MGT Assignment Example | Topics and Well Written Essays - 250 words

MGT - Assignment Example The video â€Å"Cremation Urn† presents the importance of the cremation urn in our households and the process of making the product. I derived the complex process, chemical materials, time, and equipment used in making cremation urn from the video. I also established the uses and the factors that determine the quality and size of this product. This information helps me to decide on the efficiency and quality of the cremation urn. Unfortunately, the video did not say the cost of making and the buying price of this product. Having watched the â€Å"contact lenses† video, I established the difficult process of making a single contact lens. Additionally, I learnt and understood the 14 steps involved in making a contact lens. The video also show the efficiency and uses of a contact lens. This information helped me to understand the process of making traditional contact lenses, how to store them, and the technicians involved. However, the video fails to address the computerized and modern way of making contact lenses. The video â€Å"Tetra park containers† presents the process, materials, and equipment used to make a Tetra park containers. I also derived the quality of the containers and the three layers that make the container. It also presents the technicians involved in this process. With this information, I will be able to assess the environmental impact and effectiveness of such containers. However, the video did not show how the product is eco-friendly and failed to show the process of attaching the plastic opening system. Indeed, the video also failed to present the capacity of the manufacturing machine and neglected the cost of making Tetra park containers. Finally, the â€Å"Financial services† videos showed the professionals associated with financial services and presented the operational efficiency in financial services. I also established the different types of financial services as well as the challenges in the financial sector. The video showed a

Frq Articles of Confederation Essay Example for Free

Frq Articles of Confederation Essay The Articles of Confederation from 1781 to 1789 did not provide the United States with an effective form of government because of its problems in terms of domestic policy, foreign policy, and economics. Domestic policy, or the set of decisions that a government makes relating to things that directly affect the people in its own country, was not adequate enough to solve strife between states. The Articles stated that state legislatures chose representatives for the house, rather than the people themselves. This began to lean toward the British practices of virtual representation, which the U. S. fought a war to be rid of. Another problem was that each state only received one vote, which was unfair to the larger states with a greater population. With a super majority required to pass laws, almost no laws were passed because no one was able to agree. The lack of federal courts also made it difficult to solve disputes, more specifically those between states, making them all grow more independently rather than as a unified nation. Foreign policy was a mess under the Articles of Confederation. The states were unwilling to give up their land and power as they were afraid that is the federal government gained any more power then they would return to a monarchical type system. With no president, there was no figure to enforce laws or make negotiate with other countries, and the governors were only concerned with the welfare of their own state, preventing the states from becoming more unified. Because the federal government lacked any power, it was impossible to solve the problem with the Mississippi river and fishing rights, and there was no one to stop Shays Rebellion. This lack of power caused great fear that the British could easily come and take us over once again. Massive debts had piled up from the Revolution and from starting a new country, so states were looking for a way to pay them off. They began printing their own currency, only to cause massive inflation and difficulties trading both with other nations, and even from state to state. This inability to trade caused further problems, and they went into a recession. This all resulted from states holding most of the power, rather than their being a balance between state and federal. As the states did not want to lose their power, they would not give up any land to the federal government even if it were to pay off some of its debts. Congress did not have the ability to tax, causing further economic strain and making it difficult to pay off their many debts.

The Symbolic Function of the Sambo Doll in Ralph Ellison’s Invisible Ma

In 1952, Ralph Ellison published the only novel of his career: Invisible Man; telling the story of an unnamed â€Å"invisible† narrator. Early on, the narrator delineates his invisibility to â€Å"people refus[ing] to see [him];† society neglects to see him as a result of his black lineage (Ellison 3). Ellison incorporates several objects, frequently appearing and reappearing throughout the novel, to expose social and intellectual issues imposed on the black community. Amid the â€Å"procession of tangible, material objects† moving â€Å"in and out of the text† is the dancing Sambo doll whose purpose is to symbolically represent cruel stereotypes and the destructive power of injustice that blacks fall victim to (Lucas 172). Ellison’s rendering of the small paper dolls, representing obedient black slaves, â€Å"unveils an astonishing correspondence between the past and the present† and functions as a force to the narrator’s most essent ial consciousness of his environment and identity (Lucas 173). The Sambo, whose sole purpose was to entertain the white community, further functions to symbolize, through its stereotype, the power whites have to control the movements of African Americans. Ellison immediately introduces readers to the Sambo stereotype at the beginning of the novel when the invisible man becomes the source of entertainment for the white man at the battle royal, engaging in a fighting match with other black men. Out of pure desperation to be accepted by these men, the narrator; like the obedient Sambo, moves in accordance to what he hears the crowd instructing him to do because â€Å"only these men [can] judge [his] ability† (Ellison 22). To further validate the narrator’s Sambo-like behavior, following the match, a blond man winks at the narrator... ...pulls its strings. For the narrator and the black community, the Sambo dolls are a constant reminder that they are unable to neither form their own identity nor control their very movements. Ellison’s incorporation of the Sambo dolls educates us on an important lesson in life, that it is important to be ourselves and choreograph our own choices and movements in life. We must not allow others to hold reign of our strings and steer us in the direction they feel is right. â€Å"Life is to be lived, not controlled;† our full potential in life lies within our ability to control our movements and decisions in life (Ellison 577). Works Cited Ellison, Ralph. Invisible Man. New York: Vintage International, 1995. Ebook Reader. Morel, Lucas E. Ralph Ellison and the Raft of Hope: A Political Companion to Invisible Man. Lexington: University of Kentucky, 2004. Print. The Symbolic Function of the Sambo Doll in Ralph Ellison’s Invisible Ma In 1952, Ralph Ellison published the only novel of his career: Invisible Man; telling the story of an unnamed â€Å"invisible† narrator. Early on, the narrator delineates his invisibility to â€Å"people refus[ing] to see [him];† society neglects to see him as a result of his black lineage (Ellison 3). Ellison incorporates several objects, frequently appearing and reappearing throughout the novel, to expose social and intellectual issues imposed on the black community. Amid the â€Å"procession of tangible, material objects† moving â€Å"in and out of the text† is the dancing Sambo doll whose purpose is to symbolically represent cruel stereotypes and the destructive power of injustice that blacks fall victim to (Lucas 172). Ellison’s rendering of the small paper dolls, representing obedient black slaves, â€Å"unveils an astonishing correspondence between the past and the present† and functions as a force to the narrator’s most essent ial consciousness of his environment and identity (Lucas 173). The Sambo, whose sole purpose was to entertain the white community, further functions to symbolize, through its stereotype, the power whites have to control the movements of African Americans. Ellison immediately introduces readers to the Sambo stereotype at the beginning of the novel when the invisible man becomes the source of entertainment for the white man at the battle royal, engaging in a fighting match with other black men. Out of pure desperation to be accepted by these men, the narrator; like the obedient Sambo, moves in accordance to what he hears the crowd instructing him to do because â€Å"only these men [can] judge [his] ability† (Ellison 22). To further validate the narrator’s Sambo-like behavior, following the match, a blond man winks at the narrator... ...pulls its strings. For the narrator and the black community, the Sambo dolls are a constant reminder that they are unable to neither form their own identity nor control their very movements. Ellison’s incorporation of the Sambo dolls educates us on an important lesson in life, that it is important to be ourselves and choreograph our own choices and movements in life. We must not allow others to hold reign of our strings and steer us in the direction they feel is right. â€Å"Life is to be lived, not controlled;† our full potential in life lies within our ability to control our movements and decisions in life (Ellison 577). Works Cited Ellison, Ralph. Invisible Man. New York: Vintage International, 1995. Ebook Reader. Morel, Lucas E. Ralph Ellison and the Raft of Hope: A Political Companion to Invisible Man. Lexington: University of Kentucky, 2004. Print.

