a diagram of the situation of the problem. Step 4: Identify possible formulas to be used to solve the problem. Step 5: Chose the logical formula that will be used to solve the problem Time = distance/speed Step 6: Insert and substitute the given information into the formula. Time = distance/speed Catcher: time = 5m/8m.s Base runner: time = 10m/12m.s Step 7: Solve the Equation A: Catcher Time = 5m / 8m/s = 0.625sec. Runner: Time = 10m /12m/s = 0.83sec. Step 8: Check that the answer is complete and reasonable. Step 9: Highlight the answer Runner reaches home plate 0.21 seconds slower than the catcher! Could this be a qualitative example also? Yes, the umpire could actually call the runner safe. This is his decision and in this case is the wrong one. Research Note: The reliability differences between qualitative and quantitative assessments were perhaps no more clearly illustrated in the 2002 Winter Olympics Pairs Skating competition. In the pairs competition, Yelena Berezhnaya and Anton Sikharulidze of Russia had won the short program over Jamie Salà © and David Pelletier of Canada. In the free skating, Berezhnaya/Sikharulidze made a minor (but obvious) technical error when Sikharulidze stepped out of a double axel. Meanwhile, Salà ©/Pelletier skated a flawless program, albeit one that many experts considered to be of lesser difficulty than that of the Russians. The Canadians were the clear crowd favorite; they left the ice to a round of stormy applause and everyone believed they had won Gold. The Canadians received three 5.9s for technical merit, while the Russians received mostly 5.8s and 5.7s. However, for presentation, the Canadians received four 5.9s to the Russians seven. Presentation was weighted more heavily than technical merit at the time; the Canadians needed at least five 5.9s to overtake the Russians for first. There was obvious disagreement from the crowd; loud chants of Six! Six! Six! gave way to a chorus of boos when the presentation marks came out. As it turned out, this margin held until the end, giving the gold medal to the Russians. Salà ©/Pelletier accepted their silver medal with grace but open disappointment. It was the 11th consecutive time (dating to 1960) that a pair from the Soviet Union, the Unified Team, or Russia had taken the gold in the pairs competition. As it turned out, this margin held until the end, giving the gold medal to the Russians. Salà ©/Pelletier accepted their silver medal with grace but open disappointment. It was the 11th consecutive time (dating to 1960) that a pair from the Soviet Union, the Unified Team, or Russia had taken the gold in the pairs competition. The world was stunned when it was announced that the Russians had won. There was immediate suspicion of cheating. Judges from Russia, the Peoples Republic of China, Poland, Ukraine, and France had placed the Russians first; judges from the United States, Canada, Germany, and Japan chose the Canadians. Suspicion fell almost immediately on the French judge, Marie-Reine Le Gougne. When Le Gougne returned to the officials hotel, she was immediately confronted by Sally Stapleford, chair of the International Skating Unions Technical Committee. Le Gougne had an emotional breakdown in which she said that she had been pressured by the head of the French skating organization, Didier Gailhaguet, to vote for the Russian pair regardless of how the others performed. She repeated this at the post-event judges meeting the next day. It was alleged that this was part of a deal to get an advantage for French couple Marina Anissina and Gwendal Peizerat in the ice dance competition that was to follow a few days later. However, in a signed statement, Le Gougne denied taking part in such a deal and also stated that she had truly believed the Russian pair deserved to win. On February 15, Cinquanta and IOC President, at the time, Jacques Rogge, in a joint press conference, announced that Salà © and Pelletiers silver medal would be upgraded to gold. Berezhnaya and Sikharulidze were allowed to keep their gold medal as well, since there was no proof of impropriety on their part, and many felt that they, in fact, deserved it, as was the opinion of four of the other eight judges on the panel. Both pairs point totals were thrown out. Le Gougne was suspended effective immediately for misconduct. Which is better? Quantitative or Qualitative? You decide! So Quantitative or Qualitative? Obviously there are strengths and weaknesses for both. Here are some advantages to quantitative measurement. Quantitative methodologies are appropriate to measure overt behaviors. They are reliable in measuring descriptive aspects, such as time to travel a distance. Quantitative methodologies allow direct comparison and replication. Reliability and validity may be determined more objectively than with qualitative techniques. In quantitative research your aim is to determine the relationship between one thing (an independent variable) and another (a dependent or outcome variable) in a population. Quantitative research designs are either descriptive (subjects usually measured once) or experimental (subjects measured before and after a treatment). A descriptive study establishes only associations between variables. An experiment establishes causality. Studies aimed at quantifying relationships are of two types, descriptive and experimental. In a descriptive study, no attempt is made to change behavior or conditions (you measure things as they are). In an experimental study you take measurements, try some sort of intervention, and then take measurements again to see what happened. Problem: Can you list five examples each of qualitative and quantitative assessments of a skill etc. Qualitative versus Quantitative Measurement of Human Movement The qualitative and quantitative analysis of human movement is composed of many parts. Both require the knowledge of the movements desired, the characteristics involved, and the ability to view a performance and analyze whether the human movement does in fact incorporate the specific characteristics. The analysis of human movement may be either qualitative or quantitative, and both play an important role in the biomechanical analysis of human movement.. Classifying kinesiology tasks as quantitative or qualitative is an effective approach in understanding basic biomechanical concepts in kinesiology. Analyzing human movement is an essential process of problem solving. Whether the performance being analyzed is qualitative or quantitative they both include identifying the performance, observing and studying, and finally answering the problem or question. Quantitative measurements are taken and used to quantify movement or performance, whereas qualitative performance or movement is observed and subjectively evaluated without the use of measurement for quantification. An observer, for example, might qualitatively state that was a good throw where a second observer might quantitatively state the javelin was thrown at sixty-five meters. Qualitative analysis should not be regarded as merely general descriptions, as it can also involve detailed description. Both quantitative and qualitative description play important roles in the biomechanical analysis of human movement, with quantitative techniques mainly being used by biomechanist researchers in attempting to answer specific questions and qualitative observations and description mainly are used by a wider range of people including clinicians, coaches and PE teachers. There are advantages and disadvantages of both measurement techniques. However, the objectivity of quantitative measurement tends to make it more reliable and you dont end up with a performer scoring fewer points because of the color of their uniform as you might in qualitative assessment. Table 1.2: Quantitative vs. Qualitative Analysis Quantitative Qualitative Three Feet Good Two Cents Bad Twenty Dollars Heavy Fifteen Seconds Fast Table 1.3: QUANTITATIVE or QUALITATIVE ANALYSIS? Quantitative Analysis Qualitative Analysis Impact forces during running. X Carpal Tunnel Syndrome X Aerodynamics of clothing X Release angles for projectiles X Occupational demands X X Review Problems 1. Determine whether these measures require quantitative or qualitative analysis. Friction on a bobsled runner blade __________________ a toothache __________________ acceleration of a projectile __________________ rotational speed of baseball __________________ perceived difficulty chopping wood __________________ a headache __________________ wind speed __________________ 2. Can you now think of six examples on your own that fit each measurement. Give a one-line definition to accompany clarify your example. An example is provided for each measurement. Qualitative Motivation (motivation can be extrinsic or intrinsic and difficult to quantify). Quantitative Vertical jump height (this variable can be absolutely measured in cms). 3. Can you identify 4 examples of situation that represent dynamics and statics? Dynamics A skater gliding on the ice. Statics A chair sitting on the floor.