International Business Operations Llc ( Ibo ) - 1171 Words

This Memorandum of Understanding (â€Å"MOU†) is made and entered into as of the 21st day of April, 2016 (the â€Å"Effective Date†) by and between International Business Operations LLC (IBO), with its principal place of business at 108 Blincoe LN, Charlottesville, VA 22902 (hereinafter referred to as â€Å"IBO†), and iWayAfrica, a division of Gondwana International with its principal place of business at_____Kenya, either or both of which may be hereinafter referred to as the â€Å"Party† or the â€Å"Parties†, respectively Background: 1. IBO is a Commonwealth of Virginia, USA, based company that works on investment promotion, structuring financing operations, and trade in Latin America, the United States, Europe and Africa. It also identifies and structures international trade operations. 2. iWayAfrica is a subsidiary of Gondwana International.com that provides wide-ranging communications services, including wireless, VSAT, VoIP, Wi-Fi, etc. to Kenya and other African markets. 3. The parties are working on a strategic relationship to support the expansion of services and technologies as well as financing related to expanding the company’s VSAT satellite systems and services. 4. The parties have executed an NCNDA that constitutes an integral part of this MOU and that shall survive any termination or expiration of this MOU and remain in full force and effect Purpose 1. IBO will carry out its best efforts to work with representatives of Hughes Network Systems, Eximbank, and otherShow MoreRelatedProject Managment Case Studies214937 Words   |  860 PagesPROJECT MANAGEMENT CASE STUDIES, SECOND EDITION - PROJECT MANAGEMENT CASE STUDIES, SECOND EDITION HAROLD KERZNER, Ph.D. Division of Business Administration Baldwin-Wallace College Berea, Ohio John Wiley Sons, Inc. This book is printed on acid-free paper. @ Copyright O 2006 by John Wiley Sons, Inc. All rights reserved. Published by John Wiley Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced, stored in

Juvenile Delinquency Adult Delinquency - 2861 Words

Alexis Kelly SOC 333 William Franks Spring 2015 Juvenile Delinquency Prevention Programs What is juvenile delinquency? Juvenile delinquency relates to minors who commit law violations. Instead of adults commiting â€Å"crimes’, juveniles are considered to commit â€Å"delinquent acts†. Society sees juvenile delinquents as immature and in need of guidance, which is different to adults, who are seen to be responsible for their crimes. Juvenile delinquency can occur in any community, neighborhood, and schools. There are many reasons and theories as to why minors engage in delinquent acts. According to the Office of Juvenile Justice and Delinquency Prevention, the rate for juvenile arrest rate was at all time low in 2012. What may be causing this sudden decline in crime? The question to ask is what effects can prevention programs help in the decrease of juvenile delinqunecy? Although delinquency has started to decline over the years, the rate is still up in numbers. There have been several programs that have attempted to lower crime of juvenile delinquents. Some common types of prevention or rehabiliton programs for juvenile delinquents are: drug treatment, vocational, counseling, and hate crime programs. Each of these programs focuses on different parts of a delinquent’s life and could be beneficial in turning their environments into a positive and crime-free life. The first prevention program to help allievate is drug therapy. Studies have shown that drug use and crime are connected.Show MoreRelatedJuvenile Delinquency : Should Severity Of Punishment For Young Offenders Be The Same As Adults?1200 Words   |  5 PagesJuvenile Delinquency: Should Severity of Punishment for Young Offenders Be the Same as Adults? Throughout centuries of development, crime and social safety are still the biggest concerns for a country since it can influence the political, economic, and social aspects. With the evolution of human civilization, more than seventy percent of the world has been urbanized into developed countries. These countries contain advanced technologies, highly-comprehensive policies and economic system. Along withRead MoreJuvenile Delinquency : A Strong Predictor Of Adult Crime856 Words   |  4 PagesIntroduction Juvenile delinquency is a strong predictor of adult criminality. Therefore, professionals aiming to reduce overall crime can benefit by seeking preventative and early intervention methods with troubled youth. This article seeks to address the â€Å"psychosocial and psychopathological risk factors as predictors of adult criminal outcomes† (Aebi et al., 2013). The design of the study replicates an older longitudinal study performed by Zurich Adolescent Psychology and Psychopathological StudyRead MoreThe And Prevention Of Juvenile Delinquency970 Words   |  4 PagesJuveniles in the justice system is an issue relevant not only to people in the criminal justice system but to society in general. There have been a number of studies done that link serious behavior problems in children to adult criminal conduct. In more recent years, there has been more research done regarding the causes and prevention of juvenile delinquency. The Department of Juvenile Justice lists 3 broad categori es with many subcategories to help us understand what contributes to juvenile delinquencyRead MoreJuvenile Delinquency : The United States1458 Words   |  6 Pages Juvenile Delinquency in the United States We live in a world where there is a great deal of investment allotted to our children and our culture tend to be overprotective of our youth. Rightfully so, our younger citizens are considered the building blocks of our nation and the carriers of our legacy in the future. But in spite of stringent laws that seem to protect our youth, other factors such as race, poverty, and environment are catalysts for delinquent youth behavior. Juvenile crime isRead MoreJuvenile Delinquency Is An Increasing Problem Within The United States995 Words   |  4 Pages Juvenile delinquency has become an increasing problem within the United States. According to Siegel and Welsh (2012), more than 1.1 million youth are being arrested each year for various crimes ranging from loitering to murder. There are numerous reasons why there should be programs to help deter delinquency. One of which, Greenwood (2008), states that juvenile delinquency has started to take it’s toll on tax payers. The cost of a rresting, incarcerating, prosecuting, and treating offenders has beganRead MoreThe Effects Of Delinquency On Children s Life1657 Words   |  7 PagesIt is clear that teens commit more crimes than adults, and that if we can reduce the amount of delinquency that occurs in the United States, then we will also reduce the amount of crime. To understand how to prevent delinquency, we must first understand what causes it. Delinquency can be caused by a number of factors involving the child s family, socialization, economic background and drug use. Of course, the earliest contributor to delinquency in a child s life is the family. (1) Early familyRead MoreBreaking Down the Walls of Delinquency1685 Words   |  7 Pagesexplore how family life influences juvenile delinquency. Juveniles are more likely to become juvenile delinquents if there is little structure provided for them in their families. Children who are rejected by their parents, who grow up in homes with considerable conflict, or who are inadequately supervised are at the greatest risk of becoming delinquent. Literature reviews, focused on the relationship between child abuse and juvenile delinquency, indicate that juvenile delinquents are often productsRead More Adolescence and Juvenile Delinquency Essay1644 Words   |  7 PagesI couldnt begin to cover all the possible reasons that may cause an adolescent to become a juvenile delinquent. During my research, I found that the term juvenile delinquency is defined a number of ways. Mosbys Medical Nursing, and Allied Health Dictionary summed up juvenile delinquency best with this definition; resistant antisocial, illegal, or criminal behavior by children or adolescents to the degree that it cannot be controlled or corrected by the parents, endangers others inRead MoreCrime And Its Effect On Society Essay1652 Words   |  7 Pagescrime, the only separation is based on gender and age. Children under eighteen years old are considered juvenile and above are considered adults. However, in past there was no segregation of children from those considered to be adults. In a research by Ann Crowe, â€Å"English Common Law, which formed a foundation for the American justice system, also did not recognize a special category of juvenile crimes. Rather, youthful offenders were treated as anyone else who committed a crime† (2000). Without discretionRead MoreJuvenile Delinquency Essay1646 Words   |  7 PagesA juvenile delinquent offense is an act committed by a juvenile for which an adult would be tried at a criminal court. New statistics give an alarming picture: juvenile delinquency is higher as never before. According to the census bureau, in 2008 there were 1,653,000 recorded del inquent offenses in the United States. This is a 23.6% increase from 1990 when 1,337,000 delinquent offenses occurred. Today, a lot of people demand lowering the age of criminal responsibility and draconian penalties (Jenson

