Financial Planning and the Unsystematic Risk Statistics Assignment

Financial Planning and the Unsystematic Risk Statistics - Assignment Example Therefore, during winter, people will prefer buying winter tyres and when summer sets in, the demand for dry weather tyres will be high. i. The best asset for Gemma to choose is Rolls-Royce since it has the highest monthly real return coefficients. This implies that they will guarantee a high interest as opposed to those with low return percentage. The objective of making an analysis of a company’s fundamentals is to find the intrinsic value of the stock as opposed to the value with which the stock trades at in the market. Therefore, in carrying out an analysis, if the intrinsic value happens to be more than the current share price, then it shows that the stock is worth much value than its price and it makes sense in buying a stock. However, if this is not the case, then using the stock-analysis strategy like in the case of Gemma is not useful. In addition, the stock-pricing strategy offers a lot of information in an intangible and unmeasurable manner. It is easy to find some aspects of the company that are quantifiable. Such aspects include profits and they are quite easy to find. However, it is quite difficult to measure the qualitative factors such as the competitive advantages of a company, company staff and the reputation of the company. Therefore, the aspects make the picking stocks a subjective and intuitive process thus not suitable in such a case. In addition, the human element evident in the forces moving the stock market, the stocks cannot do whatever one anticipates that they will do since there is a likelihood of having a change in emotions quite unpredictably. Therefore, when confidence turns into some fear, the stock market can be a bit risky and dangerous. Therefore, this also contributes to the decision by Gemma not to use the stock-pricing strategy. i. In order to protect their portfolio of shares, Mark Brisley and Evie Petrikkou used the call and put options. The put option allowed them to sell assets at a given agreed on price while the call shows the right to buy shares at an agreed price.  

Sport Education Essay Example | Topics and Well Written Essays - 2500 words

Sport Education - Essay Example Individuals do not exist in a nutshell; they interact, relate, and behave in specific manners which eventually affect their health. The schools’ curriculum should include subjects which promote health and physical education through sports to enforce correct behavioral patterns at a young age and continue this positive reinforcement until adulthood. Therefore, health promotion and physical education in the schools through sport education is of critical importance. The objective of this research paper is to consider the potential barriers to fully implementing the sport education framework into the delivery of physical education (PE) in the UK, making particular reference to one’s school sport experiences. Physical education is a mandatory course promoting physical activity and sports mostly from grades 1 to 6. The objectives of physical education classes are teaching to ensure physical fitness, promoting regular exercises, and presenting nutrition and health subjects. In some traditional schools, however, physical education incorporates sports only as a minor endeavor with limited sports skills being honed. In this regard, Daryl Siedentop conceived the incorporation of sports education in Ohio State University’s curriculum with the purpose of educating children â€Å"in the fullest sense, and to help develop competent, literate, and enthusiastic sportspeople (Siedentop, 1994, 4)† (Penney, Clarke, Quill & Kinchin, 2005, 5). The objective of SE is that â€Å"students will be supported in developing the skills, knowledge and understanding to progress their own and others learning, their participation in physical activity and sport, and their enjoyment of it, within and outside of the physical education curriculum. Finally, Sport Education endeavours to locate learning experiences and participation in physical activity and sport in the wider social,

Gravimetric Analysis of a Chloride Salt

Gravimetric Analysis of a Chloride Salt Rania Williams Nour Wehbe Purpose To discover the amount of chloride in a strange salt, in order to demonstrate regular methods used in gravimetric analysis Theory This equation describes the reaction between silver ion and chloride which results in the product silver chloride. Ag+ (aq) + Cl (aq) → AgCl (s) Silver nitrate is used to precipitate chloride because it gives the best results. AgCl Solubility in water: Silver chloride’s solubility is very low; however the salt is still soluble to some degree. If precipitate is not complete, the results will be very low. Ksp = 1.6 x 10-10 Precipitation occurs in acid to greatly reduce any interference from acid ions. These ions form co-precipitates with silver in acid containing no charged ions. Due to co-precipitates the results would be higher. Also in order for precipitation to occur in acid there needs to be some excess of silver ion at the end of the reaction to reduce the chances of silver chloride becoming more soluble. Co-precipitation would result in higher results. Description: The precipitate is heated in order to coagulate it. When it coagulates it will become a clumpy colloidal like form. In this form it will become more difficult for the precipitate to penetrate the filter paper. If the coagulate did go through, the results would be lower. If nitric acid had not been added to the precipitate it would become more vulnerable in penetrating the filter paper. If this had happened the experiment would have to be done again as there would be no way to determine the percentage of chloride in the salt. Photodecomposition: The equation for photodecomposition occurring in the air: AgCl (s) → Ag (s) + Â ½Cl2(g) When the silver chloride has dried and put into light it will decompose into chlorine and silver. If photodecomposition occurs in air, the results would be low, however if this decomposition occurred with excess silver ion in an aqueous solution there will be another reaction (3Cl2(g) + 9H2O (l) + 5Ag+ (aq) → 5AgCl (s) + ClO3(aq) + 6H3O+ (l)), which will make the results high. How much precipitate is lost by washing with 100ml fresh water? Ksp = [Ag][Cl] x x = x2 1.6 x 10-10 = 1.3 x 10-5 1.3 x 10-5= C/0.10 L C =1.3 x 10-5x 143 mol/0.10 L C = 0.01859 mol/L (0.01859)(0.10) = 0.001859 = 1.810-3 g The precipitate is lost due to the solubility of it. The solubility of the precipitate is very low so not much would be lost, however this still would make the results lower. Ions that may co-precipitate with chloride ion: When precipitation occurs quickly the chances of co-precipitation occurring greatly increases. Anions from some acids may co-precipitate with the chloride ion, forming co precipitates. These co precipitates will alter the results, making them CO32-, OH and NO3 Procedure The code number of the unknown salt that was placed on the station was recorded. This sample was kept for the full duration of the experiment. Using the analytical balance, 0.1175g of the sample was weighed out by difference and placed in a 250ml beaker. The beaker was labeled to avoid confusion between partners. The approximate volume of 0.1 M silver nitrate was calculated using the sample’s mass, 0.1175g. The mass of the sample was multiplied by the percentage concentration of the chloride then divided by 35.5. The result was then divided by 0.1. The result was converted into ml. 5 ml of excess was then added to the result, making the final result and approximate volume of silver nitrate added, 23ml. In the 250ml beaker with the sample, 100ml of distilled water and 1ml of 6M nitric acid was added to the beaker. 23ml of 0.1M silver nitrate was measured out in a 25ml graduated cylinder then slowly poured into the 250ml beaker. The solution was placed on a hot plate then gently stirred. The solution was stirred until it became close to boiling. In order to test for completeness the solution had a couple drops of silver nitrate poured into it to test that the entire chloride ion had been precipitated. The solution showed that it was complete. The 250ml beaker with the solution was then placed into the assigned drawer, to limit its light exposure. Using a piece of soft tissue paper the crucible which had already cooled was weighed, it had a mass of 30.6707. The vacuum filtration arrangement was set up. The solution without the precipitate was slowly poured into the filter. 5ml of 0.1M nitric acid was used for washing the precipitate. After a couple washings the precipitate was also placed into the filter. A wash bottle was used to help any remaining precipitate out of the beaker. The precipitate was again washed with 0.1M nitric acid. The crucible was then removed from the vacuum filtration arrangement. The leftover washings were disposed of. The crucible was washed once again in the vacuum filtration arrangement. The washing (mainly nitric acid) was taken to the T.A. for testing if the precipitation is complete by doing a washing with hydrogen chloride on the nitric acid. The first test showed completeness. The crucible was again latched onto the vacuum filtration arrangement to be washed with 3ml of acetone. The acetone was handed to the T.A. for disposal. The crucible was given to the T.A. to put in the oven for drying of the precipitate. The oven had a starting temperature of 110 Â °C and after 30 minutes had a temperature of 119 Â °C. The crucible was then cooled in the desiccator for 10 minutes then weighed with an analytical balance. The result was recorded. Observations Data tables Sample masses Crucible masses Approximate volume of the liquids and solutions used to was the sample Temperature of Oven Crucible drying and cooling times: Calculations Amount of AgNO3 required (calculated amount + 5mL) (0.1175)(0.55)/35.5/0.1 0.018204225 * 1000mL/1L = 18.204225 18.204225 + 5 = 23.20422525mL 23mL of AgNo3 needed Percentage chloride in sample Uncertainties Relative error Relative spread of the percentage of chloride found 62.06% 56.92% / 59.49% = 0.086401076 * 10 = 0.86401076 ppt = 0.8640 ppt Discussion My results were higher due to the photodecomposition of the precipitate that most likely occurred due to an excess of silver ion in the solution. This was a result of human error, as I waited for the precipitate to cool down I did not leave it out of light and failed to ensure that there was not an excess of silver ion in my solution. My results could also be higher due to any co-precipitates from anions such as these: CO32-, OH and NO3 . The results could have also become higher due to not being washed properly. When washing the precipitate only with 3ml of acetone and 5ml of water this may have been possible. When compared with the actual result, my result was higher. My partner’s results were lower than the real value due to some of her sample being lost during filtration. Sample being lost during filtration is almost unavoidable. Even though she may not have lost a lot of her sample, her initial salt mass was just 1.002g. Losing sample from a sample that was already so small contributed to her results being lower than the actual value. She also may have not allowed for complete precipitation of the chloride ion, resulting in lower results. During the heating of her solution her precipitate coagulated but there were stills some parts of the precipitate that were very tiny were susceptible of being loss the vacuum filtration. When compared with the actual result, my partner’s result was lower. The average of my partner and I’s results were very close to the actual result, though the average of our results was still higher than the actual result. Conclusion The sample number for the unknown salt is 343. The average percentage of the chloride from two trials is 59.49%, whilst the actual percentage of chloride is 58.81%. The uncertainty for the percentage of chloride for my results was 0.2041 and 0.2430 for my partner. The precision of my results was 5.526%, whilst my partner’s was 3.214%. The accuracy of the results was 0.8640 ppt. References Books: R.C.Burk, M.Azad, X.Sun, P.A. Wolff, Introductory Chemistry Laboratory Manual, Carleton University, Ottawa, 2014-15. Websites: Bishop, Mark. Bases. Bases. CHIRAL PUBLISHING COMPANY. 2013. Web. http://preparatorychemistry.com/Bishop_Base_Identification.htm>.