Essay --

10. Factors In The Arab Springs Chicago Source: Arahala , Nardic, Spring 2012, Understanding the ‘Arab Spring’: Justice, Dignity, Religion and International Politics, Afro Eurasian Studies, Vol. 1, Issue 1, Spring 2012, 8-52 The Arab spring has been an event that is hotly disputed among the political science community. There is not any consensus on the general causes of the springs. In this article the author denies that there is one miracle factor that caused the Arab Springs. In actuality there are four major factors that the Author labeled out that lead to the uprisings that occurred throughout the Arab Nation. These factors are the Arab military, the cities, the youth and social media.( Arahala, 8,2012) Firstly, the military in the Arab countries was acting in a way that angered the general population. ( Arahala, 25,2012)This is because the military in the countries affected were attacking their own people. Those who protested against the government were often injured or killed due to governmental intervention. ( Arahala, 25,2012)If a person spoke out against the current governmental force the military was quick to step in and harm the person protesting. This caused the general population to feel animosity towards the established government. ( Arahala, 25,2012) In the text the youth movement and the cities were linked together. ( Arahala, 22,2012) This is because the cities were the places in which the youth gathered in order to protest against the established government. The highly educated youth were the majority of the protestors that rebelled against the established government. ( Arahala, 22,2012) Many of the youth that rebelled were highly educated and were unable to obtain a job after college. ( Arahala, 22,20... ...that represent an extremely radical version of Islam. (NPR Staff, 2011) This is in large part due to the fact that many Muslims believe that a Islamic government is necessary. (NPR Staff, 2011). However, this conservative Islamic government angers both liberals and westerners alike. Liberalist Muslims, believe that these governmental structures are not evolving, but reinstating many of the laws that plagued the previous leadership. Laws that deny Woman’s rights is popular among Arab spring countries. (NPR Staff, 2011). Westerns are also aggravated because many sought to create a more liberalized leadership in Arab Springs countries after the Arab Springs uprisings. Through the institution of Islamic government, the west feels that these governments that are inserted do not reflect a more liberal but a conservative interpretation of Islamic code. (NPR Staff, 2011)

Purpose of General Appeals Process Essay

The purpose of a General Appeals Process is used to challenge payer’s decision to reduce, deny or to downcode any claim. The provider however, can ask for a review of the payer’s decision. The patient also has a right to ask for a request of the appeal. The claimant or appellant is the one that is filing the appeal. That could be an individual who is the provider or the patient. The basic steps are simple of the appeal. This is where the payer has a consistent procedure to handle the appeal. This has to do with what kind of appeal it is. The practice staff does a review on the procedure before other actions are taken. The staff then takes the necessary steps to move forward. The appeals must be filed by a certain time after the determination. The payers must go through three steps. These steps are a complaint, an appeal and the grievance. There is not a bunch of time to spend on this procedure. After this is done and the payer is still denying the claim, the claimant can take another step. This can be reviewed through the state insurance commissions since most payers are licensed through them. The state insurance commissions must have all copies of the file and to see why the claim was denied. The reason that the claim was denied to could be simple reasons. The reasons are mostly human error. The most common claim denials are due to not using the patient’s health care identification number and the correct name on the card. The other reasoning could be not putting down where the services were done. The last but not least could be invalid diagnosis codes. This could all be why the claim is denied. References Nyman, Ronald E., ESQ, (June 2007), MediStar Meducation , Volume 1, Number 4, www.credentialsxpress.com/newsletters/newsletter1-4 full.htm, Retrieved September 10,2010, Google.

The Different Periods of Ancient Greek Art

The Different Periods of Ancient Greek Art As it happened centuries later with a handful of Renaissance painters, ancient Greek art tends to be thought of in vague terms- vases, statues and architecture produced a long (unspecified) time ago. Indeed, a long time has passed between us and ancient Greece, and thinking like this is a good starting point, really. The vases, sculpture and architecture were huge innovations, and artists forever afterward owed an enormous debt to the ancient Greeks. Because so many centuries and different phases encompass ancient Greek art what well try to do rather briefly is to break it down into some manageable chunks, thus giving each period its due. Its important to know that ancient Greek art was mainly comprised of vases, sculpture and architecture, lasted around 1,600 years, and covered a number of of different periods. The Different Phases of Ancient Greek Art There were many phases from the 16th century BC until the Greeks suffered defeat at the hands of the Romans at the Battle of Actium in 31 BC. The phases are roughly as follows: Mycenaean Art occurred from roughly 1550-1200 BC on the Greek mainland. Although the Mycenaean and Greek cultures were two separate entities, they occupied the same lands successively. The latter learned a few thing from the former, including how to build gates and tombs. Besides architectural explorations including Cyclopean masonry and beehive tombs, the Mycenaeans were awesome goldsmiths and potters. They raised pottery from merely functional to beautifully decorative, and segued right out of the Bronze Age into their own insatiable appetite for gold. One suspects that that the Mycenaeans were so wealthy they werent satisfied with a humble alloy.Around 1200 and the Homeric fall of Troy, the Mycenaean culture dwindled and died, followed by an artistic phase known both as Sub-Mycenaean and/or the Dark Ages. This phase, lasting from c. 1100-1025 BC, saw a bit of continuity with the previous artistic doings, but no innovation.From c. 1025-900 BC, the Proto-Geometric phase saw pottery beginning to be decorated with simple shapes, black bands, and wavy lines. Additionally, technique in the shaping of pots was being refined as well. Geometric Art has been assigned the years of 900-700 BC. Its name is utterly descriptive of the art created during this phase. Pottery decoration moved beyond simple shapes to also include animals and humans. Everything, however, was rendered with the use of simple geometric shapes.Archaic Art, from c. 700-480 BC, began with an Orientalizing Phase (735-650 BC). In this, elements from other civilizations began to creep into Greek art. The elements were those of the Near East (not exactly what we think of as the Orient now, but remember the world was a lot smaller in those days).The Archaic phase is best known for the beginnings of realistic depictions of humans and monumental stone sculptures. It was during the Archaic period that the limestone kouros (male) and kore (female) statues were created, always depicting young, nude, smiling persons. Note: The Archaic and subsequent Classical and Hellenistic periods each contained separate Early, High, and Late phases just like the Italian R enaissance would further on down the road. Classical Art (480-323 BC) was created during a golden age, from the time Athens rose to prominence to Greek expansion and right up until the death of Alexander the Great. It was during this period that human statues became so heroically proportioned. Of course, they were reflective of Greek Humanistic belief in the nobility of man and, perhaps, a desire to look a bit like gods. They were also the result of the invention of metal chisels finally capable of working marble.Hellenistic Art (323-31 BC)- quite like Mannerism- went a wee bit over the top. By the time Alexander had died and things got chaotic in Greece as his empire broke apart, Greek sculptors had mastered carving marble. They were so technically perfect that they began to sculpt impossibly heroic humans. People simply do not look as flawlessly symmetrical or beautiful in real life as those sculptures portray, which may explain why the sculptures remain so popular after all these years.