A Moveable Feast Essay Example For Students

A Moveable Feast Essay In Ernest Hemingways A Moveable Feast he tells the tale of his early career and life in Paris. He tells of his meetings with famous writers, poets, and the times that they had. He spoke especially of Scott Fitzgerald, Gertrude Stein, and Ezra Pound. He did have a tendency to portray them a little bit unfairly. He was a little critical of them because of the fact that he shared so much time with them. Usually when people spend lots of time with each other they begin to be annoyed by their habits. The first of the authors he spoke of was Gertrude Stein. He portrayed her as a talkative, outgoing, and somewhat overbearing person. She was very critical about writing. She said that she really liked most of his writing, but he could tell she didnt understand his idea of prose. She was kind of uppity and would talk about paintings and art a lot. She told him that you could do one of two things. Either buy nice clothes, or buy nice paintings. She herself opted for the paintings. All in all he liked her and enjoyed her company, but he grew apart from her after a while. The second writer he talked about was Ezra Pound. He begins his chapter on Ezra Pound by saying that he was always a good friend and he was always doing things for people. He also said that Ezra was a kinder and more Christian person with people than Ernest was. He was very impressed by how Ezra could write so perfectly and hit things just right. He was very meticulous about his errors. But, he said that sometimes he co uld be rather irascible. He also described him as the most generous writer he had ever known. He would help poets, painters, sculptors, writers, and anyone else the he believed in or was in trouble. Ezra was probably his favorite person out of the many writers he met. He probably liked him so much because of how generous and helpful he was to him. The last big writer Hemingway talked about was Scott Fitzgerald. He talks to him just after The Great Gadsby was released. He was rather impressed at how smart Scott was. But, it seemed he was annoyed with him at times. Scott ended up to be rather untrustworthy. He missed most of a trip they were suppose to make together because he was late. Hemingway finally figured out that the guys main problem was that he was an alcoholic. That was why he ended up being somewhat distant. He was very persistent about what he thought was right and that bugged Hemingway greatly. Scott was almost to the point of being pugnacious at times. But, Hemingway st ill enjoyed his writing and liked him because he showed that it was possible for him to become a successful writer. Here is a little quote he had on himHis talent was as natural as the pattern that was made by the dust on abutterflys wings. At one time he understood it no more than the butterflydid and he did not know when it was brushed or marred. Later he becameconscious of his damaged wings and of their construction and he learnedto think and could not fly any more because the love of flight was goneand he could only remember when it had been effortless.In conclusion, Ernest Hemingway met many writers and was impacted by Gertrude Stein, Ezra Pound, and Scott Fitzgerald the most. He liked them all but he had a tendency to portray them better if he liked them and worse if there were things about them he didnt like much. He let his feelings about them shine in his writing of his experiences with them. .uba5bac255cad606f831d6a03a24eb6b0 , .uba5bac255cad606f831d6a03a24eb6b0 .postImageUrl , .uba5bac255cad606f831d6a03a24eb6b0 .centered-text-area { min-height: 80px; position: relative; } .uba5bac255cad606f831d6a03a24eb6b0 , .uba5bac255cad606f831d6a03a24eb6b0:hover , .uba5bac255cad606f831d6a03a24eb6b0:visited , .uba5bac255cad606f831d6a03a24eb6b0:active { border:0!important; } .uba5bac255cad606f831d6a03a24eb6b0 .clearfix:after { content: ""; display: table; clear: both; } .uba5bac255cad606f831d6a03a24eb6b0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uba5bac255cad606f831d6a03a24eb6b0:active , .uba5bac255cad606f831d6a03a24eb6b0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uba5bac255cad606f831d6a03a24eb6b0 .centered-text-area { width: 100%; position: relative ; } .uba5bac255cad606f831d6a03a24eb6b0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uba5bac255cad606f831d6a03a24eb6b0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uba5bac255cad606f831d6a03a24eb6b0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uba5bac255cad606f831d6a03a24eb6b0:hover .ctaButton { background-color: #34495E!important; } .uba5bac255cad606f831d6a03a24eb6b0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uba5bac255cad606f831d6a03a24eb6b0 .uba5bac255cad606f831d6a03a24eb6b0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uba5bac255cad606f831d6a03a24eb6b0:after { content: ""; display: block; clear: both; } READ: THe Giver report2 Essay

LEtranger By Albert Camus Essays - Albert Camus, Meursault, Marie

L'Etranger By Albert Camus In L'etranger, an existentialist novel written by Albert Camus, the reader begins to discover that women are treated abusively or poorly. The main character in L'etranger, Meursault, views women as lesser than men; which ultimately conveys how women were thought of in Africa for that time period. In the second chapter, the reader first begins to get an idea of Meursault character, and his feelings towards women. After swimming with Marie Cordona, who once worked as a typist at Meursault office, he invites her to the cinema. This is very inappropriate, as his mother had died only a few days earlier. During the film, Meursault proceeds to fondle Maries breasts, and eventually kisses her. Shortly after the movie, Marie comes with Meursault back to his flat. This shows that Meursault thinks that women are merely in his life for pleasure; and no greater meaning such as love. On page 38, Marie asks if Meursault loves her; and he simply told her that it didn't mean anything, but he didn't think so. This emphasizes how Meursault does not believe in love, and does not like Marie for anything but a physical relationship, and possibly and as something to do. The way in which Meursault feels about women is not uncommon for this time period, as there were much more important things in life such as holding down a job and a daily routine than things such as loving someone. Most men in Algiers at this time only lived their lives, and did not think that women could be anything greater than an object or for physical reasons. Another example of how Meursault does not consider women as equals, but as lesser people, is when Marie asks if Meursault wanted to marry her. Meursault responds by saying that didn't mind and that they could if she wanted to. She then goes on to ask if he loves her and again he says that it didn't mean anything, but he probably didn't. Marie also said that marriage is a serious matter, but Meursault only said ?No'. This shows that not only does he not think that love is unimportant, but he also thinks that marriage doesn't mean anything. If Meursault does not care about love or marriage, then it shows that he also cares little for women, and in this case Marie. When Meursault and Marie are on the landing listening to Raymond beat one of his mistresses, Marie asks Meursault to fetch a police officer, but Meursault said that the didn't like policemen. This shows that Meursault didn't care that a woman was being hurt, because he would not even consider getting a policeman to stop the fight. Also, when Raymond asks Meursault to act as a witness, Meursault agrees to say that the woman was cheating on Raymond. By telling the police this, it got Raymond off the hook, and also showed that the policemen thought that it was all right to punish a woman if she had cheated on Raymond. Again, this emphasises the womens position in society. For the reasons stated above, Albert Camus conveys to the reader that women are considered lesser than men by Marsaud, and in the whole of Africa during that time period. Bibliography Camus, Albert. L'Etranger. London, England : Penguin Books, 1982

Food Additives Essays - Food And Drug Administration, Food Additives

Food Additives Essays - Food And Drug Administration, Food Additives Food Additives Food Additives Food additives have been used for thousands of years. In prehistoric times, salt was probably used to preserve meat and fish. Our ancestors also found that large amounts of sugar helped preserve fruit and that cucumbers could be preserved in a vinegar solution. The ancient Egyptians used sulfites to stop bacterial growth and fermentation in wine. They also used extracts from beetles for food coloring. Vegetable dyes from juniper fruits or beech-root juice were popular colorings in the Middle Ages, although wary kings began to employ garglers to test their mealsperhaps for additives that did not originate in the kitchen (Editors of Prevention Magazine 1993). Today, salt, sugar, and corn syrup are by far the most widely used additives. The role of food additives has become more prominent in recent years, due in part to the increased production of prepared, processed, and convenience foods. At the same time, consumers, scientists, and others have raised questions about the necessity and safety of these substances. Although limited amounts of food additives are necessary to guarantee adequate food supplies for a growing population, their use is strictly controlled by laws that assure consumers that foods are safe to eat and accurately labeled (FDA/IFIC 1998). Many people tend to think of any additive added to foods as a complex chemical compound but that ideology is quite wrong. A food additive is a substance or mixture of substances, other than basic foodstuffs, present in food as a result of any aspect of production, processing, storage, or packaging (Winter 1984). Salt, baking soda, vanilla, and yeast are all food additives and are commonly used in processed foods today. By law, the label must identify the food product in a language the consumer can understand. It must indicate the manufacturer, the packer, or distributor, and declare the quantity of contents either in net weight or volume, and the ingredients must be declared on the label in order of predominance (Winter 1984). The useful functions of food additives are often taken for granted, but their purpose is as varied as the foods in which they are used. Additives prevent salad dressings from separating, salt from becoming lumpy, and packaged goods from spoiling on the grocery shelf. They keep cured meat products safe to eat and give margarine its yellow color. The addition of vitamins and minerals to milk, flour, cereals, and breads was a key factor in the disappearance of diseases such as goiter, rickets, pellagra, and beriberi in the United States over the last fifty years. Since most people today are concentrated in big cities and their suburbs, additives help keep the nutritional and aesthetic quality of food from degrading while en route to markets. Additives also improve the nutritional value of certain foods and can make them more appealing by improving their taste, texture, consistency, or color (FDA/IFIC 1998). Some additives could be eliminated if we were willing to grow our own food, harvest and grind it, spend many hours cooking and canning, or accept increased risks of food spoilage. Most people have come to rely on the many technological, aesthetic, and convenience benefits that additives provide in food (FDA/IFIC 1998). We want pretty foods because consumers have been subjected to the beautiful pictures of foods in popular magazines and on television. Food purveyors are only responding to the changes in society (Winter 1984). Additives are used in foods for five main reasons. (1) To provide leavening or control acidity/alkalinity. (2) To enhance flavor or impart desired color. (3) To maintain product consistency. (4) To maintain palatability and wholesomeness. (5) To improve or maintain nutritional value (FDA/IFIC 1998). Many substances added to food may seem odd when seen listed on the ingredient label, but these chemicals that sound so intimidating are actually quite familiar. It is helpful to remember that all food is simply made of Carbon, Hydrogen and other chemical elements like Oxygen and Nitrogen. Dr. Melvin A. Benarde feels that the public is being widely misinformed about the chemical additives in processed foods. He points out that without these chemical additives, many of the convenience foods we use would not be available (Benarde 1971). Under the Food, Drug, and Cosmetic Act, the term food additive is defined as any

History Essay

History Essay The first thing you should do when writing a history essay is to  study  the question very attentively and get its meaning. It may seem too obvious, but still, most history essays are off the point. The  thesis  is almost the main thing in your history essay. Usually, you may come across this term in other kinds of essays, but when it comes to history essay it is a real thesis. It should not be the assumption of your idea, or opinion or argument. It should be your thesis. Pay attention to the  logical arrangement of your essay. Bear in mind, that it is beneficial to stick to the common essay structure: Introduction Body Conclusion Try to do your best to make the introduction of your history essay straightforward and convincing. Here you should introduce your thesis and reveal the course you are going to take. Using general or specific terms present the point you were intended to prove in your essay. The body is the part of your essay where you have to reveal the facts to support your thesis (to give validity to your thesis). You may arrange the body of your historic essay in the following ways: the chronological the categorical the stages of development In the conclusion, you have to sum up everything that was mentioned in the introduction and the body. You have to some extend to refresh all the main points that support your thesis. And some last tips to make your history essay a  successful one: use compact language. Assigned to write a history essay? Here is a great list of topics for your essay on history: History Essay Topics Having no idea of a topic to write on? Or having problems with composing your history essay?  Order your history essay online.