How do pre-1914 writers create a sense of suspense, mystery and fear? :: Free Essay Writer

How do pre-1914 writers create a sense of suspense, mystery and fear? Comparison of three short novels The Red Room is a very good ghost story that was written by H.G Wells. The story was intended to be scary when it was written and it uses tension, atmosphere and a scary plot. Without these key features it would not succeed as a successful ghost story. The reason for this is to entice the reader by giving them small clues so it does not give the plot away, but you have to read on because it does not give enough away only small clues, so it is still a mystery. The main thing that helps create the good atmosphere for a ghost story is that it is set in the old castle. It is occupied by the three old people. They’re described as custodians. The candles that are situated round the castle also helps create atmosphere because it shows that it is in the night and most ghost stories are set at night and it then in turn provides an eerie atmosphere. At the beginning of the story the old people help add to the atmosphere by saying the things that had apparently happened there in the Red Room in the past. These things include; 'This night of all nights,' this makes it sound like it could be a type of anniversary of when something or someone had died or an event happened and this night is the worst night to go to the Red Room. 'In which the young Duke had died.' This shows you that something apparently had happened at the castle, a person had died in the Red Room which adds more evidence to there being a ghost being in the room. This then starts to make 'The Red Room' a better ghost story. 'And are you really going?' This shows that the man cannot believe that he is going to The Red Room. Other things such as the journey also turn out to be a good way of building atmosphere in the story. The way to the room is deliberately a long journey because if it was just up the corridor then there would be no suspense about the room and what can happen on the way to the room. The darkness of the journey also helps to create a ghostly atmosphere because it makes the littlest things look like the scariest things as in the dark things are not portrayed as what they really are. 'The ornaments and conveniences of the room about them were ghostly.' The silence of the journey helps to create echoes which add also to