Akhenatens Hymn to the Sun

Akhenatens Hymn to the Sun â€Å"Akhenatens Hymn to the Sun† is not only an important poetic piece but a glimpse at history and time of ancient civilizations. It shows how people viewed their life and God, paying their respects and making it a representation of all that exists.  The cult of the Sun was a contrast to the darkness that existed among the Ancients.Advertising We will write a custom research paper sample on Akhenatens Hymn to the Sun specifically for you for only $16.05 $11/page Learn More It was a representation of life on Earth and was thought to be the creator of all living things and a channel of life force. People of Egypt have worshipped the Sun, treating it as a part of heavens. â€Å"Akhenatens Hymn to the Sun† describes a God which is a key figure to the Egyptian people. It tells how the sun rises above the mountains, which enclose a valley, with the first rays hitting the Earth, touching upon the roofs of the city and playing on the white walls of cathedrals. People then become the worshippers and pay their respects to life, the Sun, and the God who has created all life. They give their sacrifices to the God and raise their hands towards the sun. The ruler of Egypt and his family are instrumental to the worship of the God and the Sun, setting an example for all people.  The introduction of the poem is a key part in understanding the type of religion- Atonism. It talks about the beauty of the sun, appearing on the horizon, and the effect that it makes when it shines, bringing beauty to the world below. Because it is the source of light, it is considered the most important part of the world. When the poem states that the rays engulf the earth, which it has created, it shows how people thought about the sun. It makes it clear that Aton was considered to be a world God. It was not a God who was specific to certain people or land, but the creator of all that exists. Aton is represented as a disk of sun, but his true identity is hidden from people (Krist 17). The fact that no one can truly know or understand is that this God makes him even more mysterious and distant. The fact that he is unreachable, however, does not separate the deity from those who worship him, it only shows how ever reaching and powerful the God is. The importance of the Sun can be seen when the poem talks about its absence and the darkness that spreads: everything comes to life when the Sun appears, thus making it an all-powerful entity; when it disappears, the earth is covered by darkness and is compared to death. It becomes so dark that people cannot see each other and sleep, covering their heads, unprotected and vulnerable.Advertising Looking for research paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another significant point of the poem is that it makes the Sun and God rather real for the people. It is connected with the dangers of life, the lions , and snakes that might come out and bite people while the creator rests behind the horizon (Hornung 30). Everything that comes to life is only brought about after the sun comes out and shines down on the earth. It can be noted that there is a non-accidental resemblance to the Bible in the poem. It talks about people putting on their clothes and coming out to worship God. They begin their day by working hard, taking care of the land and animals. The lands become green with grass; birds fly out of their nests and spread Gods rule over the earth. It also talks about the ships sailing around the globe, and the path is being chosen by God who has put the fish into the water and sun’s rays on earth. There is no doubt that the harmony of humans and nature is made to stand out and show what is really meant by the poem. The hard work that people have to input is aligned with the happiness and defining features of life. The strength of Aton is made out to be all-reaching, without bord ers and limits.  The poem is also said to be the direction to unify all Gods into one. Aton is shown as the maker of all other Gods and life. It is made out to be a symbol to change all the previous beliefs and create a new system of worship. The first and most important symbol of the sun is the pyramids of all sizes, even ones that were worn as necklaces and other decorations. Another common symbol was a disk with a pyramid top which can be seen all over Egypt. A connection is also made to a phoenix which would come to people and bring them life. It was thought to burn out in the evening and return to the land of the dead where it would show people the path through darkness.  The fact that the poem unites God and the Sun proves how important light was to the ancient people. It is clear that the natural occurrence was connected to the significant part of life, thus making God a natural and observant part of the world. Ancient Egyptians wrote the hymn as a seeming observation of their God. It is also based on the mutual relationship and benefit between the people and all other living creatures. The poem can be seen as a proof of a cult that is direct evidence of people’s fixation on the sun. The poem can be even considered as a sign of a revolution. Akhenaten is a representative of the Egyptian people while all others are made out to be unimportant.  Even though there is a mention of other races and people, as well as the difference in the languages, they are thought of as insignificant. The division between tribes and lands must be united through the only God who is the true ruler of all life.Advertising We will write a custom research paper sample on Akhenatens Hymn to the Sun specifically for you for only $16.05 $11/page Learn More The references between the life and Gods make obvious the importance of the unity between people and higher power. The symbolism of the poem contrasts the darkness of the world and the light which describe all that is evil and good (Krist 22). There is much debate about the parallels that can be drawn between modern cultures and the hymn, making it a rather controversial poetic piece that can be traced to the ancient people. â€Å"Akhenatens Hymn to the Sun† is a definite proof of how important the sun and belief in the higher power were. The fact that there is an undeniable connection to the Gods and religion makes obvious the existence of forces that cannot be attained by regular people. Hornung, Erik. Akhenaten and the Religion of Light. Ithaca: Cornell University Press, 2001. Print. Krist, Donald. Hymn to the Sun. Lincoln: iUniverse, 2002. Print.