Man of the House Essay Example | Topics and Well Written Essays - 500 words

Man of the House - Essay Example They will act as the fathers of these children and become a "househusband". Essentially, they will accomplish different household chores that a normal father would do, plus doing the laundry, cooking for the kids and other tasks that the children's mothers will assign them. The guys will not be allowed to talk with their girlfriends during that span of time, but the children's mothers will report how their boyfriends fared. The guy who will perform best will win, and the prize will be the couple's dream wedding. The show has a great potential because it is a reality show that will maintain redeeming values. Not only that it promotes values, just think about all the possibilities about how the groom-to-be's will fare as fathers to some children. Definitely there will be comical incidents that will spontaneously happen in between. The show will also feature a romantic side, as audience will behold the guys completing these challenges just to offer their fiances the wedding of their dreams. With guys acting as the "Man of the House", the show emulates a family-oriented scenario that is apt to be viewed by people of all ages. Unlike other reality shows which feature adult topics, this show will cater to much wider audience share. It is a show that deals with guys getting the real picture of how to become a "perfect" father to his children. In

Leda and the Swan Essay Example | Topics and Well Written Essays - 1500 words

Leda and the Swan - Essay Example The basic story of the events as per Greek mythology describes the events which led to the conception of Helen and other children, the event mentioned in the story are violent perhaps because beauty is often born from past violence. Leda was married to the king of Sparta i.e. Tyndareus and Zeus took the form of a giant swan to mate with Leda on the same night as she had sex with her husband (Beyst, 2002). Intertextual analysis can show us quite clearly that the artists who covered this particular theme gave their own focus to the images regardless of the media being sculpture, painting or as per Yeats, poetry. Essentially, the poem and other artistic mediums which are based on this motif are presenting a loving couple which is entwined with each other. Sensibilities in art often prevent a complete visual description of a sexual act therefore there are certain aspects which are not shown. For example, Michelangelo’s Leda has her privates covered with the tail feathers of the swan while da Vinci’s Leda seems to be more or less hugging a giant swan rather than engaging in any sexual act (Beyst, 2002). On the other hand, the images presented by Yeats quite clearly describe the sexual act and if a person who is familiar with the background story reads this poem, s/he can clearly know where the point of climax comes within the poem along with the orgasm of the characters. In fact, Yeats words have a certain power which can not be felt in paintings because of a difference in medium. For example, it is rather difficult to empathise with Leda if one simply views the painting but upon reading the poem a person can place themselves in Leda’s position and experience what she felt (Beyst, 2002).