Draft MOU with Diponegoro university Essay

ThisMemorandumof Understanding(MoU) recordstheintentionofDiponegoro University, in particular its Business School, (hereinafter referred to as â€Å"DU†) and the Institute of Management Technology (hereinafter referred to as â€Å"IMT†) to work together to establish one or more agreements for international. academic collaboration. It is made as a non binding gesture of goodwill between the two institutions. Period of Agreement ThisMoUshallbecomeeffectiveonthedateoffinalsigningandwillberenewableevery 5 years upon the mutual consent of both parties. This MoU may be revised or cancelled  by mutual written consent by the signatories or their designated representatives. Other matters not covered by this Memorandum shall be decided by mutual agreement and may be subject to the conclusion of formal written contracts between us. The parties shall review the operation of this Memorandum on an annual basis. Purpose and Areas of Potential Collaboration DU and IMT share an aspiration to: 1. Promote the exchange of qualified graduate students, enrolled on their respective postgraduate degree programs, who will be admitted according to the entry regulations of the host institution; 2. Promote the exchange of faculty for joint teaching and research; 3. Promote collaborative research in areas of mutual interest with a view to publishing by joint authorship; 4. Organize joint International conferences/seminars, symposia and workshops; 5. Develop any other programs mutually agreed upon during the period of this MOU. The development of a collaborative relationship between the parties is subject to: A. The approval of the relevant authorities of both DU and IMT and will be subject to norms & procedures of academic standards of both the partner Institutions. B.  Obtaining all necessary or advisable governmental, regulatory or other relevant approvals, consents or licenses. The parties agree to the following for the period of this agreement, subject to specific agreement at any particular time: Student Exchange: 1. The parties shall exchange a maximum of 5 graduate students per year, with parity to be achieved over the period of this MoU. If parity is not achieved, the parties agree not to request financial or other compensation; 1. Exchanges shall be arranged for a maximum of two semesters/terms. The period ofstudy maybe followedby aninternship,thearrangementsforwhich shallbe  agreedbythepartiesinadvanceofthecommencementoftheexchangeto comply with any visa regulations; 2. Students participating in the program will be accepted as non-award candidatesbythehostinstitution,providedthattheyfulfilltheadmission requirements of the host institution. Since instruction in both the institutions will be conducted in English, students selected for exchange must satisfy- the minimum language requirements normally required by the host institution for exchange students; 3. The students shall be selected on the basis of an excellent academic background, excellent command of the subject-specific language required for  their integration to the chosen curriculum; strongmotivationtostudyforthe academic program offered by the host institution; and the maturity to live and study in a foreign environment. 4. Students will be nominated and recommended in writing by an official representativeoftheirhomeschool/institution. Followingthereceiptofthe applicationmaterial,thehostschool/institutionwillprovidethenecessary assistance and documentation to satisfy visa requirements and other formalities, such as health insurance; 5. The parties will assist exchange students to find suitable accommodation and insurance. Accommodation and mess facilities will be provided at IMT; 6. The selected exchange students of DU and IMT shall pay their current tuition feestotheirrespectivehomeschool I institution i. e. DU or IMT, prior . to participation in the program, at the dates normally specified by their respective home school I institution for the payment of such fees; 7. The parties will agree in advance the credits that exchange students will be required to take. Non-award course work may not be used at a later time to fulfill requirements for a degree program, and students may not change academic  objectives; 8. All expenses including air fare, local travel, health insurance, accommodation, food etc. will be borne by the student. Faculty Exchange, Research and ConferencesÃ'Ž 1. The parties shall exchange an agreed number of faculty members and specialists basedontheavailabilityofopeningsandthenumberofqualifiedfaculty members interested in participating in the program; 2. Exchange faculty will remain employees of their home institution for the purposes of terms and conditions of employment; 3. The home institution shall cover international travel expenses while the host  institution shall, on the basis of reciprocity, cover local transportation, accommodation and hospitality for exchange of faculty. Otherdetails,including the financial arrangements, will be agreed on a case to case basis; 4. No later than ninety (90) days before the start of each academic year both partieswillpresentalistofnominatedfacultymembersalongwiththeir credentials to each other for participation in the program for the upcoming academic year- 2011-12 5. The parties agree to organize joint international conference/seminars, symposia andworkshops; commission joint research projects and exchangeof publications. Governance and leadership The Director of IMT-Nagpur, Dr. Rajendra Nargundkar and the Professor-Faculty of Economics- Dr. Waridin of Diponegoro University, Indonesia or their designees will provide the senior leadership within their respective organizations to move the venture forward. Exchange of information Each party will exchange information with the other with a view to understanding whether it would be effective and practical for the institutions to work together. Confidentiality ThisMemorandumandanyinformationprovidedinconnectionwithitmaynotbe disclosedtoanythirdpartyotherthan(a)theparties’professionaladvisers;(b)as required by law or a relevant regulatory authority; (c) with the prior written consent of the other party; or (d) where the information has come into the public domain through no fault of the party wishing to disclose it. Intellectual Property Unlessagreedotherwiseinwriting,anyIntellectualPropertyrightsbelongingtothe parties,whetherinexistenceatthedateofthisMemorandumorcreatedduringthe course of it, shall belong to the respective parties. Publicity 1. The parties will not include the name or logo of the other party in any advertising or publicity material without the prior approval of the other party on a case-to- case basis. 2. Neither party will do anything which in the reasonable opinion of the other, would damage the other’s reputation and/or business. Disputes 1. The parties shall attempt to resolve in good faith any dispute arising between them out of the operation of this Memorandum. If the dispute cannot be resolved informally, it shall be referred to the Head of the Business School of DU and the Director of IMT- Nagpur Dr. Rajendra Nargundkar. 2. This Memorandum shall be governed by and construed in accordance with the laws in India/Indonesia. 3. Any dispute arising out of the operation of this Memorandum shall be finally  settled by arbitration under the Rules of Arbitration and Conciliation of the International Chamber ofCommerce by two ormore arbitratorsappointed under those rules. The place of arbitration shall be New Delhi and the dispute resolution proceedings shall be in English. This MOU is signed by the parties on this 17th day of September 2010 at Nagpur (India) and the parties have affixed their Seals. ForINSTITUTEOF MANAGEMENT TECHNOLOGY- NAGPUR. (Dr. Rajendra Nargundkar) Director. SEAL For DIPONEGORO UNIVERSITY, SEMARANG-50241, INDONESIA. (Dr. Waridin) Professor- Faculty of Economics.

Evidence- Based Practice Article Essay

Reference: Taleporos, G & McCabe M.P (2002). The impact of sexual esteem, body esteem, and sexual satisfaction on psychological well-being in people with physical disability. Sexuality and Disability, 20(3) Fall 2002 Overview: The objective of this study is to investigate the association between sexuality and psychological well-being in people with physical disabilities. 1196 respondents completed the study. Previous studies have suggested that sexual satisfaction and body esteem are important to the overall well-being of people with physical disability. The extent to which sexuality is related to other aspects of psychological well-being, and differs from relationships among the general population, is unknown. Problem: The problem being investigated is the relationship of sexuality (sexual and body esteem and sexual satisfaction) and psychological wellbeing (depression and self-esteem) among people with physical disabilities, and to compare these relationships with those found in able-bodied people. TR: The literature review was comprehensive to investigate the problem for this study. Research question: Can sexuality as a variable be a significant predictor of psychological well-being in both groups of respondents? Can the relationship of sexuality and well-being variables be of similar strength among people with physical disability and able-bodied respondents and in both men and women? Methods and procedures: 1196 subjects were randomly selected from America and Australia ages 18-69 years old and were identified as having physical disabilities. The following instruments were used: Demographic Questions; 21 item Depression, Anxiety and Stress Scale (DASS); 10 items the Rosenberg Self-Esteem Scale; Sexual esteem subscale in Snell and Papini’s; Body Esteem Scale; and Sexual Satisfaction Survey; Multiple Regressions Analysis. Results: Taleporos & McCabe’s (2002) revealed that among people with physical disability, high levels of body esteem and sexual satisfaction predicted high levels of self-esteem (p=