Leading Change for Carlos Ghosn at Renault and Nissan Essay Example

Leading Change for Carlos Ghosn at Renault and Nissan Essay Example Leading Change for Carlos Ghosn at Renault and Nissan Essay Leading Change for Carlos Ghosn at Renault and Nissan Essay Individual Assignment: leading change for Carlos Ghosn at Renault and Nissan – Core Leadership task Carlos Ghosn is very strong leader who leading the Renault and Nissan. He made the Company strategic alliance for Nissan with French auto car manufacturer Renault was mutually beneficial for both companies, each of them expanding portfolio and becoming more competitive in the context of globalized mature automobile market. Analysis the leadership of Carlos Ghosn, actually he made a number of remarkable leadership change management on the Renault and Nissan. And Following core task of leadership were well used at Tenure and Nissan A. Effective leadership instills in the organization behavioral patterns that will support sustained outstanding performance. At Nissan, he want to bring Nissan back to profitability at the earliest date possible and revive it as highly attractive company. But in the cooperation through the merge and alliances, that is not dimply a matters of making fundamental change to a company’s organization and operations so de decided to focusing on specific business objective, means focusing on performance and he could by pass concerns for cultural difference. Meanwhile through the performance management, he remove the executive who failure to meet performance target. Through the over and over change. He equip up the team with good performance to achieve the change the people instead of change person. B. Develop and Communicate Purpose – He made a lot of level communication to member and got much valuable information to help him diagnosis the organization and implemented the change accordingly. Meanwhile to share the demanding of organization performance goal. This is also a upward communication. like the article side: spoke directly to employee was especially important C. Leader development through the cross function team work and make the important decision of organization to let those key member well know operation of other function to give then horizontal view of organization for future development D. Effective leadership will be exercised by multiple individuals at different levels and in different units of the organization. E. Walk and talk in his view the leaders must do what they say and say what they do. And he required the top management team is highly visible and what they think, what they say and what they do must be same. They have to be impeccable in ensuring that they worlds correspond to their action. F. The Effective leadership will be exercised by multiple individuals at different levels and in different units of the organization – he involved NRP and serial of HR management plan to reduce the cost, make the good transformation, transformed a struggling company into a good company. Transform the good company into a great company. Overall evaluated for Carlos Ghosn’s leadership on change management, we may see he well manager those leadership to adapt the organization development needs, he engage the six core of leadership from coupled with demanding performance goal, and employee can then adapt to changing circumstances by finding new petitions while aligned with the company’s purpose and direction. Through the well communication setting up, especially upward communication, support new behavior and help ensure leader will learn from employee at all level about the effectiveness of the efforts. Carlos Ghosn leads the change. And also we may see those changes are involved a lot of party of organization to make those change happen as not individual can change the organization. Effective leadership change requires that collaborative partnership among those individuals who hold the positions of formal authority and employee at other organization level who can participants in the process of leading change. The result of the changes, of course will be benefit to the organization as a whole. Leadership ectation rganization performance dem Cross-Functional Teams When you get a clear strategy and communicate your priorities, its a pleasure working in Japan. The Japanese are so organized and know how to make the best of things. They respect leadership . Carlos Ghosn Even though Ghosn expected that his attitude toward cultural respect and opportunism would lead to success, Ghosn was pleasantly surprised by how quickly Nissan employees accepted and participated in the change of their m anagement processes. In his speech at Tuck school he mentioned that workers love stories, they want to understand the story they are in and the role they are playing, they want to see a happy ending-and they want to be part of that ending. Nissan employees were eager to prove themselves. In fact, he has credited all of the success in his programs and policies to the willingness of the Nissan employees at all levels to change their mindsets and embrace new ideas. Perhaps it was the way he started that set the foundation among the employees. Is this Essay helpful? Join OPPapers to read more and access more than 325,000 just like it! get better grades Carlos Ghosn was the first manager to actually walk around the entire company and meet every employee in person, shaking hands and introducing himself. In addition, Ghosn initiated long discussions with several hundred managers in order to discuss their ideas for turning Nissan around. This began to address the problems within the vertical layers of management by bringing the highest leader of the company in touch with some of the execution issues facing middle and lower management. It also sent a signal to other executives that they needed to be doing the same thing. But he did not stop there. After these interviews, he decided that the employees were quite energetic, as shown by their recommendations and opinions. With this in mind, Ghosn decided to develop a program for transformation which relied on the Nissan people to make recommendations, instead of hiring outside consultants. He began to organize Cross-Functional Teams to make decisions for radical changes in the company. Part of The Global Leadership Of Carlos Ghosn At Nissan In 1999, the Nissan was suffering under a decade of decline and unprofitability, in fact the company was on the verge of bankruptcy, with continuous loses for the past eight years resulting in debts of approx. $22 billion. Elements impacting Nissans performance prior to the global alliance with Renault Internal factors: Emphasis on short-term market share growth instead of a long term success strategy; Advanced engineering and technology, plant productivity, quality management. However, less attention was given to design and innovation, on the assumption that consumers were looking for quality and safety. This implies a lack of knowledge of the market, consumers changing tastes, and showed that Nissan management did not pay too much attention to what competition was doing. External factors: The devaluation of yen from 100 to 90 yen for a US dollar; Moodys and Standard Poorss rating agencies announced in 1999 that Nissan would be lowered from investment grade to junk unless it could not Is this Essay helpful? Join OPPapers to read more and access more than 325,000 just like it! get better grades get any financial support. Both formal and informal internal procedural Nissan norms, as well as Japanese cultural norms were holding the company back. Through keiretsu investments Nissan management believed would foster loyalty and cooperation between members of the value chain, hence they invested in real estate and suppliers companies. 4 billion US dollars were invested in stock shares of other companies as part of keiretsu philosophy. Nissan Company strategic alliance with French auto car manufacturer Renault was mutually beneficial for both companies, each of them expanding portfolio and becoming more competitive in the context of globalized mature automobile market. With Renault assuming a stake of 36. 8% at Nissan, the latter would retain its investment grade status. The alliance enabled Renault to penetrate and expand in international markets that it was looking for Asia and North America. In turn, Nissan would gain market share in South America.