Guideline for Article Review Essay Example for Free

Guideline for Article Review Essay 1. Full Bibliographic Reference State the full bibliographic reference for the article you are reviewing (authors, title, journal name, volume, issue, year, page numbers, etc. ) Important: this is not the bibliography listed at the end of the article, rather the citation of the article itself! Grading: -3 if missing 2. Introduction: Objectives, Article Domain, Audience, Journal and Conceptual/Emprical Classification Note: For the on-line reviews done in some class sections, this category may be broken up into several separate subcategories. For the written review, please discuss all of these subcategories together as follows. Paragraph 1: State the objectives (goals or purpose) of the article. What is the articles domain (topic area)? Paragraph 2: †¢ Audience: State the articles intended audience. At what level is it written, and what general background should the reader have; what general background materials should the reader be familiar with to understand the article? †¢ Appropriate Journal? : Why is the journal appropriate (or inappropriate) for this article? (Check the mission statement or purpose of the journal itself from its cover or its Web site. ) Paragraph 3: State whether the article is conceptual or empirical, and why you believe it is conceptual or empirical. Empirical articles and conceptual articles have a similar objective: to substantiate an argument proposed by the author. While a conceptual article supports such an argument based on logical and persuasive reasoning, an empirical article offers empirical evidence to support the argument. Empirical articles offer substantial, detailed evidence which the authors analyze using statistical methods. Empirical articles must include hypotheses (or propositions), detailed research results, and (statistical) analyses of this empirical evidence. Empirical research includes experiments, surveys, questionnaires, field studies, etc, and to limited degree, case studies. Conceptual articles may refer to such empirical evidence, but do not provide the detailed analysis of that evidence. Of course, both types of articles can use real life examples to back up their points. Just because an article provides examples, does not necessarily mean that it is empirical. (The lesson to take home is not to consider a conceptual article to be an empirical one just because it provides some summarized or some unanalyzed data. ) Grading: Objectives: great 3; ok 2; poor 1 Grading: Audience/Journal Appropriateness: great 3; ok 2; poor 1 Grading: Conceptual vs. empirical: great 2; ok/poor 1 3. Very Brief Summary Prev Page For our article reviews, we do not want you to spend much space summarizing the article. Instead we are more interested in your analysis of the article. Thus, in this section, summarize the article only very briefly (2-3 paragraphs). If possible, use the IS research paradigm as the format of your summary, but remaining very brief: †¢ Paragraph 1: what is the problem or opportunity being addressed †¢ Paragraph 2: which solution is proposed (the solution could be a new model or a theory that explains the problem) †¢ Paragraph 3: what evidence is put forth that this solution is appropriate (If this is an empirical article, be sure to briefly describe what kind of empirical study was done as part of the evidence) Grading: great 4; ok 2; poor 1 4. Results. Very briefly summarize the important points (observations, conclusions, findings) and take home messages in the article. Please do not repeat lists of items in the articles just summarize the essence of these if you feel they are necessary to include. Grading: great 8; ok 5; poor 2 5. Class Readings 1. Does this article directly cite any of the class readings, i. e. , does any class reading appear explicitly in its bibliography or reference section? If not, state this explicitly. If so, clearly describe how the authors use the cited article. How does the article you are reviewing relate to and/or build upon the class article it cites? If this article does not cite any class readings then just state this. (If you do not state this explicitly, you will not receive credit for this section. ) Do not discuss any other readings, such as other readings on the same topic or by the same author. Save any discussions of similar articles for your synthesis section below. 2. Do any of the class readings cite your article (besides the textbook)? If so, clearly describe how. If no class readings cite your article, then write in your review No class readings cite this article. (If you do not state this explicitly, you will not receive credit for this section. ) Be sure to add all references you cite to the bibliography. Grading: great 4; ok 2; poor 1 {If none, then score 4 by default if this has been stated explicitly. } 6. Contributions An article makes a contribution by adding to the knowledge of researchers in a research field. An article can make a contribution to the research field in many ways. Does it provide a new way to look at a problem? Does it bring together or synthesize several concepts (or frameworks, models, etc. ) together in an insightful way that has not been done before? Does it provide new solutions? Does it provide new results? Does it identify new issues? Does it provide a comprehensive survey or review of a domain? Does it provide new insights? Also, is it salient (relevant and current) to a particular scientific issue or managerial problem? Are the issues addressed introduced in a way that their relevance to practice is evident? Would answers to the questions raised in the article likely to be useful to researchers and managers? Note: Do not discuss the contributions of the technologies the article describes, but rather the contributions of the article itself! The articles contributions should be original. To the best of your knowledge, are they? Are the articles take-home messages new? Describe each contribution clearly in a separate paragraph or bullet point. Discuss why the contribution is important. Alternatively, if you believe the article makes no contributions, explain why clearly. Grading: great 8; ok 5; poor 2 7. Foundation Good research often is built upon theories and frameworks that other researchers have developed. Sometimes articles will be substantially based upon this prior work, and refer back to it in some detail. (Not all research articles will do this. ) Which theoretical foundations does this article and research build on, if any? In what ways? Include references/citations of the foundation work. (You can determine this in part from the works the article Prev Page cites. ) Note, however, that most works cited are not core foundational work, but rather just support certain aspects of the article. Similarly, do not confuse a general discussion of related topics as foundational work. If the article does not build upon key pieces of prior research, then write in your review This article does not build upon any foundation research. (If you do not state this explicitly, you will not receive credit for this section. ) Grading: great 4; ok 3; poor -1 {If none, then score 4 by default if this has been stated explicitly} 8. Synthesis with Class Materials The synthesis section should be at least one full page. Synthesis means analyzing a particular topic by comparing and contrasting it with, and thinking about it from the viewpoint of, the class materials from across the semester. These materials include the articles, models, frameworks, guidelines and other concepts weve covered. (Of course, only certain materials will be relevant for any given article. ) Note: You have to do this synthesis! You need to relate this article to other things we have studied, so by definition you will not find this analysis in the article itself! Discuss the articles research ideas and results in terms of any relevant materials covered in class or which you have found in the readings. You can also check the concepts in the to know link on the quick links portion of the course Web site. Cite these readings explicitly, including their source in the bibliography and a bibliographic marker in the text (e. g. , [Turoff et al. , 1999]). You also could analyze the approach the author took to the articles analysis and discussion. Discuss the articles approach and results in terms of one or more of the frameworks, etc. , from the text or readings, or any you find elsewhere. For example, if the authors discuss any type of information system, you could use Alters WCA analysis to examine how they approached that information system. Try to do this for all the models and frameworks, etc., which apply to your article. As part of this analysis, reference other articles youve read, when appropriate. Compare the approach, results and contribution with all articles about similar topics or with a similar approach. For example, if your article develops a new framework, compare it with Bandyopadyhahs Prev Page framework criteria (and vice versa whoever does Bandyopadyhahs article could test his criteria on frameworks from the other readings). Include any articles you cite in the bibliography and use bibliographic markers in the text. For all of these, do your synthesis comparison in as much depth as you can! Grading: four items up to 20 points total (12 points plus 8 points extra credit) for each item: great 5 ok 2; poor 1 Great: discussed deeply and relating the article in detail with the synthesized models and frameworks. OK: the synthesized information is only discussed in general 9. Analysis Note: Many people assume this category is the same as General Critique. It is not. General Critique is a different category from this, and follows below. What has changed since the article was written? How do its lessons, ideas and theories still apply? To what extent has its issues been resolved? Grading: great 4; ok 2; poor 1 Additional Analysis Optionally, try applying the articles models, frameworks and guidelines, etc. yourself. Do you find them useful? In addition, you may optionally add your own additional analysis in a separate subsection. (Do not repeat the authors analysis in the paper you could summarize this as part of the results section. ) Grading: this section is extra credit only: great 8; ok 5; poor 2 10. General Critique In this section you should state your opinions of how well (or poorly) the authors did their research and presented the research results in the article. Your critique can contain both positive and negative comments. Justify and explain in detail each of your critique points in a separate paragraph of at least 4-5 sentences. The following are suggestions only: †¢ Does it build upon the appropriate foundation (i. e. , upon appropriate Prev Page prior research)? †¢ Did the authors choose the correct approach, and then execute it properly? †¢ How confident are you in the articles results, and why? †¢ Are its ideas really new, or do the authors simply repackage old ideas and perhaps give them a new name? †¢ Do the authors discuss everything they promise in the articles introduction and outline? †¢ What are the articles shortcomings (faults) and limitations (boundaries)? Did it discuss all of the important aspects and issues in its domain (topic area)? †¢ In what way should the article have made a contribution, but then did not? †¢ Do the authors make appropriate comparisons to similar events, cases or occurrences? †¢ How complete and thorough a job did the authors do? Do the authors include an adequate discussion, analysis and conclusions? Did they justify everything adequately? Did they provide enough background information for the intended audience to understand it? For you to understand it? †¢ Were there adequate and appropriate examples and illustrations? For full credit, ask yourself these questions when justifying your critique points: †¢ why/why not? †¢ how? †¢ what distinguishes the differences/different approaches, and in what ways? Grading: four items up to 16 points total (10 points plus 6 points extra credit) for each item: great 4; ok 2; poor 1 11c. Further Critique of a Conceptual Article *** only for conceptual articles {adapted from guidelines from Dr. Dan Robey, Georgia State University} A critique of a conceptual article examines the logic of the arguments made by the authors. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. Give examples whenever possible. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. LOGICAL CONSISTENCY: Do any parts of the article or research contradict or invalidate other parts? If so, have the authors acknowledged and explained this adequately? 2. COHERENCE: Does the article make sense? Did the authors approach this article (and this research) sensibly? Does the article develop Prev Page  an argument that follows a coherent line of reasoning? Are the boundaries of the argument reasonably well defined? Does the argument anticipate most, if not all, rival arguments? Does the article flow in a logical sequence? Do later parts build logically upon earlier parts? 3. SUBSTANCE: Does the article provide an argument or a line of reasoning that offers insight into important issues, or does it merely summarize previous studies in a shallow way that does not reflect depth of analysis? Does the article provide ways (a model, framework, guidelines, etc. ) to guide future thinking about the issue(s) the author is addressing? 4. FOCUS: Is there a clear audience that the authors address? Was the article written at the appropriate level for this audience? Grading: for each: great 3 ok 2; poor 1 11e. Further Critique of an Empirical Article *** only for empirical articles {adapted from guidelines from Dr. Dan Robey, Georgia State University} A critique of an empirical article examines the strength of the empirical evidence supporting the authors argument. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. CLARITY: Is the articles purpose and argument clear? Do the researchers clearly develop a major research question, proposition, or hypothesis that is to be evaluated in the empirical study and discussed in this article? If the study is exploratory (preliminary), is sufficient justification for an exploratory strategy given? 2. THEORETICAL GROUNDING: Is the researchers argument grounded in more basic theory? Is it clear whether the structure of the empirical study (i. e. , what they do) was derived from theory, or just made up? In theory-building articles, is the need for new theory adequately established? 3. DESIGN OF RESEARCH INVESTIGATION: Is it clear exactly how the empirical study was carried out? Is the design of the research approach (field study, experiments, questionnaires, etc. both contents and how they will be used) adequate to address the common threats to internal and external validity? Have appropriate controls been established, and is the selection of research sites justified? Are the hypotheses and experiments, Prev Page etc. , significant? 4. MEASUREMENT: Empirical studies can have quantitative measurements (i. e., numeric results) and qualitative or subjective measurements. Are the measures used adequately described (i. e. , what is measured in the study and how)? Are data on the reliability and validity of these measures reported? Does the article feel anecdotal or solidly supported with evidence? For example, in case or field studies, are the results well documented? Is it clear who the subjects were, and with whom interviews were carried out? Were important results cross-checked, i. e. , determined across a range of subjects or just gotten from one or two subjects? 5. ANALYSIS: Is the analysis of empirical data conducted properly? Do the data conform to the requirements of any statistical tests used? Are qualitative data adequately described and presented? 6. DISCUSSION AND CONCLUSIONS: In discussing the results of the empirical study, do the authors remain true to the actual findings of the study? Are the claims made in the conclusion of the article actually supported by the empirical data? If the study is exploratory, do the authors offer research questions or hypotheses for future research? 7. BIASES: Do the biases of the authors affect the design of the research or the interpretation of the results? Are the authors aware of potential biases and the affect on the study? Grading: for each: great 2 ok/poor 1 12. Issues (listed by the author) What open questions or issues has the author stated remain unresolved? Discuss each in a separate paragraph of 5-10 sentences. Each issues paragraph should take the following format: †¢ what is the issue? †¢ why do you believe this is an important issue? †¢ in what way is it unresolved †¢ suggestions for resolving it if you give your own suggestions (instead of or in addition to the authors, then precede each with I would propose If it has been resolved since the article was written, then state how it was resolved. Note: If you have any critiques in this section, they most likely belong in the General Critique section instead. Grading: 3 items up to 9 points total (6 points plus 3 points extra Prev Page credit) for each item: great 3; ok 2; poor 1 13. Issues (in your opinion) List several open questions or issues which remain unresolved in your opinion? For example, what possible future research questions could arise from this article? Discuss each in a separate paragraph of 5-10 sentences. Each issues paragraph should take the following format: †¢ what is the issue? †¢ why do you believe this is an important issue? †¢ in what way is it unresolved †¢ suggestions for resolving it Note: If you have any critiques in this section, they most likely belong in the General Critique section instead. Grading: 4 items up to 12 points total (6 points plus 6 points extra credit) for each item: great 3; ok 2; poor 1 14. Impact To determine how much impact this article has had, do a citation analysis. Discuss what this citation analysis shows, and why; dont just list the citations! (See the Citation Analysis Guidelines (.doc) and Handout (. pdf) posted on the course Web site. ) If the article has no citations, then write in your review I found no citations in the Science Citation Index, the Social Sciences Citation Index or on the Internet. Then clearly explain why you believe there were no citations at all. If you found citations in some indexes or on the Internet but not the others, then explain this as well. Include your citation lists in an appendix to your review (see below for details). Grading impact discussion: great 3; ok 2; poor 1 15. Questions List three insightful questions of your own, arising from this article. Do Prev Page not ask definitions, but rather questions that really make one think. Grading: 3 questions, up to 6 points total for each question: great/ok 2; poor 1 16. Annotated Bibliography For every item you have cited in your report, you need a full reference and an annotation explaining it. This includes references to any class materials, as well as the three additional citations utilized in sections 6-14. 1. List the full bibliographic references (authors, title, journal name, volume, issue, year, page numbers, etc. ) for anything you have cited in your review. IMPORTANT: This is NOT the bibliography listed at the end of the article. It is the bibliographic references for any readings you yourself referred to inside your review. 2. Write 2-4 sentences describing the article. 3. Write 2-3 sentences describing why you cited it. Also, be sure that you have included a bibliographic marker to each (such as [Bieber Smith, 2001]) in the text of your review. Grading: -5 if missing references; -3 if you mention the authors explicitly in your text and put the references in this bibliography section, but forget to explicitly place citation markers in your text. 17. Citation Analysis Appendix There is a separate page on the course Web site describing citation analysis. This appendix will have three sections: †¢ the citations you found in the Science Citation Index †¢ the citations you found in the Social Sciences Citation Index †¢ the citations you found through a thorough Web search on the Internet If the article has no citations for any of these three, then write in that section I found no citations in the [Science Citation Index or the Social Sciences Citation Index or on the Internet]. Note, if your article has more than 20 citations, you only need to include a selection of them: †¢ State how many citations each index has and the Web search found †¢ List Prev Page 1-2 citations for each year in which the article has been cited. Try to include citations from several different journals spread over your selection ? Include a citation analysis to see who has cited it and how.