Writing a Reaction Paper

Writing a Reaction Paper Writing a Reaction Paper Writing a Reaction PaperIf you are writing a reaction paper, you should keep in mind a number of specific rules. In particular, reaction paper should be written critically, it is your task to provide critical response to a book, film, event, or even a person. The following example reaction paper is written about sex education. If you need individual help with reaction paper writing, do not hesitate to try our custom paper writing services. We are open 24/7 to provide high quality assistance with your academic assignments and essay papers! Do not forget to review free term papers medieval knights and sample term paper on cholesterol and lipids . You may also read an interesting article on how to write 3,000 words term paper SFU .Writing a Reaction Paper: Sample on Sex EducationThe effects of excessive secrecy, such hush-hush methods run counter to every principle of psychology and defeat their own purpose. One cannot successfully ignore such a significant theme in life as sex. Eve n a small child soon becomes conscious that his queries are being shunted aside in the most unsatisfying manner. But this does not allay his curiosityit merely intensifies it. He perceives that on certain subjects, which he did not know were different from any other subjects, his guileless questions produce a strange result on his parents. They seem disturbed, even shocked, and he doesn't know why; they will help him satisfy his curiosity on every subject but one. He soon realizes that he must look elsewhere for his information, for he must have it; it must be very interesting, or his parents wouldn't act so mysterious about it. His determination to know takes him to every source he can find, and so the typical method of acquiring sex information has begun. From tough boys, from the crude jokes and smutty stories of men, and sometimes from oversexed girls he picks up his information bit by bit, the whole often forming a most amazing mosaic. Such is the inevitable result of attemptin g to place sex in a special category by itself, something that is powerful but shameful, about which it is necessary to know yet about which one must not be taught. Such tactics automatically engender a curiosity far out of proportion to that felt about other factors in life, thus magnifying enormously the very thing parents sought to minimize. We can now perceive why Galloway was right when he said that sex education is more a matter of psychology than of biology, for our sex attitudes determine our whole physiological treatment of sex. The sex facts that children find out surreptitiously are not very important, but the emotional responses that develop are extremely important. Boys and girls who get their sex knowledge on the street frequently carry all through life the shame and fear reactions so commonly associated with certain words and actions. The mental images that they would forget are stamped indelibly upon their memories, making them ashamed to converse naturally on subjec ts properly related to sex. They may become overly self-conscious in the normal associations with the opposite sex, fearful lest some words of double meaning be wrongly interpreted. Such a preoccupation with unwholesome sex patterns often carries over into marriage, marring the relationship from which so much joy was rightly expected and proving the statement that sex education, in its end result, is marriage education.

Free Essays on Angela’s Ashes

Angela’s Ashes by Frank McCourt is a memoir of the childhood of the author himself, brought up in the 1930’s depression in poverty-stricken New York and Limerick. Right from the beginning of the novel one sees the way in which the McCourt family are faced with a lack of money due to Frank’s alcoholic father. He drinks all his earnings in the pubs and loses any job he gets, which continues throughout the novel; because of this the family are tormented by extreme poverty and desperation. The two main factors of alcoholism and poverty mean the family must deal with the deaths of three of Frank’s siblings. Despite all this suffering, the courageous family survives and with Frank achieving his goal to return to America this truly harrowing story is a display of courage: facing fears, terrible conditions and embarrassments, and survival: moving on and living through the hardships and suffering, against the apparently overwhelming odds. The problems start in America, New York when Frank’s Alcoholic Father Malachy starts a trend of buying only alcohol with his wages and coming home drunk†¦ â€Å"He does not bring home the wages†¦ It’s late and Dad rolls up the stairs singing Roddy McCorley.†(24-5) The alcoholic Malachy drinks the family’s money and he continues to do this throughout the novel causing the biggest hurdle the family must face. In the beginning of the novel Angela, Frank’s mother, tries to catch her husband after work when he gets his wages: â€Å"They’re out. Don’t know how he got past you†¦Mam tries all the bars around the station before she gives up. She leans against a wall and cries.†(26-7) With no success Angela is reduced to ask the grocer for some food and to pay him later. The family must continue borrowing and begging as Malachy continues to drink: â€Å"The small crowd of people outside the door of the priest’s house†¦ Mam†¦Waiting to beg for any food left over from the priest’s dinner.†(25... Free Essays on Angela’s Ashes Free Essays on Angela’s Ashes Angela’s Ashes by Frank McCourt is a memoir of the childhood of the author himself, brought up in the 1930’s depression in poverty-stricken New York and Limerick. Right from the beginning of the novel one sees the way in which the McCourt family are faced with a lack of money due to Frank’s alcoholic father. He drinks all his earnings in the pubs and loses any job he gets, which continues throughout the novel; because of this the family are tormented by extreme poverty and desperation. The two main factors of alcoholism and poverty mean the family must deal with the deaths of three of Frank’s siblings. Despite all this suffering, the courageous family survives and with Frank achieving his goal to return to America this truly harrowing story is a display of courage: facing fears, terrible conditions and embarrassments, and survival: moving on and living through the hardships and suffering, against the apparently overwhelming odds. The problems start in America, New York when Frank’s Alcoholic Father Malachy starts a trend of buying only alcohol with his wages and coming home drunk†¦ â€Å"He does not bring home the wages†¦ It’s late and Dad rolls up the stairs singing Roddy McCorley.†(24-5) The alcoholic Malachy drinks the family’s money and he continues to do this throughout the novel causing the biggest hurdle the family must face. In the beginning of the novel Angela, Frank’s mother, tries to catch her husband after work when he gets his wages: â€Å"They’re out. Don’t know how he got past you†¦Mam tries all the bars around the station before she gives up. She leans against a wall and cries.†(26-7) With no success Angela is reduced to ask the grocer for some food and to pay him later. The family must continue borrowing and begging as Malachy continues to drink: â€Å"The small crowd of people outside the door of the priest’s house†¦ Mam†¦Waiting to beg for any food left over from the priest’s dinner.†(25...