[Astronomy subject] Assignment Essay Example | Topics and Well Written Essays - 250 words

[Astronomy subject] Assignment - Essay Example This asteroid has an approximate diameter of 270 meters. Initial observations of the asteroid suggested a small chance (up to 2.7%) that the asteroid may strike earth probably on 13th April 2029. NASA has predicted 1 in 300 chance of the asteroid striking the Earth. But the results may change based on the day to day observations by NASA. With the development of new technologies, it may be possible to demolish any object which could be a threat. But this may lead to fragments of an asteroid striking the Earth. A thorough research should be carried out to understand the negative impacts of such an action. The motion or the orbit of an asteroid depends on many factors such as the gravitational pull of other planets or a satellite’s pull from solar wind. So it may be difficult to divert an asteroid and change its orbit. Asteroid 2011 CQ1 is a small 1 meter diameter asteroid which made a record close approach on February 4 2011. The Center for Meteorite Studies states that it passed within a range of 5480 KM over a region in the mid-pacific. It is the closest non impacting asteroid in the NASA asteroid Catalogue till

Formal Analytical Report Article Example | Topics and Well Written Essays - 1750 words

Formal Analytical Report - Article Example However, people are nowadays failing at devoting sufficient time to their loved ones whereas, sex is dying out and humans of the advanced era are spending useless hours in the front of a shiny screen and they think that they are â€Å"socializing† but in reality they are hallucinating themselves for their better part of the day. The practice of socialization is supposed to be accompanied with strong emotions and happiness while, people were eager to meet each other (Jansen, Zhang, Sobel, & Chowdury, 2009). Humans had been writing letters to each other for centuries and that particular trend made them writers. The past generations were masters of articulating their thoughts into words because they were habitual of writing letters but nowadays things changed dramatically and each time honored human activity is getting done with the help of computers. The current generation is having thousands and thousands of friends on social networking sites but they do not know them personally and yet they think that they have buddies when in real sense they are alone. The loner in the past was aware of his or her loneliness and therefore, he or she devoted his or herself to arts, literature and painting. In this fashion their self awareness helped them in many regards (Mathisen & Einarsen, 2004). However, each of the humans living in this time is having multiple social media accounts and because of this reason, he or she presumes his or herself is an extrovert. The outbreak of an urge to be an extrovert is killing creativity in people because innovation and newness can come from the dark rooms of loners who dissolved themselves into their works and caused the world of intellect to move forward eventually. The youngsters’ minds are stuck up in socialization and they cannot possibly focus on their studies, jobs and work. The illusion of globalized networking is eating away the warmth of emotions which defined humans

Communication Analysis Project Essay Example | Topics and Well Written Essays - 500 words

Communication Analysis Project - Essay Example I am not a well- off student. I looked well-off because while I was waiting to be admitted to my higher education, I was lucky enough to have a job in a property management company as a secretary. Every vacation I always went to work and went back to my studies when it was over . That opportunity made me to be able to afford most of expensive staff like clothes, my hair styles even the cell phone . When I went to my lectures , I dressed the way that I would going to work. Most of all I didn’t pay for my own tuition, I had a scholarship. It was very hard to walk in to a lecture room after everybody had taken their seats. The richness of how I looked drew a lot of attention. Students cheered , made bad comments while I was blindingly walking to a sit at the back. My heart pounded so heavily and I prayed to God not to fall or collapse before I reached my seat. When finally got to my seat, those I was supposed to be sitting next to moved away. If they didn’t move, they look ed at me as if there was something wrong with me. I wasn’t older than any of them, I was starting to wonder if there was something wrong with me. I made it my habit to have my seat five minutes before lectures. I was always the first person and last person to leave. That was when I met my best friend. In the second term, it became so worse that I didn’t want to answer any questions. One wrong thing I said they made sure that it haunted me. I loved my studies and I was passionate about them but the thought of waking up in the morning was tough. Retaining my composure helped me a lot .I told myself that they were going to get over it in no

Newman Essay Example | Topics and Well Written Essays - 750 words

Newman - Essay Example According to Newman faith is about assenting to a doctrine as veritable, even when faced with lack of sensory evidence to back up its claims. Since God cannot lie, what is revealed will have to be true. At the centre of Divine faith is the total lack of doubt in the heart and mind of the believer. This is so because â€Å"God is true, because God has spoken, not because he sees its truth or can prove its truth.† (p.2) What Newman deems necessary is conviction in belief. It simply would not do to claim to believe and also think rationally at the same time. If one part of the scriptures were believed it, the entirety is to be believed in. In the example of the Apostles, the fact of one being true, made the others true too, as they all derived from the infallible authority of god. The world had â€Å"either to become Christian, or to let it alone; there was no room for private tastes and fancies, no room for private Judgment.† (p.3) Hence, Newman makes his stance clear on the dichotomies of faith and reason. The crucial difference between the time of the Apostles and now is that there is only recorded message presently. People back then would have found it more credible to hear the divine word from the Apostles firsthand. There is a key difference â€Å"between the act of submitting to a living oracle, and to his written words; in the former case there is no appeal from the speaker, in the latter the final decision remains with the reader.† (p.4) Hence in contemporary Christianity, which is centered on written scripture, a degree of application of rationality is warranted. Such being the case, Newman qualifies by stating that they have not in them the principle of faith. It is nothing to the purpose â€Å"to urge that at least they firmly believe Scripture to be the Word of God. In truth, it is much to be feared that their acceptance of Scripture itself is nothing better than a

Identity in the Indian Ink Essay Example | Topics and Well Written Essays - 1250 words