Phen/Fen :: Drugs Weight Loss Obesity Health Essays

Phen/Fen What is Phen/Fen and How Does it Work? Phen/fen is a popular drug treatment for obesity and binge eating disorders. Two medications named phentermine (phen) and fenfluramine (fen) are taken together in order to work in a balanced fashion on two of the body's neurotransmitters. Phentermine blocks the absorption of a neurotransmitter called dopamine. Dopomine is a stimulant that raises the body's temperature and increases metabolic rate. The effect of this blockage is a decreased appetite and an increase in metabolic rate (http://www.ulink.net/-dtison/). Fenfluramine works on the nuerotransmitter called serotonin. Increased levels of serotonin make someone feel calm and full. Fenfluramine increases the levels of serotonin available for the body to use which tricks the body into feeling fuller and decreasing one's appetite. 'The strength of the fen/phen protocol is that it permits regulation of each nuerotransmitter independently. Were there to be an insuff iciency of dopomine, the phentermine (phen) dose can be increased; a n excess of serotonin, the fenfluramine (fen) dose is tapered' (http://www.fenphen.com/philosophy.html). Phen/fen regulates the body's natural chemistry and keeps it in balance. By doing so, 'it eliminates psychological cravings for food, cuts down excessive hunger, and reduces depression-related ailments that result in eating disorders such as bulimia and anorexia" (http://www.fenphen.com/hope.html). The internet contains hundreds of web sites full of information on phen/fen along with advertisements for the treatment. But, it should be understood that "they are not 'fat pills,' as has been mentioned in some of the news media; they do not absorb fat or block fat from entering the system. They do not alter one's genetic make-up, which can be a contributing cause of obesity' (http://kingsfans.com/wein.htm) Who Qualifies for Treatment? Phen/fen treatments are meant for people who have a BMI (body mass index) of 28 or higher or are at least 20% over their ideal body weight (Anonymous, 1996). However, cases have been documented where people have been given the treatment who did not fit that criteria. For example, Teagan Clive (1997) reported in Joe Weider's Muscle and Fitness that she received the treatment although she was only 8% over her ideal body weight. The bottom line is that these companies are selling a product to make money, and they are not too concerned with people's health. To see if you qualify for treatment, check out the Medical Weight Management web site (http://www.phenfen.com). The site has a place to fill in your measurements so that you can calculate your body mass index and find out if you can sign up. Phen/Fen :: Drugs Weight Loss Obesity Health Essays Phen/Fen What is Phen/Fen and How Does it Work? Phen/fen is a popular drug treatment for obesity and binge eating disorders. Two medications named phentermine (phen) and fenfluramine (fen) are taken together in order to work in a balanced fashion on two of the body's neurotransmitters. Phentermine blocks the absorption of a neurotransmitter called dopamine. Dopomine is a stimulant that raises the body's temperature and increases metabolic rate. The effect of this blockage is a decreased appetite and an increase in metabolic rate (http://www.ulink.net/-dtison/). Fenfluramine works on the nuerotransmitter called serotonin. Increased levels of serotonin make someone feel calm and full. Fenfluramine increases the levels of serotonin available for the body to use which tricks the body into feeling fuller and decreasing one's appetite. 'The strength of the fen/phen protocol is that it permits regulation of each nuerotransmitter independently. Were there to be an insuff iciency of dopomine, the phentermine (phen) dose can be increased; a n excess of serotonin, the fenfluramine (fen) dose is tapered' (http://www.fenphen.com/philosophy.html). Phen/fen regulates the body's natural chemistry and keeps it in balance. By doing so, 'it eliminates psychological cravings for food, cuts down excessive hunger, and reduces depression-related ailments that result in eating disorders such as bulimia and anorexia" (http://www.fenphen.com/hope.html). The internet contains hundreds of web sites full of information on phen/fen along with advertisements for the treatment. But, it should be understood that "they are not 'fat pills,' as has been mentioned in some of the news media; they do not absorb fat or block fat from entering the system. They do not alter one's genetic make-up, which can be a contributing cause of obesity' (http://kingsfans.com/wein.htm) Who Qualifies for Treatment? Phen/fen treatments are meant for people who have a BMI (body mass index) of 28 or higher or are at least 20% over their ideal body weight (Anonymous, 1996). However, cases have been documented where people have been given the treatment who did not fit that criteria. For example, Teagan Clive (1997) reported in Joe Weider's Muscle and Fitness that she received the treatment although she was only 8% over her ideal body weight. The bottom line is that these companies are selling a product to make money, and they are not too concerned with people's health. To see if you qualify for treatment, check out the Medical Weight Management web site (http://www.phenfen.com). The site has a place to fill in your measurements so that you can calculate your body mass index and find out if you can sign up.

Schiaparelli vs Chanel

In Judith Thurman’s article for The New Yorker, â€Å"Mother of Invention in Fashion† she tells of the life and fashion influence of designer Elsa Schiaparelli. The name may not be familiar to fashion outsiders but the Italian designer emerged around the same time period as the better-known Coco Chanel. While Chanel is most known for her simple cut clothing and classic designs, Schiaparelli is known for her courageous use of eclectic patterns and colorful zippers.In a world of fashion where firsts are a rarity, Schiaparelli is recognized for innovations such as the overall, the power suit, colored hosiery and the wedge, a shoe that has yet to go out of style just to name a few. She had the boldness to design scarf dresses in bright fuchsia and mix and match sportswear in an array of knits. She was there for society during a time of adventure and outspokenness and through her daring designs she gave women an outlet to express themselves.During World War II Schiaparelli p ut designing on the backburner due to the political situation and instead used her popular influence to help raise funds for various French relief charities. She refused to design clothes at such a time of suffering and terror and through this act she showed her solidarity and strong ethics. Her rival, Gabrielle â€Å"Coco† Chanel was shacked up with a Nazi officer at the fancy Ritz while women were wearing her black designs to funerals for the many that were dying throughout the country.As the war came to an end Chanel came back strong with her original designs as simple and as black as ever just what society needed-mindless outfits. This society who was once willing to work and try to stand out, now just wanted to blend into the sorrowful world that the war had turned life into, they didn’t want to think at all. In the time of pre World War II, society was willing to go out of their way for fashion, to strive to stand out and be bold, to try and to work for it. Schap arelli was a â€Å"poet of couture† as Thurman calls her, â€Å"she designed clothes for an emboldened and unbeholden New Woman†.(Thurman, 1) Postwar the world was in a conservative state, the demand for fuchsia and graphic knitwear was not high, and â€Å"her work was out of tune with the tastes of a conservative postwar public†. (Thurman, 3) The innovative work of Schaparelli was recognized and at a time useful to the general public but its uniqueness was not good enough to stay in society’s minds and unlike Chanel, it did not become a household name. Women no longer wanted to be outspoken, they instead wanted their clothing to speak for them.The little black dress practically invented by Chanel did just that-it spoke for itself. Throughout decades Chanel has created a following strong enough that in a sense it is its own category of style and has kept its affluent name throughout depressions and economic plights. The highest forms of royalty, the great est icons and even the First Ladies of America clad themselves in the classic tweed of Chanel. The mindlessness of being able to rely on the classic cut, the clean lines and the dependent mix of grays and blacks are what makes Chanel a â€Å"go-to† for recognized and upper class women.Chanel represents the adaptation of fashion, postwar women did not want to try, they did not want to â€Å"think too hard† or work for fashion. Chanel doesn’t want you to work at all, her clothing is meant to be worn and say enough for you, one of her classics, the little black dress symbolizes a woman putting on a dress that speaks for itself, it screams classy and timeless. Thurman writes, in reference to monumental breakthroughs such as â€Å"monotheism, penicillin, the little black dress, â€Å"history tends to remember those who have one big idea.† (1) Chanel had big ideas, even if they were adapted from what was already invented, and those ideas were timeless. When on e is wearing Chanel that is what is seen, it is not the women in Chanel that stands out but the Chanel on the woman. The little black dress which is casually referred to by today’s designers as the â€Å"LBD† has become such a staple that rarely will a woman’s closet be lacking at least one. A little black dress is hardly as exciting and conversational as a hot pink pantsuit or as daring as sportswear with animal shaped buttons, but its black simplicity is mindless.It was exactly how society wanted its women to behave at the end of the 1940’s; the little black dress spoke for them because nobody wanted them to speak for themselves. A woman standing in the corner at a dinner party wearing Chanel does not need to be attended to, the fact that she is donning Chanel says just enough. She is wealthy, she is taken care of and anything she feels the need to say is being said by her Chanel outfit. One of the best known images of the little black dress is in Blake Edward’s film adaptation of Truman Capote’s Breakfast at Tiffany’s.Audrey Hepburn plays the naive yet eccentric character of Holly Golightly and her look has become legendary. Her hair pulled tightly into a bun and a never ending strand of pearls wrapped around her neck all of which accessorize her classic little black dress and a long stemmed cigarette that she has, without fail, permanently in hand. Hepburn, frequently clad in Chanel, prances around the city as if it is her playground, nonchalantly yet tragically running with a different gentleman every evening.It would seem that she enjoys their company but she refers to them as â€Å"rats† during her daily rants to her new companion and neighbor. This character remains unnamed in the book but through the film we learn that his name is Paul, although Holly finds him uncannily familiar to his brother and insists on calling him Fred. Holly Golightly’s behavior is eccentric and sometimes unprompte d and in both the film and the novel the audience and readers are able to grasp this unpredictable aspect of her personality.Edwards and Capote’s depiction of Holly is incredibly different in their respective portrayals of this wild character. Although the storylines differ each of their portrayals successfully convey Holly as the entertaining woman that she is. Capote’s version makes readers push themselves and question Holly as a character is she a phony? Is her behavior really past her? Does Holly not see what is going on? Readers are delving deep and thinking hard to understand the Holly Golightly in the text. We are looking deep into her character and trying to see her for who she is, to understand this seemingly complex woman.But then there is something about the Holly Golightly that Blake Edwards has created, a facade that appears in part due to her memorable ensemble. The movie’s Holly Golightly is easier for the audience to understand and empathize with . There is no thinking involved, just a beautiful face and a simple little black dress. The Chanel-clad Holly allows us to look at her without really looking into her, we are satisfied with what we see and our judgment is left at that. The Chanel little black dress is speaking for Holly and it is giving off an impression that leaves the audience excusing her for her petty actions.One of the most notable differences between the movie and the book is the ending that Paramount pictures completely changed from how Truman Capote first wrote it. Holly’s main eccentricity is that she is constantly traveling, never being able to settle in one place that she finds herself comfortable in. â€Å"I don't want to own anything until I find a place where me and things go together. I'm not sure where that is†¦Ã¢â‚¬ (Capote,) At the end of the novel Holly remains her true nomadic and the last readers hear of her is through a postcard sent from Brazil to the narrator, like expected she has not settled down.Then there is the film version of Holly, a character who we choose to take for what she is, whatever that may be. In the film the narrator Paul/Fred, is able to convince Holly to stay in New York, as he departs from a taxicab ride with her the audience thinks this is the last time they will ever see each other and the narrator, a man who is clearly head over heels for Holly, gives her a peace of his mind, and a glimpse into his broken heart: â€Å"You know what's wrong with you, Miss Whoever-You-Are?You're chicken; you've got no guts. You're afraid to stick out your chin and say, â€Å"Okay, life's a fact, people do fall in love, people do belong to each other, because that's the only chance anybody's got for real happiness. You call yourself a free spirit, a wild thing, and you're terrified somebody's going to stick you in a cage. Well, baby, you're already in that cage. You built it yourself†¦it's wherever you go. Because no matter where you run, you ju st end up running into yourself.†(Breakfast at Tiffany’s) Then to reader’s surprise but to audiences content Holly returns the narrator’s gestures! The Holly in the book would have never settled for love and given in to one man Holly was a traveler never settling for one man or one address. The Holly in the movie has just been put in her place and audiences expect this of her and they accept it. Of course the lady in Chanel will fall in love in this fairytale-like rainy scene.For a Schiaparelli wearing character we expect more, we don’t expect her to take such confrontation and to be told where she stands in the world, but the Chanel wearing woman will be swept off her feet and won over by her neighborly suitor. How is it that courtesy is given to the Holly Golightly in the film but yet the novel’s version of Holly would never be excused like this? Society, being the funny unpredictable way it is has the ability to turn its head at certain ev ents or times.In Thurman’s article we see that Schiaparelli and Chanel started off on equal ground but it is only one designer that is still around today: â€Å"Coco Chanel and Elsa Schiaparelli launched their fashion houses in the first decades of the last century like two rockets with equal payloads of ambition. Chanel settled into the lower and brighter-more visible-orbit, which the gravity of convention begins to erode. Schiaparelli exerts her influence like a distant celestial body on women and designers who may see hot pink when they free-associate her name, but who otherwise have no precise image of her work.†(Thurman, 1) For such originality, Schiaparelli was merely lost in the times and is only a memory with no precise image attached to her name. Was she who we should have remembered? While Schiaparelli was working for a good cause during the war and using her resources to raise money for French charities, Chanel was holed up decadently with a Nazi officer liv ing a lifestyle totally oblivious to the world’s events. Yet society turns its head and excuses Chanel’s actions just as quickly as they forget Schiaparelli’s heroic ones.Schiaparelli might not have been lost in the times had she made it simpler on us, had she tended to society’s needs. We give Chanel the courtesy that we give Edward’s version of Holly Golightly and we give Schiaparelli no courtesy at all. Edward’s Holly Golightly makes it easy to fall for her quirky little expressions and disregard towards the real world, the fairytale ending we are left with is simple and does not leave the audience wondering and digging deeper and for that we love the simplicity and mindlessness of the film’s Holly Golightly.It is the Holly Golightly in the film adaptation of Breakfast at Tiffany’s that has become illustrious throughout the years; her timelessness has stuck around like Chanel’s while the original novella’s fame has fizzled out like Schiaparelli’s. Like Chanel, the film version of Holly Golightly is one that the audience does not have to work to understand. Readers are sick of working to understand Truman Capote’s original Breakfast at Tiffany’s like women were sick of working to understand Schiaparelli.Sometimes it is the easy and the mindless that society not only wants but needs, and they are willing to throw all originality out the window for it. Works Cited Breakfast at Tiffany’s. Dir. Blake Edwards. Paramount Pictures, 1961. DVD. Capote, Truman. Breakfast At Tiffany’s. New York: Vintage Books, 1993. Thurman, Judith. â€Å"Mother of Invention in Fashion. † The New Yorker 27 Oct. 2003: 1-3. Print.