Black Holes Essays (1293 words) - Black Holes, Event Horizon

Black Holes Everyday we look out upon the night sky, wondering and dreaming of what lies beyond our planet. The universe that we live in is so diverse and unique, and it interests us to learn about all the variance that lies beyond our grasp. Within this marvel of wonders our universe holds a mystery that is very difficult to understand because of the complications that arise when trying to examine and explore the principles of space. That mystery happens to be that of the ever clandestine, black hole. This essay will hopefully give you the knowledge and understanding of the concepts, properties, and processes involved with the space phenomenon of the black hole. It will describe how a black hole is generally formed, how it functions, and the effects it has on the universe. In order to understand what exactly a black hole is, we must first take a look at the basis for the cause of a black hole. All black holes are formed from the gravitational collapse of a star, usually having a great, massive, core. A star is created when huge, gigantic, gas clouds bind together due to attractive forces and form a hot core, combined from all the energy of the two gas clouds. This energy produced is so great when it first collides, that a nuclear reaction occurs and the gases within the star start to burn continuously. The Hydrogen gas is usually the first type of gas consumed in a star and then other gas elements such as Carbon, Oxygen, and Helium are consumed. This chain reaction fuels the star for millions or billions of years depending upon the amount of gases there are. The star manages to avoid collapsing at this point because of the equilibrium achieved by itself. The gravitational pull from the core of the star is equal to the gravitational pull of the gases forming a type of orbit, however when this equality is broken the star can go into several different stages. Usually if the star is small in mass, most of the gases will be consumed while some of it escapes. This occurs because there is not a tremendous gravitational pull upon those gases and therefore the star weakens and becomes smaller. It is then referred to as a White Dwarf. If the star was to have a larger mass however, then it may possibly Supernova, meaning that the nuclear fusion within the star simply goes out of control causing the star to explode. After exploding a fraction of the star is usually left (if it has not turned into pure gas) and that fraction of the star is known as a neutron star. A black hole is one of the last option that a star may take. If the core of the star is so massive (approximately 6-8 solar masses; one solar mass being equal to the sun's mass) then it is most likely that when the star's gases are almost consumed those gases will collapse inward, forced into the core by the gravitational force laid upon them. After a black hole is created, the gravitational force continues to pull in space debris and other type of matters to help add to the mass of the core, making the hole stronger and more powerful. Most black holes tend to be in a consistent spinning motion. This motion absorbs various matter and spins it within the ring (known as the Event Horizon) that is formed around the black hole. The matter keeps within the Event Horizon until it has spun into the centre where it is concentrated within the core adding to the mass. Such spinning black holes are known as Kerr Black Holes. Most black holes orbit around stars due to the fact that they once were a star, and this may cause some problems for the neighboring stars. If a black hole gets powerful enough it may actually pull a star into it and disrupt the orbit of many other stars. The black hole could then grow even stronger (from the star's mass) as to possibly absorb another. When a black hole absorbs a star, the star is first pulled into the Ergosphere, which sweeps all the matter into the Event Horizon, named for it's flat horizontal

Importance of Effective Communication To Elementary Teaching Essay

Importance of Effective Communication To Elementary Teaching profession - Essay Example If the teacher truly does want to create multivoiced classrooms, she/he needs to provide ways for all of the students to participate. One among is the effective communication of the teacher with the students. Communication apprehension (CA) has been defined as an "individual level of fear or anxiety associated with either real or anticipated communication with another person or persons" (McCroskey, 1977). The school environment can play a vital role in the prevention of CA and make the students feel as part of the team. Fisher (1995) describes a school classroom that encourages a sense of community: "For me, community in the classroom is the amalgamation of rigorous learning and caring about one another. Community is built through routines, procedures, and attitudes that evolve over time as the teacher and children develop trust in one another. The teacher can create community feeling in the students by creating a warm, easygoing climate in the classroom --helping students get to know one another at the beginning of the year --using drama and role-playing situations --having students speak to the class in groups or panels rather than individually --allowing students to work with classmates with whom they feel most comfortable --having students speak from their seats rather than from the front of the room --presenting students with oral activi

Comparative Advantage and Corporate Social Responsibility Assignment

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DEVELOPING BUSINESS PROCESSES & OPERATIONS - Essay Example In addition, operations management provides an organization with the criteria for imposing by the market where company operates, according to Slack, Alistair and Robert (2013). Bamford and Forrester (2010) define the aim of operations management to cover the process of decision making and enable organization to develop its strategies. It strives to allow the company to satisfy the needs of stakeholders, foster the long-term success and understand how, where and what for the operations should be located, its resources and relationships are established. To be effective in terms of product or service design, developing or manufacturing, delivering and satisfying customers’ needs, an organization or company needs to efficiently manage its operations that would enable it to achieve more benefit from the services and products its produces. Moreover, high quality of these products and services and cost-available position should also be taken into account. For that purpose operational management is an important line management as it helps organization to display its best performance through coordinating and controlling of the resources needed for design, production and operation of business that at the same time give a company to obtain the highest level of efficiency and value add (Waters & Waters, 2002). Operational management of Swedish company that designs and sells ready-to-assemble furniture, appliances, small vehicles and home accessories is the best example of how its effective management led to the success. One of the world’s largest furniture retailers, the turnover of the company is close to four billion dollars. The company’s major idea is to provide the high-quality furniture and accessories at a low price to enable each individual to purchase them. Ikea is also known for its sophisticated design, logistics and distribution concepts (Larcon,

How Might a Securitisation Approach Help to Make Sense of the Research Paper

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Pregant Women with HIV Infections Research Paper

Pregant Women with HIV Infections - Research Paper Example Pregnant Women with HIV Infections Part A HIV/AIDS is a disease that has had its implications on society in a very vast manner especially over the last two decades. The disease came to prominence around the year 1987 and since then the number of infections have been on the steady rise. The disease is spread through very many distinct ways. There is the spread of the disease from having many sexual partners, the sharing of sharp objects with a person already infected with the virus and finally yet importantly, there is that of pregnant women transferring the disease to their unborn babies. This paper will be very clear in expressing the issues faced by pregnant women with HIV/AIDS and the various manners through which society observes and treats them. It is important to look at this issue because there is a lot of stigma around concerning these women. The United States views the problem of these women in various perspectives and offers the best that it can through the healthcare syste m to ensure that they receive the amount of care they require. The problems faced by these women are widespread and are all across the world but the different manners through which the healthcare organizations look at them is very important. One of the very important aspects of the issue that the United States health system focuses on is the counseling of these women so that they cannot feel left out or rather feel weird. The women receive treatment in a manner through which they receive the best medical care because there is also the focus on the health condition of the unborn child. The screening of the women is rather imperative for the research of other health issues that may make them weaker. When a person has HIV/AIDS, the white blood cells that are responsible for the guard of the body do not function correctly. It is for this reason that any other health condition is supposed to be given a priority to ensure that the women do not suffer a lot. This was study carried out by t he National Institute of Child Health and Human Development. The United States also takes the issue rather seriously from the manner in which medical practitioners offer the required prophylaxis. The government has a major role to play in this because there are many countries that have bills that have the family of the HIV/AIDS infected patient carrying the burden of paying the bills for the medication. The medication is very important as it assists in the healing of Opportunistic Infections. These infections were reported to have killed around 37% of all pregnant HIV/AIDS patients in the United States over the period between 1990 and 2000. The analysis made it very important for the government to bring in a program that ensured that the deaths resulting from these infections reduced (Adams, 2011). The issue of HIV/AIDS is taken in a rather serious manner in the United States from the number of bills that are passed regarding the issue. One of the bills passed ensured that among all the necessary tests taken by pregnant women when being admitted to hospitals, HIV/AIDS becomes one of them (Adams, 2011). The first step taken is immunization that also assists in protecting the unborn child from contracting the disease. The reason as to why the government decided to make a priority while handling pregnant women is from the manner through which parents’

Real Options Essay Example | Topics and Well Written Essays - 1500 words

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Pregant Women with HIV Infections Research Paper