Identity in the Indian Ink - Essay Example The novel teams up with ideas that are fascinating as well as characters that revolve around an English woman who was visiting the subcontinent during the years that were yearning in the British Empire dominance (Davis 33). British and Indian definition of Identity The British people define Indian identity in terms of the behavior and culture the Indians display. For instance, the nude picture is a representation of Indian culture as evidenced by Flora when she says, â€Å"this one is for yourself†¦I’m pleased† (Stoppard 74). The picture is nude to represent Nirad’s tradition as well as a revelation that he had stopped aping the English. However, Nirad meant to please Flora who had always told him to stick up for himself and stop doing everything the English do (Stoppard 43). This causes a cultural clash because Flora wants Nirad to be himself. Nirad wants to impress Flora using his knowledge of English culture and of England. Using oils in painting was Engl ish and not Indian; therefore, Nirad had to make the painting nude in order to be Indian. Thus, the British defined Indian culture based on following Indian roots and keeping away from English culture. Traditionally, Fosters which is a passage to Scotts and India the Raj quarter, the play examines experience in the colonial field by focusing on the relationship between given couples. Throughout the play, Flora’s and Nirad’s relationship changes from being a formal one to being an intimate one. Their relation brings in major points of culture clash and tension too. Identity as displayed by the Characters Identity is given much attention throughout the play, especially as can be traced in different levels but it is clear in the relationship between Flora and Nirad. Stoppard chose an original way of presenting the identity in their relationship because he represents them using the art. In this respect, his idea of â€Å"skill without imagination,† is craftsmanship and offers numerous helpful objects, e.g., wickerwork, picnic, and baskets. Imaginations devoid of skill yield modern art. This is interesting because it reveals his view on the art as well as power of the human imagination, which should interpret and perceive the arts as it was done by the main characters (Kelly 50). The British as well as Indian perceptions during the colonial past are depicted in close parallel with the perceptions of the refashioned post-colonial. The reflection of Stoppard on the Anglo-Indian hybrid identity as well as combined cultures, i.e, Anglo and Indian in nature are traceable in the vastly Anglicized contemporary nature of Anish who opposes Mrs. Swan concerning imperial history topics and articulates the dominance of Indian culture, although he states, â€Å"England is my home now†¦I have spent half my life here" (Stoppard 18). His spouse is an English lady who is a contemporary deconstructive style painter, not like his father. Among the most conf licting viewpoint regarding the Empire’s past start to arise when Anish states, "The first War of Independence" or "The Rising of 1857", which Mrs Swan calls "The Mutiny" ( Stoppard 17). The author offers a similar voice to the two viewpoints as a somewhat heated contest on imperial history follows. An exemplar regarding Mrs Swan’s opinions is, "We were your Romans, you know. ...We might have been your Normans" (Stoppard 17), after which Anish persuasively puts forth his viewpoint.

Newman Essay Example | Topics and Well Written Essays - 750 words

Newman - Essay Example According to Newman faith is about assenting to a doctrine as veritable, even when faced with lack of sensory evidence to back up its claims. Since God cannot lie, what is revealed will have to be true. At the centre of Divine faith is the total lack of doubt in the heart and mind of the believer. This is so because â€Å"God is true, because God has spoken, not because he sees its truth or can prove its truth.† (p.2) What Newman deems necessary is conviction in belief. It simply would not do to claim to believe and also think rationally at the same time. If one part of the scriptures were believed it, the entirety is to be believed in. In the example of the Apostles, the fact of one being true, made the others true too, as they all derived from the infallible authority of god. The world had â€Å"either to become Christian, or to let it alone; there was no room for private tastes and fancies, no room for private Judgment.† (p.3) Hence, Newman makes his stance clear on the dichotomies of faith and reason. The crucial difference between the time of the Apostles and now is that there is only recorded message presently. People back then would have found it more credible to hear the divine word from the Apostles firsthand. There is a key difference â€Å"between the act of submitting to a living oracle, and to his written words; in the former case there is no appeal from the speaker, in the latter the final decision remains with the reader.† (p.4) Hence in contemporary Christianity, which is centered on written scripture, a degree of application of rationality is warranted. Such being the case, Newman qualifies by stating that they have not in them the principle of faith. It is nothing to the purpose â€Å"to urge that at least they firmly believe Scripture to be the Word of God. In truth, it is much to be feared that their acceptance of Scripture itself is nothing better than a

Criminology court case Essay Example | Topics and Well Written Essays - 2000 words

Criminology court case - Essay Example He reported the case to the police as soon as realized unusual characters that area. However, about an hour later, the police was informed that a person had been killed in a neighboring refueling station. The same person who had informed the police that his life was in danger was found at the scene of crime and fell the first suspect. Different police officers arrived at the scene and considered him first suspect. The customs of criminal bench in Vancouver Supreme law court respects the crown and the safeguard the panel responsible for assessing the evidence given during the bench proceedings to settle the disputes more efficiently (Bergelson, 2009). The entire court proceedings are documented and involve a substantive discussion. The endeavors of the bar are to resolve the issues as soon as possible to evade piling up of legal cases. The crown mentioned the name of the suspect and started issuing statement regarding the alleged offense of the suspect. The opening of the trial was made by issuing a short description of the accusations. The accused names were mentioned and a statement issued regarding the crime which he had committed. The crown called upon all the witnesses who were police officers to issue their statements regarding what they witnessed about the suspect. They all provided the information they had regarding the suspect. They were asked to give evidence of what they saw or what made them conclude that the suspect indeed committed the alleged crime. Under criminal law, the suspect of an offense is called the accused. A criminal offence can be charged either as â€Å"summary conviction† or as â€Å"indictable offences† (Bergelson, 2009). In case a person is charged of summary the case will heard by a provincial court judge. This does the highest charge is $2,000, or a jail term of six months or both cash charges and six months in jail. Very demanding transgressions in