A 20th Century Leader

‘Robert Kennedy: His Life’ is the autobiography of Robert F. Kennedy (popularly referred to as RFK). It was written by Evan Thomas, a former senior editor of Newsweek in Washington.He was the first biographer to have access to Kennedy’s personal papers as attorney general. Thought the book contains no shocking revelations, there is a lot of fresh information gathered from Robert’s surviving colleagues, files and other sources. In the book, Thomas gives an elucidation of the man’s strengths as well as failures, and discloses the complex web of relationships in the Kennedy family.Depicting RFK as a man whose ‘house had a lot of mansions’, Thomas refers to him as ‘the lucky one’. Throughout the book, Thomas brings out the many phases of Kennedy’s personality. He was a very rich individual who could act like a spoiled child one day, and show sympathy to the minorities the next. Though the book honors a man whose potential was cut short too soon, Thomas’ book focuses on a man, a family and an era about whom Americans will never fully understand.Robert was the younger brother of U.S. President John F. Kennedy (JFK). Born on November 20, 1925, he was the seventh born of Rose Fitzgerald and Joseph P. Kennedy. After living in Brookline, Massachusetts for two years, Robert and his family moved severally to mansions located in different parts of New York such as Riversdale and Bronxville.Robert schooled at Riversdale and Bronxville elementary schools till 5th grade, and then moved to Riverdale Country School for 6th grade. In 1938 when 12 years old, Robert took his first trip abroad with his family to England, where his father was serving as an American envoy. After finishing high school in 1943, Robert was drafted into the U.S. Naval Reserve as a trainee seaman.Robert Kennedy’s involvement in politicsAccording to Brian (1996), when World War II broke out, Robert took a break from studies at Harvard and joined the U.S. Navy. After the war, he went on to complete his studies and graduated with a law degree from University of Virginia. In the 1950s, he served as a counsel to a US Senate committee probing labor unions, leading to his open feud with the Teamsters leader Jimmy Hoffa.Robert’s political career is more closely associated with his brother, JFK. He oversaw JFK’s successful campaigns for the US Senate in 1952 and the presidency in 1960, and then was appointed as Attorney General in John’s administration.He was at the forefront of enforcing civil rights measures in the South and became the president’s closest adviser on all issues, for example foreign policy matters such as the Cuban missile crisis. After his brother’s assassination in 1963, Robert continued to serve in the Lyndon Johnson government as Attorney General and was unhappy that Johnson overlooked him for vice-presidency in 1964.Robert ran successfully for senator of Ne w York. As senator, he was loved by African Americans and other minorities such as immigrant groups and Native Americans. He spoke convincingly in favor of the excluded, disaffected and impoverished, hence getting the support of social justice campaigners and leaders of the civil rights struggle.He backed President Johnson on domestic matters, particularly civil rights and the war on poverty, but did agree with him over the war in Vietnam. By 1968, he was one of the most vocal advocates against the American policy on Vietnam. On domestic policy however, he became more and more liberal and developed a soft spot for the dispossessed and the minorities.Robert declared his candidacy for the US presidency in early 1968. He was assassinated on June, 5, 1968 at the Ambassador Hotel in Los Angeles just after delivering a speech to his supporters upon capturing the California primary. He was pronounced dead the following morning.Attitudes and ApproachAccording to Brian (1996), Robert as a ch ild was frequently the target of his father’s domineering temperament. However as he got older, he won the admiration of his father and brothers through his competitiveness. During his brother’s campaigns, Robert was more tenacious, passionate and involved than the candidate himself, aggressively tackling every detail and fighting every battle.

10 Exercises to Become a Better Writer

10 Exercises to Become a Better Writer 10 Exercises to Become a Better Writer It’s true that practice makes perfect, so if you want to polish your writing abilities and become a better writer, the best thing to do is - you guessed it - practice! From creating your setting to beating writer’s block, we share ten exercises that can help you sharpen your skill set. Some of these come from different Reedsy Learning courses, so be sure to sign up to get even more advice, all by trade professionals, in your inbox each morning.Exercise 1: Change the Scenery - With Writing PromptsThere are very few things as frustrating as a bad case of writer’s block. But don’t despair! Instead of getting frustrated with it, try a change of scenery. Not literally (although that might also help) - do it with your writing.Activity: If your own story isn’t getting the creative juices flowing, using writing prompts  can help you break through the slump. This can help you change your mindset and any expectations your might have from what you are cu rrently writing. Have some fun with it! Here are a couple of examples to get you started:An accident during an experiment freezes you in time in public, completely invulnerable. Millennia later, you come out of stasis to find entire cultures centered upon your statuesque presence throughout their history. via /r/writingpromptsOn your path you meet two guards, one who always answers in sarcasm and one who answers a question with a question. via /r/writingpromptsGoal: Use writing prompts and short story ideas to get your creative juices flowing with a change of scenery that can help you clear out the block. "Use writing prompts for a change of scenery" and 9 other exercises that can help you become a better writer Exercise 2: Create character profilesCreating multifaceted and complex characters is something that takes time and effort, and it only gets trickier the more characters your story has. For readers to connect with your characters, you, the author, need to understand who they are and what motivates them. Easier said than done, but this exercise might help.Activity: Create character profiles for as many characters as you need. This can help you see the differences between them and give you a unique perspective on each of them. Going beyond their basic information and physical appearance can give you a greater understanding of what drives them and can help you capture their voice and point of view in an authentic way.Goal: Give characters their own unique voice, goals, wants, and needs. Exercise: Use character profiles to give your characters their own unique voice Exercise 3: Read out loudOne of the occupational hazards of being a writer is writer’s block. We can all agree that it’s difficult to get any ideas on paper when nothing seems to want to come out. But don’t fear: there are many ways to overcome it. Bec Evans and Chris Smith from Prolifiko show a tried-and-tested method to push through that wall in their writing routine course.Activity: As the name suggest, this exercise consists of letting yourself write freely - there are no rules! Put aside 15 minutes of your day and let the ideas flow. Write whatever is in your head. Don’t edit. Don’t consider your words. Don’t wait for that one beautiful sentence to appear. And, above all, don’t let your inner critic show its ugly face. Just write!Goal: What you write may not be pretty and it may not make much sense, but it will exercise your creative muscle and get your ideas out of your head and onto the page. "Freewriting - a tried-and-tested method against writer's block" and 9 other exercises Need more exercises to get your writing going? Check out this directory with over 100 exercises that cover topics from character development to writer’s block.As English author PD James once said: â€Å"Don’t just plan to write – write. It is only by writing, not dreaming about it that we develop our own style.† Developing your writing skills doesn’t happen overnight, but exercising your writing muscle is the one tried and true way to become a better writer and reach your writing goals.What are some of your favorite exercises to become a better writer? Add yours in the comments below!