Pregant Women with HIV Infections - Research Paper Example Pregnant Women with HIV Infections Part A HIV/AIDS is a disease that has had its implications on society in a very vast manner especially over the last two decades. The disease came to prominence around the year 1987 and since then the number of infections have been on the steady rise. The disease is spread through very many distinct ways. There is the spread of the disease from having many sexual partners, the sharing of sharp objects with a person already infected with the virus and finally yet importantly, there is that of pregnant women transferring the disease to their unborn babies. This paper will be very clear in expressing the issues faced by pregnant women with HIV/AIDS and the various manners through which society observes and treats them. It is important to look at this issue because there is a lot of stigma around concerning these women. The United States views the problem of these women in various perspectives and offers the best that it can through the healthcare syste m to ensure that they receive the amount of care they require. The problems faced by these women are widespread and are all across the world but the different manners through which the healthcare organizations look at them is very important. One of the very important aspects of the issue that the United States health system focuses on is the counseling of these women so that they cannot feel left out or rather feel weird. The women receive treatment in a manner through which they receive the best medical care because there is also the focus on the health condition of the unborn child. The screening of the women is rather imperative for the research of other health issues that may make them weaker. When a person has HIV/AIDS, the white blood cells that are responsible for the guard of the body do not function correctly. It is for this reason that any other health condition is supposed to be given a priority to ensure that the women do not suffer a lot. This was study carried out by t he National Institute of Child Health and Human Development. The United States also takes the issue rather seriously from the manner in which medical practitioners offer the required prophylaxis. The government has a major role to play in this because there are many countries that have bills that have the family of the HIV/AIDS infected patient carrying the burden of paying the bills for the medication. The medication is very important as it assists in the healing of Opportunistic Infections. These infections were reported to have killed around 37% of all pregnant HIV/AIDS patients in the United States over the period between 1990 and 2000. The analysis made it very important for the government to bring in a program that ensured that the deaths resulting from these infections reduced (Adams, 2011). The issue of HIV/AIDS is taken in a rather serious manner in the United States from the number of bills that are passed regarding the issue. One of the bills passed ensured that among all the necessary tests taken by pregnant women when being admitted to hospitals, HIV/AIDS becomes one of them (Adams, 2011). The first step taken is immunization that also assists in protecting the unborn child from contracting the disease. The reason as to why the government decided to make a priority while handling pregnant women is from the manner through which parents’