Professional Development Plan Essay Example for Free

Professional Development Plan Essay Each person has a certain personality type and each person has strengths and weaknesses members will bring to the group. Understanding how to use the group member’s strength will help to overcome the potential weaknesses. By using one group members strength for one task can allow another team member to use her strengths in other areas. Developing a professional development plan can help the team work together to get the job done. In evaluating the group member’s personality types, there are three dominate personalities considered â€Å"The Producer,† and one group member who is an interactive personality known as â€Å"The Impresser. † By having three dominate personalities, the team will have to make sure that the members are not all trying to take control of the situation and leading the group in three different ways. We will also have to make sure that we can delegate tasks to other group members to make sure we are not overwhelmed and making other members think their work is not good enough. The assessment of myself was spot on from the behavioral evaluation. Even though I have worked hard not coming across so blunt to people and understanding that people have their own way of getting the job done. I am a person who sometimes does not like to express my feeling and just want to get the job done. I am a person who likes to get large tasks accomplished in a short amount of time to have the achievement of accomplishment. I do like to finish a task from start to finish, and it bothers me if I have to jump to another task before I am finished. I am a fast-paced person and can change my pace depending on if the business picks up. Possessing a dominate personality also has its downfalls. Dominate personalities can be stubborn, impatient, and tough. Sometimes this can be an issue when I become close-minded to others ideas and impatient with other group members. Dominate personalities like to be in control and do not want to lose that control. I will have to say this is  an issue that I need to work on. I do not like losing control and when I do analysis how I could have changed it instead of letting go of the situation. Another area that dominate personalities do not handle well is d ealing with feelings. I have had to overcome this over the years and learn that sometimes I may not mean to come across harsh, but to some people it can come across that way. I have learned that I have to take into consideration the person I am dealing with and make sure I take the group members feelings into consideration before speaking. Dominate personality types also have to understand that we will not always prevail on every issue that comes up. The section of the assessment that was very interesting but also very true was how dominate personalities react under stress. The assessment stated that dominate personality types are restless, critical, blunt, intrusive, uncooperative, irritable, aggressive, and pushy (Alessandra, 2013). I can see myself going through these behaviors when I am stressed and understand why it is important not to take things out on others and that the situation will get resolved even if I am not in control of it. Another area that was interesting was how to reduce conflict. The section that stated their anger is directed at the situation and the lack of desired results (Alessandra, 2013). These outbursts and behaviors may appea r to be personal attacks when they are not meant to (Alessandra, 2013). I have had this happen a few times when I am speaking with my husband, and he always thinks I am mad at him instead. I have to learn to state I am stress over the situation and not make people think I am blaming them. In evaluating the other team member’s personality type, one member is considered to be the interactive style. The interactive personality style actions are spontaneous, dislike working alone, work quickly and excitedly with others, and have good persuasive skills (Alessandra, 2013). Some weaknesses for the interactive style is that they can be disorganized, careless, exaggerates, and poor follow-through (Alessandra, 2013). The interactive personality type main focus is people and dominate personality type are goal focused. Interactive personality types like to brainstorm and interact with colleagues. Dominate personalities like to work alone to make sure the task is completed. They also like freedom from control and like to have the chance to influence or motivat e others. Dominate personalities like to be in control and strive for results. The interactive personality type can  express anger as a general response to a personal attack on them. Interactive personalities tend to be more emotional that dominate personality types. Dominate and interactive personality types are direct and fast-paced people. We frequently us gestures and voices to emphasize our point, tend to be less patient and more competitive, frequently contribute to groups and can express opinions readily (Alessandra, 2013). Dominate personalities tend to be guarded and direct behaviors, whereas interactive personalities are direct and open behaviors. Even with both personality types preferring fast-paced work styles some tension may result based on that interactive personality’s emphasis is on people and dominate personality’s emphasis is on the goals. Some degree of tension is likely to result in our interactions because of the difference in priority (Alessandra, 2013). In evaluating the team’s personality types, we will have to make sure we are taking into consideration people and goals to get tasks accomplished. Both personality types like a fast-paced environment and can become impatient. The interactive personality type will help to contribute the emotional component need and the dominate personality will help to give order and structure in a timely manner. When working in a group each member must take into consideration that not every team member functions as another one may. If each team member can use each person’s strengths forward and whatever weaknesses come up can be benefited by another team member. When working in a group make sure to be open minded and make sure that everyone is heard and not overlooked. Work Cited Alessandra, T. The DISC Platinum Rule Behavioral Style Assessment. (2013) Retrieved from: http://UOP.BlanchardAssessment.com.

Issue Of Single Sex And Coeducational Physical Education

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

Essay --

The Protestant Reformation and Its Impact on European Society Martin Luther was born in 1483 in Eiselben, Germany. He originally intended to pursue a career in law, but changed his path to theology after surviving a dangerous lightning storm. As a monk, he wrestled with his conflicting views in faith. During his time in an Augustinian monastery, he began to develop a belief that God was cruel for requiring him to devote so much effort into living a pious life. Luther soon began to believe that God was directly connected with people and that actions did not lead to salvation. During his lifetime, a philosophy known as Renaissance Humanism had been developing. It called for researching the original sources of records as well as empowering all humans. He established his theological beliefs by studying the Bible directly instead of following Catholic tradition. The act of going back to the source of information was part of Humanist philosophy. Luther then translated the source of The Bible into vernacular, which went along with another Humanist ide a of educating the common person. Luther became a professor in Wittenberg, Germany in 1508. There he attempted to institute Humanist philosophy as the basis of academics instead of the Medieval Scholasticism, which was the established teaching style of the time. Scholasticism was set up by the Church as a teaching style for Universities around 400 years prior and eventually became an attempt to reconcile Christian doctrine and ancient Greek philosophy. Luther ultimately became critical of many of the traditions in the Church and his objections spread throughout Europe, starting with his 95 Theses in 1517. Although he originally was only interested in intellectual discussion, Luther became ... ...he Anabaptists represented a more extreme side of the Reformation. Among their views were adult baptism and separation of church and state. The Anabaptists were persecuted by both Catholics and other Protestants, though they survived in Northern Germany and the Netherlands. These many divisions in Christianity likely would not have formed if Luther did not raise his questions against the Church. Science in Europe could develop more easily as people were not as restricted by the Church’s authority. The Catholic Church was not against science, but it had adopted old Greek methods, which were reconciled with Christianity by Aquinas, to become the accepted philosophy of the Church. This paradigm was part of the traditional Scholasticism method of critical thought and, because it was the established teaching and learning style of the Church, few desired to go against it.