Spains North African Enclaves of Melilla and Ceuta

Spain's North African Enclaves of Melilla and Ceuta At the onset of the Industrial Revolution (circa 1750-1850), European countries began scouring the globe looking for resources to power their economies. Africa, because of its geographic location and its abundance of resources, was seen as a key source of wealth for many of these nations. This drive for control of resources led to the Scramble for Africa and eventually the Berlin Conference of 1884. At this meeting, the world powers at the time divided up the regions of the continent that had not already been claimed. Claims for North Africa Morocco was viewed as a strategic trade location because of its position at the Strait of Gibraltar. Although it was not included in the original plans to divide up Africa at the Berlin Conference, France and Spain continued to vie for influence in the region. Algeria, Moroccos neighbor to the east, had been a part of France since 1830. In 1906, the Algeciras Conference recognized France and Spains claims for power in the region. Spain was granted lands in the southwest region of the country as well as along the Mediterranean Coast in the North. France was granted the rest and in 1912, the Treaty of Fez officially made Morocco a protectorate of France. Post World War Two Independence Spain continued its influence in the north, however, with control of two port cities, Melilla and Ceuta. These two cities had been trading posts since the era of the Phoenicians. The Spanish gained control over them in the 15th and 17th centuries after a series of struggles with other competing countries, namely Portugal. These cities, enclaves of European heritage in the land the Arabs call Al-Maghrib al Aqsa, (the farthest land of the setting sun), remain in Spanish control today. The Spanish Cities of Morocco Geography Melilla is the smaller of the two cities in land area. It claims approximately twelve square kilometers (4.6 square miles) on a peninsula (Cape of the Three Forks) in the eastern part of Morocco. Its population is slightly less than 80,000 and it is situated along the Mediterranean coast, surrounded by Morocco on three sides. Ceuta is a little larger in terms of land area (roughly eighteen square kilometers or about seven square miles) and it has a slightly larger population at approximately 82,000. It is located north and west of Melilla on the Almina Peninsula, near the Moroccan city of Tangier, across the Strait of Gibraltar from mainland Spain. It too is located on the coast. Ceutas Mount Hacho is rumored to be the southern Pillar of Heracles (also vying for that claim is Moroccos Jebel Moussa). Economy Historically, these cities were centers of trade and commerce, connecting North Africa and West Africa (via the Saharan trade routes) with Europe. Ceuta was especially important as a trade center because of its location near the Strait of Gibraltar. Both served as entry and exit ports for people and goods going into and coming out of, Morocco. Today, both cities are part of the Spanish Eurozone and are primarily port cities with much business in fishing and tourism. Both are also part of a special low tax zone, meaning that the prices of goods are relatively cheap when compared to the rest of mainland Europe. They service many tourists and other travellers with daily ferry and air service to mainland Spain and are still points-of-entry for many people visiting North Africa. Culture Both Ceuta and Melilla carry with them the marks of western culture. Their official language is Spanish, although a large portion of their populations are native Moroccans who speak Arabic and Berber. Melilla proudly claims the second largest concentration of modernist architecture outside of Barcelona thanks to Enrique Nieto, a student of the architect, Antoni Gaudi, famous for the Sagrada Familia in Barcelona. Nieto lived and worked in Melilla as an architect in the early 20th century. Because of their close proximity to Morocco and connection to the African continent, many African migrants use Melilla and Ceuta (both legally and illegally) as starting points to get to mainland Europe. Many Moroccans also live in the cities or cross the border daily to work and shop. Future Political Status Morocco continues to claim possession of both enclaves of Melilla and Ceuta. Spain argues that its historical presence at these specific locations predates the existence of the modern country of Morocco and therefore refuses to turn over the cities. Although there is a strong Moroccan cultural presence in both, it appears as though they will remain officially in Spanish control in the foreseeable future.

Scripts Essay Example | Topics and Well Written Essays - 500 words

Scripts - Essay Example This unspoken knowledge is about the customer experience more than what he did. For example, when a customer gets served in a restaurant, his serving and his experience at the restaurant both count. Therefore, to model customer scripts in an efficient manner, the service providers usually have to design simulations to proceed. One helpful tool in this regard is the mental models that define how and to what extent a course of events are related to a specific service facility. The next step is to make a distinction between the real and probable consumers by looking at the differences between the scripts, and to make related service solutions. Effectively consistent services are then designed for every type of customer that he is also able to understand easily through scripts. This way, we can say that scripts are very advantageous when they are used to design tremendously standardized services (Fitzsimmons and Fitzsimmons). Once the service providers take hold of the customer script, t hey get facilitated in designing the service process enabling the customers to effortlessly steer through that service process along with giving them the idea how they can be a part of the service production. However, the designers need to create such a service design that easily incorporates the differences in customer scripts.

Describe and assess the listener's experience of two different Assignment

Describe and assess the listener's experience of two different composition or two performances of the same composition - Assignment Example How the melodic lines interweave in the songs differs too (Vazsonyi, 15). Another important aspect of the assessment is the melody; the melody range of the two songs can differ with the timbers, and the rhymes. This can also be noticed by the audiences. â€Å"Cups† two song versions differ in rhyme and timbers as well. The differences in the melody can be relatively minor, but play a role in the differences of the two songs. The parallel transpose and the simple transpose can be noted too in the two pieces when they are performed (Vazsonyi, 15). The mood in the song can be noticed by the audience, this depends also on alterations that are made on the two pieces when done. These alterations can be done in the melody that is in the rhymes or the timbers of the song â€Å"cups† the melody of the original can be intact compared to the song sung again. Harmony can also affect the differences monitored by the audiences in the tone and notes. Another aspectual difference that can be noticed by the audience is the randomness, stochastic and chance. Randomness can be different based on how the singer wants it to appear. The first instance can be unintentional randomness, which can contribute to bad music this can be due to the guitarist or any other person adding extra notes to the music the second instance is the intended randomness, this can be done to improve the quality of the music by the singer. The intention is to introduce random variations that make the singing particular by varying the music content this can also be noticed in the two â€Å"Cups† pieces. The elements of randomness can be based on chance; this is brought out by the singer waiting for the opportune moment to begin another melodic line or the moment that the drum mist plays an extra note. Stochastic composition is noted in the cups song`s beats, which are very randomly thought and extraordinarily done. This brings out the element of the musics beauty in random thoughts that the composer uses

Women and Politics. Today's Women Role in Politics Compare to Essay

Women and Politics. Today's Women Role in Politics Compare to Aristotle View - Essay Example The male counterparts are agreeing to the voice of women and presence in politics. This is due to globalization that currently is eroding former and ancient barbaric cultures that restrained women to the homestead confinements. Generally, the perception of politics and women by Aristotle is remarkably diverse from the current elites who are encouraging women emancipation from male and obsolete cultures (Gurirab). This encompasses women attaining allowance to contend for various posts in politics, which is contrary to Aristotle’s view. Aristotle maintained that the only befitting place for a woman was in the homestead confinements and not in public where men exercised their superiority granted by nature. According to Aristotle’s perception, women lack a place in public and especially in politics, since they are supposed to be at home  caring the household and what the husband possess’. Currently, women have surpassed men in politics by emerging as excellent thro ugh their leadership skills and organization (Adams 342). May be this is out of their natures ability to multitask which was not recognized before by society, which held them in low esteem. The today’s public is acknowledging the presence of women in politics and preferring them especially in the developed states (Dufour & Isabelle 1167). This emanates from the civic education, which encourages females to venture in politics plus the rights that elevate the woman. For instance, Pratibha Devisingh Patil, India’s 12Th leader and first lady to lead government after Abdul Kalam,four years currently. Women have contributed immensely in political and economical advancement, which has paved more emergency of women in high offices (Mandakini et al 20). China’s 200 women hold senior positions in both research and politics, where in 2001 endorsed women state leaders. This exemplifies how women in today’s politics have performed a key role to the extent of winning t heir counterparts trust while in top seats. Aristotle’s argument regarding woman in politics and her role are quite diverse from what the current woman is doing. He states that woman â€Å"lacks authority†, though in his debate does no expound he implied (Clayton). However, from the former perception and placement he held towards women, this implied that women were inferior to men. Hence, woman lacks the necessary assertiveness to incline men undertake certain responsibilities. His conclusion to low esteem of females might have emanated from the Greeks perception held against women; where at 13 years girls were already wives (Newman 46). This deprived women chance in education and made them not having adequate knowledge that will catapult them in the political arena. The lack of adequate education and knowledge made woman still belief that she was inferior and cannot do anything without the husband's consent. Aristotle defines the liaison amid the husband and the wife closely as that of master and slave (Ford 9). Here, the woman has to incline at husband’s command together with the small girls in his house. Mainly, the woman’s role was home-based in ensuring the man was happy together with the children. Aristotle’s argument finds support from the Greek barbarians who still held similar outlook (Aristotle 17). However, the barbarians blame Aristotle for not distinguishing clearly amid slave and the woman. Since, he sometimes contradicts himself when he states that; â€Å"for any state to experience happiness, the woman must be happy.† This brings confusion regarding what is the exact relationship amid the couples and what level of education Aristotle proposed for women (Aristotle 17 -25). Since, this issue tends to shun what women leaders currently are