High School and Education Essay Example for Free

High School and Education Essay 1a) Cultural Deprivation -Intellectual Development: development of thinking and reasoning skills. Theorists would argue that many WC homes lack educational books, toys and activities that would help stimulate a child’s intellectual development. Douglas- WC pupils scored lower on test of ability, as their parents are less likely to support their children’s intellectual development. Bernstein and Young- mothers choose toys that influence intellectual development. Criticism: WC may not be able to afford these toys etc. -Language: children fail to develop necessary language skills and grow up incapable of abstract thinking and unable to use language to explain, describe, enquire and compare. Restricted Elaborated code; Bernstein. MC have an advantage as the elaborated code is used by teachers, text books and exams. Also MC pupils are already fluent speakers (socialisation) so they ‘feel at home’ in school and are more likely to succeed. Criticism: Bernstein describes WC speech inadequate. -Attitudes and Values: Parents attitudes and values are a key factor affecting educational achievement. Douglas- WC parents place less value on education. Feinstein- the lack of interest is more important than financial hardship or factors within school. Many WC subcultures have different goals, beliefs, attitudes and values from the rest of society. Hyman- WC subculture is a self-imposed barrier to educational success. Sugerman- Fatalism, Collectivism, Immediate Gratification, Present-time Orientation. WC children internalise the beliefs and values of their subculture through the socialisation process meaning under-achievement. -Compensatory Education: Policy designed to tackle the problem of CD by providing extra resources to school and communities in deprived areas. E.g. Sure Start, Education Action Zones etc. Criticism: Don’t see the real cause of under-achievement (poverty and material deprivation). -Criticisms: Keddie; CD is a myth and blames victims. A child cannot be deprived of their own culture they are just culturally different. Troyna and Williams; teachers have a ‘speech hierarchy’ where MC speech is highest. Blackstone and Mortimore; parents attend fewer parent evenings as they may work longer hours/less regular hours or put off by school’s MC atmosphere. Also may not help their children’s progress as they lack the knowledge. -Studies show that WC children are more likely to leave school from the age of 16 and are less likely to go on to sixth form and university. Also working-class children are more likely to start school unable to read, and are more likely to fall behind in reading, writing and number skills. 1b) Material Deprivation -Referred to poverty and lack of material necessities (housing/income). -Stats; 32% of WC students were considering moving out of the family home to attend university. 90% of failing schools are in deprived areas. 33% of those receiving free school meals got 5 or more A*-C GCSE grades. 90% of ‘failing’ schools are located in deprived areas. -Housing- overcrowded housing means less space to do work, play, sleep etc, and greater risk of accidents. -Diet and health- lower intakes of energy, vitamins and minerals. Poor nutrition - weaker immune system - lowering children’s energy levels - get ill easier (poor attendance at school). WC children are more likely to have behavioural or emotional problems. -Financial Support- WC children lack equipment and miss out on school trips. They also make do with hand-me-downs (results in being stigmatised/bullied). Children living in poverty take on jobs (baby sitting, cleaning, paper rounds) which has a negative impact on their school work. Also very few go on to university. The government has tried to tackle this problem, e.g. EMA, raising the school leaving age and providing free-school meals. -Criticisms: Ignores internal factors and cultural deprivation. 1c) Cultural Capital -Bourdieu suggested MC culture is as valuable in educational terms as economic capital. The forms of knowledge, values, ways of interacting and communicating ideas that MC children possess are developed further and rewarded by the education system (qualifications).WC have a lack of cultural capital which leads to exam failure. They also ‘get the message’ that education isn’t meant for them thus they truant/leave school early/provide no effort. -Education, economic and cultural capital can be converted into one another. E.g. MC children with cultural capital are better equipped to meet the demands of school and gain qualifications. Wealthier parents can convert their economic capital into educational capital by sending their children to private schools, and paying extra tuition. -Gewirtz: sees how greater parental choice of school has benefited one social class more. Study; 14 London schools with interviews from parents and teachers. She found that differences in economic and cultural capital lead to class differences in how far parents can implement choice of secondary school. She identifies three main types of parents; privileged-skilled choosers (MC parents who used their economic and cultural capital to gain educational capital for their children), disconnected-local choosers (WC parents whose choices were restricted by their lack of economic and cultural capital), and semi-skilled choosers (mainly WC who were ambitious for their children but lacked cultural capital). Internal Factors (class difference) 2a) Labelling -Attaching a meaning to someone. Teachers often attach labels regardless of their ability or attitude. -Howard Becker- Did a study based on interviews with 60 Chicago high school teachers; they judge pupils to what they think is the ‘ideal pupil’. WC children were furthest (regarded as badly behaved). -Cicourel and Kitsuese- Did a study of educational counsellors in an American high school; they claimed to judge students according to their ability, however, they judged students on their social class/race- MC have more potential than WC children. -Rist- Did a study of an American kindergarten; the teacher used information about children’s background and appearance to place them into separate groups. At the front was the ‘tigers’ (MC, given complex work), ‘cardinals’ and then the ‘clowns’ (given easy work like drawing). -Sharp and Green- Did a study about a ‘child-centred’ primary school; children picked their own activities, teachers felt when a child is ready to learn they will seek help. However, teachers believed that children who weren’t ready should engage in ‘compensatory play’. Their findings support the interactionist view that children of different class background are labelled differently. They argue that the negative labelling of the WC is also the result of inequalities in wider society. 2b) Self-Fulfilling Prophecy -A prediction that comes true because it has been made. Step 1: Teacher labels pupil and makes predictions. Step 2: Teacher treats the pupil accordingly. Step 3: Pupil internalises the teacher’s expectation which becomes part of their self-concept/image, and becomes the kind of pupil the teacher believed (prediction is fulfilled). -Streaming: involves separating children into different ability groups (streams). Each group is taught differently. Studies show that the self-fulfilling prophecy is likely to occur once streamed. WC children are usually put in a lower stream as they aren’t ‘ideal pupils’. It is difficult to move up into a higher stream thus are locked into their teachers expectations - self-fulfilling prophecy as the children live up to their teachers expectations by under-achieving. 2c) Pupil Subcultures -A group of pupils who share similar values and behaviour patterns. They emerge as a response to the way pupils have been labelled (reaction to streaming). -Lacey: Differentiation- process of teachers categorising pupils according to their ability/attitude/behaviour. Polarisation- process in which pupils respond to streaming by moving towards one of the two opposite extremes. Pro-school subculture- placed in higher streams, remain committed to the values of school and gain status through academic success. Anti-school subculture- placed in lower streams, have inferior status. -Hargreaves: There are two distinctive subcultures: Conformists and Non-conformists delinquents (a delinquent subculture that helped guarantee their educational failure). -Woods: argues that rather than seeing pupil subcultures as either conformist or deviant, it is more realistic to see a variety of possible adaptations/responses to the schooling process. Pro-school: Ingratiation (pupils who try to earn the favour of teachers), Opportunism (those who vary between teacher and peer approval), Compliance (pupils who conform for instrumental reasons), Ritualism (pupils who go through the motions), Colonisation (pupils who avoid trouble, but will deviate if there is less punishment). Anti-school: Ritualism, Retreatism (not opposed to school values, but not concerned about achieving success), Colonisation, Intransigence (deviate and aren’t bothered about the consequences), Rebellion (pupils have little regard to school values and reject school teachings). -Ball: found that when the school abolished banding, the basis for pupils to polarise into subcultures was largely removed and the influence of the anti-school subculture declined. However, differentiation continued. As a result, class inequalities can continue due to teachers labelling. -Limitations: Deterministic: assumes that once pupils are labelled, they have no choice but to fulfil the prophecy and will inevitably fail. Ignores wider structures of power: blames teachers for labelling pupils but fails to explain why. 2d) Marketisation and Selection Policies -Marketisation is a policy that introduces market forces of supply and demand into areas run by the state. Marketisation has brought in; Funding formula (giving a school the same amount of funds for each pupil), Exam League Tables (ranking schools based on their exam performance), Competition among schools to attract pupils. -A-C Economy: Schools need to achieve a good league table position to attract pupils and funding. However, this widens the class gap in achievement. The A-C economy is a system in which schools ration their time, money, effort and resources to those who will get 5 A*-C GCSEs to get a high rank. -Educational Triage: sorting pupils; ‘those who will pass anyway’, ‘those with potential’, ‘hopeless cases’. Those classed as hopeless cases are ignored (self-fulfilling prophecy and failure). -Competition and Selection: Schools with a good league table position will be placed to attract other able/MC pupils. Thus improves the school’s results and makes it more popular which increases funding. Popular schools can afford to screen out less able and more difficult pupils, unpopular schools are obliged to take the, get worse results, and get less funding. Cream skimming: selecting higher ability pupils, who gain the best results and cost less to teach. Silt-shifting: off-loading pupils with learning difficulties, who are expensive to teach and get poor results. -Attraction: creating school contracts to attract parents, buying things like pipe organs to get a ‘traditional’ image of the school (attracting the MC), grant maintained and city technology colleges provide vocational education in partnership with employers (another route to elite education). Ball et al suggests that schools spend more on marketing themselves to parents, and spend less in special needs in other