Uniforms of the British Army 1812-1815 :: Military Uniform Clothing

Uniforms of the British Army 1812-1815 Major General of Infantry Since my character was Major O'Dowd I decided to do my presentation on the uniforms not only of the Major, but also the men that were in his regiment including Captain Dobbin, George Osbourne and Captain Rawdon. When Major O'Dowd headed off for the Battle of Waterloo outside of Brussels he was most likely outfitted in something along these lines; a Red jacket lined with white. It had a royal blue collar patch and cuffs, golden buttons, shoulder epaulettes, shoulder cords, trimming and piping. He wore a black stock and white collar band with white enamel crossed with a red center. This same cross on the collar band would also be found on his breast. Next came a crimson sash, white waist belt and slings. A gentleman of his position would wear white gloves, gray trousers with a golden side stripe and black shoes. Major O'Dowd would have carried a steel sword and a scabbard with mother of pearls embedded in the grip, a golden guard and a sword knot. He wore a black cocked hat with silver lace, golden tassels and a white and red plume. This was noted as the correct outfit for a major general of infantry. This link will also show you an exact replica of an 1812 ' 1815 'Waterloo' Shako Plate. Please make reference to the codes, charts and tables that I have handed out to determine exactly what each regiment including the cavalry, dragoon guards, hussars, staff, footmen and engineers wore (Smith). Soldiers and Officers of the Guards This costume would most likely have been more customary for our younger men to wear, I.E. Captain Dobbin, George and Captain/Colonel Rawdon. This link is the closest I can find to what the uniform might have looked like, but it is not perfect. This uniform is more precisely defined as having a black cocked hat with a black cockade, golden border lace, tassels loop and button and white plume with crimson base. The jacket was scarlet with white lining, collar, lapels and cuffs; golden lace and buttons. They wore a white stock, breeches, gaiters and gloves, a crimson sash, black shoes and a black sword scabbard with a golden point. The colors (royal colors) have a brown staff with a golden spearhead. The colors properly are the Union, having golden trimming and writing in the center and on the arms of the cross. Uniforms of the British Army 1812-1815 :: Military Uniform Clothing Uniforms of the British Army 1812-1815 Major General of Infantry Since my character was Major O'Dowd I decided to do my presentation on the uniforms not only of the Major, but also the men that were in his regiment including Captain Dobbin, George Osbourne and Captain Rawdon. When Major O'Dowd headed off for the Battle of Waterloo outside of Brussels he was most likely outfitted in something along these lines; a Red jacket lined with white. It had a royal blue collar patch and cuffs, golden buttons, shoulder epaulettes, shoulder cords, trimming and piping. He wore a black stock and white collar band with white enamel crossed with a red center. This same cross on the collar band would also be found on his breast. Next came a crimson sash, white waist belt and slings. A gentleman of his position would wear white gloves, gray trousers with a golden side stripe and black shoes. Major O'Dowd would have carried a steel sword and a scabbard with mother of pearls embedded in the grip, a golden guard and a sword knot. He wore a black cocked hat with silver lace, golden tassels and a white and red plume. This was noted as the correct outfit for a major general of infantry. This link will also show you an exact replica of an 1812 ' 1815 'Waterloo' Shako Plate. Please make reference to the codes, charts and tables that I have handed out to determine exactly what each regiment including the cavalry, dragoon guards, hussars, staff, footmen and engineers wore (Smith). Soldiers and Officers of the Guards This costume would most likely have been more customary for our younger men to wear, I.E. Captain Dobbin, George and Captain/Colonel Rawdon. This link is the closest I can find to what the uniform might have looked like, but it is not perfect. This uniform is more precisely defined as having a black cocked hat with a black cockade, golden border lace, tassels loop and button and white plume with crimson base. The jacket was scarlet with white lining, collar, lapels and cuffs; golden lace and buttons. They wore a white stock, breeches, gaiters and gloves, a crimson sash, black shoes and a black sword scabbard with a golden point. The colors (royal colors) have a brown staff with a golden spearhead. The colors properly are the Union, having golden trimming and writing in the center and on the arms of the cross.

Feminist Contributions Essay

Feminism is a conflict theory which views society as male dominated and it seeks to describe, explain and change the position of women in society. Feminism is therefore a theory of women’s subordination and also a political movement. There are different types of feminism, which I will be evaluating in this essay; Liberal, Radical, Marxist, Black and Postmodernist feminist. Feminists criticise mainstream sociology for being ‘malestream’. By contrast, feminists examine society from the viewpoint of women an see their work as part of the struggle against women’s subordination. However, although all feminists oppose women’s subordination, there are disagreements among feminist’s theories about its causes and how to overcome them. Liberal feminists are concerned with the human and civil rights and freedoms of the individual, they believe that all human beings should have equal rights. In liberal feminism, the concept of society changing itself to adapt to women does not occur. Liberal feminists insist that all that is needed to change the status of women is to change existing laws that are unfavorable for women and that this will open up more opportunities for women to prove themselves as equal to the opposite sex, this is referred to as reformism. In addition, liberal feminists reject the idea that biological differences make women less competent or rational than me, nor are men biologically less emotional or nurturing than women are. Liberal feminist Oakley, distinguishes between sex and gender. She claims sex differences are seen as fixed, whereas gender differences vary between cultures and over time. Therefore what is considered a proper role for women in one society or at a specific time may be disapproved of or forbidden in another. According to liberal theorists, sexist attitudes and stereotypical beliefs about gender are culturally constructed and transmitted through socialisation. However, liberal feminism can be seen as a critique of the functionalist view of gender roles. For example, Parsons distinguishes between instrumental and expressive roles. In his view, instrumentals roles such as paid work are taken on by males, while expressive roles such as unpaid domestic labour and childbearing are taken on by females. On the other hand liberal feminism challenges this view. It argues that men and women are equally capable of  performing each roles. Radical feminists emerged in the early 1970s and its key concept is patriarchy. Radical feminists have three key arguments; patriarchy is universal as male domination of women is evident in all societies. Firestone argues that the origins of patriarchy lie in women’s biological capacity to bear and care for infants, as a result of this women become dependent on men. The second argument is that patriarchy is the primary and most fundamental form of social inequality and conflict. Thirdly, all men oppress women and all men benefit from patriarchy. Particularly from women’s unpaid domestic labour and from their sexual services. For radical feminists, patriarchal oppression occurs in the public sphere of work and politics and also in the private sphere of the family. According to radical feminists, patriarchal power is expressed through sexual or physical violence or the threat of it. As Brownmiller notes, fear of rape is a powerful deterrent against women going out alone at night. Likewise Rich argues that men force women into a narrow and unsatisfying ‘compulsory heterosexuality’, which becomes the only socially acceptable form of sexuality. Radical feminists believe that if women are to be free, personal and sexual relations must be transformed. They have suggested three strategies to achieve this. Firstly separatism, which is when women live apart from men and create a new culture of female independence. Feminist Greer argues for the creation of all-female or ‘matrilocal’ households as an alternative to the heterosexual family. The second strategy is consciousness raising, through sharing their experiences in women-only consciousness-raising groups, women come to see that other women face the same problems. The third strategy is political lesbianism; many radical feminists argue that heterosexual relationships are inevitably oppressive because they involve ‘sleeping with the enemy’ and that lesbianism is the only non-oppressive form of sexuality. Marxists have a key criticism of radical feminists. They argue that class is the primary form of inequality and that capitalism is the main cause and beneificiary of women’s oppression, not men. Another criticism comes from Anna Pollert, who argues that the concept of patriarchy is of little value in explaining women’s position because it involves a circular argument. In contrast, Marxist feminists dismiss liberal feminists’ view that women’s subordination is merely the product of stereotyping or outdate attitudes. Likewise they  also reject the radical feminist view that it is the result of patriarchal oppression by men. Marxists see women’s subordination as rooted in capitalism. This results from their primary role as unpaid homemakers, which presents them in dependent economic positions in the family. Their subordination performs four important functions of capitalism; women are a source of cheap, exploitable labour. As they are viewed as financially dependent on their male partners, they can be paid less by employers. Women are a reserve army of labour, that can be moved into the labour force during economic booms and out again at times of recession. Women produce the labour force through their unpaid domestic labour, by nurturing and socialising children to become the next generation of workers by maintaining and servicing the current generation of workers. Thirdly, women absorb anger that would otherwise be directed at capitalism. Ansley describes wives as ‘takers of shitâ €™ who soak up the frustration of their husbands, this explains male domestic violence against women.