Similarities And Differences Between Sport And Physical Education Essay

Similarities And Differences Between Sport And Physical Education Essay Introduction Throughout this essay I will identify the definition for both sport and physical education, implementing my own interpretation. I will also explain the differences and similarities between them. My research will be based largely on the affect physical activity has on school children. I aim to concentrate my research on the method of teaching PE and sports, introducing both linear and non-linear pedagogy. Finally, I will conclude with my own understanding of my findings and where I feel research should be continued in order to ensure both PE and sports is an active part of every childs life, especially after leaving school. Sport v PE Classifying the definition of sport is not as simple as it seems. Research states, an athletic activity requiring skill or physical prowess and often of a competitive nature, as racing, baseball, tennis, golf, bowling, wrestling, boxing, hunting, fishing, etc. (http://dictionary.reference.com/browse/sport). This is true, however, there is a lot more to it that just skill and competition. Although rules are a major part of sport, making it sound more serious, it can also be fun and entertaining. Physical skill is a key advantage in playing sport, however lets not forget that most sports also require mental skill for strategic planning. The most important aspect of sport is having fun with the added bonus of maintaining a good fitness level. The term sport comes from the old French desport which means leisure. http://en.wikipedia.org/wiki/Sport. Physical Education is Training in the development of and care for the human body; stresses athletics; includes hygiene. http://www.wordwebonline.com/en/PHYSICALEDUCATION. It is a taught course taken during primary and secondary education that encourages psychomotor learning in a play or movement exploration setting. http://en.wikipedia.org/wiki/Physical_education. In the UK, Physical Education classes are compulsory in school until approximately age 16. As well as learning basic sporting skills, the curriculum also pays attention to health and fitness. My first recollection of PE at School was playing pirates in the school gym which involved running around on sporting apparatus being chased. PE is not always being taught the obvious sporting game such as football, hockey, etc. Its aim is to enhance an individuals progress through a variety of activities, which will boost their confidence level; hence my pirate game vastly improved my agility skills. As the student progresses, leaders hip skills are incorporated into the programme as well as being encouraged to be player independent in their decision-making. The most obvious similarity between sport and PE is that they both involve physical activity. Physical health benefits are gained by taking part in regular physical activity, whether that is during school hours (PE lessons), an extra-curriculum activity, or playing for a local club. Research shows that children who participate frequently in physical activity will reduce their chances of acquiring certain ailments such as diabetes and obesity, therefore improving their quality of life. However, other benefits such as affective and social are also gained. Research suggests that affective development is now evident with children. One of the main signs of this is a childs self-esteem that grows stronger when partaking in physical activity. Research show that stress, anxiety and depression, can also be significantly reduced with regular exercise. Probably the most important aspect of both sport and PE is social benefit. Whether you are playing football with a few friends or in a controlle d PE lesson, it is evident that this is a major part of a childs social learning skills. Anti-social behaviour is frowned upon and, to fit in, children tend to conform to the norm. Also, for an introvert child, communication though activity can help dramatically improve their interaction with other children outside of sports and PE and this has a knock-on affect with their affective skills also (Bailey, 2006). However, there may be implications. For example, we are assuming that pupils are enjoying the physical activity and are good at it. What if a child suffers with ability and/or may be teased by other school children for their lack of coordination? This may cause the child to become introvert and depression and anxiety could occur. Although PE has a positive effect for most, this concern needs to be considered carefully when planning PE lessons at school. However, sport is more about being competitive and winning medals and trophies. Although PE can be competitive, teachers introduce fair play; ensuring teams are equally balanced, whether that is by age, sex, and/or ability. However, in sports, the best players are selected for the clubs first team and those with less skill will be placed in a lower performing side. Sport is voluntary and the number of participants can vary from club to club, but the size of group/team can be adapted to suit the requirements of a match. However, PE is compulsory in schools and classes can be vast, this can cause problems for the teacher when applying rules and instructions, especially given that a proportion of children do not want to partake and may be unruly. Within sports there are leagues and competitions, involving officials and a fixture secretary and each club concentrates on one particular sport. However, the chosen activity for a particular PE lesson is usually decided by the teacher and can vary from lesson to lesson. This decision can also depend on the environmental conditions and equipment available to that school. For example, it is difficult for a school in the centre of London to partake in an outdoor adventure activity, as there are no local amenities to support this and some inner city schools dont have the funds to purchase expensive equipment. Linear and non-linear pedagogy The basic skills of PE are learned during a childs school years. This is normally taught using linear pedagogy, a more traditional method. Once the basics are learnt, a pupil may wish to expand on this skill and join a particular sport they excel in. This is where further, more advanced coaching, takes place and in my experience, a more non-linear pedagogy approach is implemented. Linear pedagogy is teacher centred, instructional, technique-based and practiced method. This style is more advantageous in schools than clubs, where, due to enormous class sizes, it is easier for the teacher to maintain control of the class. However, there are problems with this approach. For example, in my school-day experience, in order for skills to be learned, the teacher would use drills to demonstrate a technique and it was a luxury to play a game. This was a disappointment to my peers and me. Tactics were rarely mentioned therefore my decision-making was poor. Non-linear pedagogy leans more towards the Teaching Games for Understanding (TGfU) way of teaching where it is player centred, involving engaging an individual in being encouraged to think for themselves in both tactical and technical aspects (Thorpe and Bunker 1989). Its major advantage it that it is designed to guide players to become independent in their decision-making. For example, a typical training session may involve a short modified game to identify the teams failings. Drill sessions would then take place to strengthen these weaknesses. After the drills, another game would be played to implement the new skill, using their own thoughts. The coach encourages player independence by applying strategies to match an individual players game, therefore improving their decision-making throughout a game (Light, 2006). The main problem with linear pedagogy is that it can be strict and disciplined, almost military style, therefore enjoyment, which should be a major factor, is low on the list of achievements and participating in both PE and sport should definitely achieve this. Lessons become predictable and children tend to pay less attention due to boredom, therefore not much learning will take place. Also, too much structure wont allow those with less ability to achieve the aimed outcome and, instead, may become stressed at their inability to master the skill. This could also damage their confidence. By not allowing children to think for themselves, it reduces their scope of learning and their tactical skills will be limited. Non-linear pedagogy is not without its faults. At school level, it may lack adequate theoretical teaching from a motors learning perspective. Receiving little instruction from the teacher can result in the child not being able to make the correct decision. It is very difficult to measure whether or not the children are learning anything and it can look a lot like chaos (Mack, et al, 2000). Conclusion Taking into consideration the research and my own interpretation, it is encouraging to see that both PE and sports has a positive affect on majority of children. However, my findings highlight the need for schools to reconsider their method of teaching PE. Other less traditional styles should be implemented to enhance the enjoyment of the lesson, which may encourage children to continue their interest in extra-curriculum sporting activities and perhaps join sporting clubs upon leaving school. This will then increase the number of potential elite athletes. Further research needs to be undertaken to investigate the effects of social behaviour in children. For example, how does participating in PE and sports help reduce crime rate? What can the government do to ensure people from deprived areas are given more opportunities to partake in sport? Overall, any type of physical activity should be a part of everyones lifestyle. Although playing sport is more of an individual choice, it is vital that PE remains a compulsory part of the curriculum at schools as this is the grass roots encouragement they require to continue in their enjoyment and progress to playing sport after leaving school. Reference list: http://dictionary.reference.com/browse/sport http://dictionary.reference.com/browse/Physical+education Ones I have not used yet: http://www.tgfu.org/taskforce/index.htm http://www.citejournal.org/vol1/iss1/currentissues/english/article1.htm http://www.suite101.com/content/teaching-breathing-exercises-for-singing-a146136 http://www.questia.com/googleScholar.qst?docId=5002249790 http://www.bmj.com/content/327/7415/592.full

Commanding Heights :: essays research papers

The role that the government played in chapter two, â€Å"The Curse of Bigness,† of Commanding Heights in relation to the rest of the world was to create regulations. The New Deal was what was created to establish the rules and regulations in the United States, in regards to the stock market. It also created jobs by using government programs such as TVA. The TVA program was initiated in order to create jobs, which they were hoping would help boost up the stock market. Luckily as they had planed it did in fact create more job availability which did in turn boost the stock market thus helping the entire economy, as it was trying to crawl out of the depression. By the late nineteenth century the United States was on its way to becoming an industrial nation. This is due to the creation of the interstate commerce commission (ICC). The ICC was the first major attempt by the government to control the economy. The economy at this time was based on the railroads across the country and the ICC was created to regulate the railroads. The ICC regulated rates as well as required just treatment of shippers and communities. The ICC became the model for future regulatory commissions. The government found regulation necessary only after the local newspapers bashed the country because of its industrial setting. The term â€Å"muckrakers† was use by President Theodore Roosevelt in order to insult the media that was bashing America’s image. The majority of the government regulation was focused on one issue. The issue the government was worried the most about was bigness and monopolies. The monopolies appeared to have only one intention and that one intention was to extinguish the atomistic world of small, family-owned enterprises. The monopolies were referred to as â€Å"the red hot event.† What the muckrakers were saying by this is that the number one focus at this time of the economy was definitely the monopolies. President Roosevelt felt that not all monopolies were bad. He separated the monopolies into â€Å"good trust and bad trust.† He felt that monopolies should be scrutinized under the publics’ eye.