areas. -Marketisation and selection created a polarised education system, with successful, well-resourced schools at one extreme, and failing un-resourced schools at the other; blurred hierarchy. External Factors (ethnic differences) 3a) Cultural Deprivation -Intellectual and linguistic skills: Major cause of under-achievement. Many children from low-income black families lack intellectual stimulation and enriching experiences. This leaves them poorly equipped for school because they have not been able to develop reasoning and problem-solving skills. Also the language used by black children in inadequate for educational success. Also those who don’t speak English at home may be held back educationally. However, Mirza and Gillborn note that Indian pupils do very well despite not having English as their home language. -Attitudes and Values: Lack of motivation is a major cause of the failure of black children. Many children are socialised in a mainstream culture of ambition, competitiveness and willingness to make scarifies to achieve long-term goals. Black children are socialised into a fatalistic subculture. -Family structure: Failure to socialise children adequately is the result of dysfunctional family structure. Many black families are headed by a lone-mother; their children are deprived of adequate care because she has to struggle financially due to the absence of the male breadwinner. The absence of the father also leads to the absence of the positive role model. Charles Murray: would lead to the under-achievement of some minorities. Pryce: Asian pupils are higher achievers because their culture is more resistant to racism and gives them a greater sense of self-worth. Black culture is less cohesive and less resistant to racism. Thus they have low self-esteem and under-achieve. -Asian families: Driver and Ballard: they bring educational benefits as the parents have more positive attitudes towards education, higher aspirations and are therefore more supportive. Lupton: respectful behaviour towards adults was expected from children, and had a knock-on effect in schools. Khan: parents are ‘stress ridden’, bound by tradition, and controlling. -Criticisms: Driver: ignores positive effects of ethnicity on achievement. Lawrence: black pupils under-achieve because of racism not self-esteem. Keddie: victim-blaming theory. They under-achieve because schools are ethnocentric and favour white culture. Compensatory Education: it is an attempt to impose on the dominant white culture on children who have a culture of their own. Critics propose 2 alternatives: Multicultural education: recognises values of minority cultures and includes them in the curriculum. Anti-racist education: challenges the prejudice and discrimination that exists in schools and wider so ciety. 3b) Material Deprivation -Stats: 1) Pakistani and Bangladeshi women are more likely to be in low-paid jobs. 2) 15% of ethnic minority households live in overcrowded conditions. 3) Unemployment is three times higher for African and Bangladeshi/Pakistani people. -Gillborn and Mirza argue that social class factors don’t ignore the influence of ethnicity. When we compare pupils of the same social class but different ethnic origins, we still find differences in achievement. 3c) Racism in Wider Society -David Mason: ‘Discrimination is a continuing and persistent feature of the experience of Britain’s citizen’s of ethnic minority origin’. -Rex: shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethnic minorities. E.g. housing; minorities are more likely to be forced into substandard accommodation than whites. -Noon: two people with the same qualifications and experience applied for a job. However, the white person got the job, rather than the Indian. Thus shows that ethnic minorities are more likely to face unemployment and low pay. Internal Factors (ethnic differences) 4a) Labelling and Teacher Racism -Interactionists: They see that teachers picture an image of the ‘ideal pupil’. But they see that black and Asian far from the ideal pupil. This leads them to label black pupils as disruptive and aggressive, and Asian pupils as passive and a problem they can ignore. -Gillborn and Youdell: due to racialised expectations, teachers were quicker to discipline black pupils than others for the same behaviour. -Black pupils: Teachers misinterpreted their behaviour as threatening/challenge to authority. Pupils then responded negatively and further conflict resulted. This may be why many black pupils are excluded, and their stereotypes may cause them to be in lower sets (under-achievement). -Asian pupils: Teachers assumed that they would have a poor grasp of English and left them out of class discussions or used simplistic childish language. They also felt isolated when teachers mispronounced their names or teachers expressed disapproval of their customs. 4b) Pupil Responses and Subcultures -Fuller: Study of a group of black girls in year 11. Found that the girls conformed as far as school work was concerned. They worked consistently, but gave the appearance of not doing so (positive attitude to academic success, but preferred to rely on their own efforts than teachers). Fuller sees that pupils may still succeed even when they refuse to conform, and negatively labelling doesn’t always lead to failure (no self-fulfilling prophecy). -Mirza: Study of ambitious girls who faced teacher racism. The study failed as their coping strategies restricted their opportunities and thus under-achieved. She found that racist teachers discouraged black pupils from being ambitious through the kind of career advice that was given to them. The colour blind: teachers who believe all pupils are equal but allow racism got unchallenged. Liberal chauvinists: teachers who believe black pupils are culturally deprived and had low expectations of them. Overt racists: teachers who believe blacks are inferior and discriminate against them. -Sewell: Four ways in which boys respond to racist stereotyping: Rebels (rejected both the goals and rules of school, conforming to the stereotype of the ‘black macho lad’. Saw white boys as effeminate), Conformists (keen to succeed, accepted the school’s goals and avoided stereotypes from teachers or their peers), Retreatists (disconnected from both school and black subcultures), Innovators (pro-education but anti-school). 4c) The Ethnocentric Curriculum -Ethnocentric: attitude/policy that gives more value to one culture and ignores the rest. -The curriculum is very ethnocentric (favouring white culture). E.g. in teaching languages; non-European languages are ignored (also other cultures in literature, art and music). However, in history, black history is taught, but it is focused on slavery. This may produce lower self-esteem to black pupils as this image of black people as inferior undermines them and may lead to failure. 4d) Institutional Racism -Institutional racism: discrimination that is built into the way institutions operate. -Schools tend to set schemes for the gifted and talented, and vocational schemes for the less academic e.g. black and Asians. External Factors (gender differences) 5a) Girls -Feminism: McRobbie shows that magazines in the 1970’s emphasised the importance of getting married. Whereas, nowadays, they contain images of assertive, independent women. Also soap operas now highlight the importance of self-esteem and personal choice for young women. -Family: Sine the 1970’s there have been major changes in the family. For example: an increase in divorce rates, increase in cohabitation and a decrease in the number of first marriages, increase in the number of lone-parent families (female-headed) and smaller families. These changes affect girl’s attitudes to education. Such as: the increase in female lone-parent families may mean more women need to take on the breadwinner role. This creates a new adult role model for girls- the financially independent. To achieve this, women need well-paid jobs, and thus good qualifications. Also the increase in divorce rates suggests that girls can make their own living. -Employment: 1970 Equal Pay Act (illegal to pay women less for the same job as men), Sex Discrimination Act. Women’s employment has risen due to the service sector and flexible part-time work. 1975- The pay gap between men and women has increased. Women are now breaking through the ‘glass ceiling’ (keeps them out of high-level professional managerial jobs). -Ambitions: Sharpe- study involved conducting interviews with girls in the 1970’s and 1990’s. In the 1970’s the girls felt that education with unfeminine and if they were interested, it would make them unattractive. In the 1990’s, the girl’s ambitions had changed, and thought careers are more important as they can support themselves. 5b) Boys -Feminisation of education: Schools do not nurture ‘masculine’ traits such as competitiveness and leadership. Also coursework has created differences in educational achievement. -Shortage of male primary school teachers: Strong positive male role models both at home and at school cause may cause under-achievement. 16% of men are primary school teachers. 42% said they made them work harder. Yet, Myhill and Jones found they felt male teachers treated boys harshly. -‘Laddish’ subculture: WC boys are more likely to be labelled as sissies and subjected to homophobic verbal abuse if they appeared to be ‘swots’. Boys were more concerned to be labelled by peers than girls, as it is a threat to their masculinity. Thus, WC boys rejected schoolwork to avoid being called ‘gay’. Epstein- ‘real boys don’t work’ if they do, they get bullied. Internal Factors (gender differences) 6a) Girls and Achievement -Equal opportunities policies: Policies such as GIST and WISE encourage girls to pursue a career in non-traditional areas. The National Curriculum has removed one source of gender inequality by making girls and boys study mostly the same subjects. Also schooling has become meritocentric. -Positive role models: The increase in female teachers shows that women can achieve positions of importance and giving them non-traditional goals to aim for. -GCSE and coursework: Girls are more successful in coursework as they are more conscientious and better organised. Sociologists argue that these characteristics and skills are the result of early gender socialisation. E.g. girls are likely to be encouraged to be neat, tidy and patient. This puts girls in a better place as they achieve greater success. Elwood- not the only cause of the gender gap. -Teacher attention: Teachers paid more attention to boys as they are attracted to reprimands. This may explain why teachers have more positive attitudes to girls, whom they see as cooperative, than to boys, whom are seen as disruptive. This may lead to self-fulfilling prophecy in which successful interactions with teachers promote girls self-esteem and raise the achievement levels. -Challenging stereotypes in the curriculum: Sexist images have been removed from learning materials. This may help raise girl’s success levels- more positive images of what women can do. -Selection and league tables: Girls are more likely to be recruited from good schools as they are more attractive to schools. This may create a self-fulfilling prophecy. -Feminists: Liberal- See that further progress will be made by the continuing developments of equal opportunities, and see education is a meritocracy. Radical- System still remains patriarchal. E.g. sexual harassment continues, education still limits their subject choice and career options, females are less likely to become head-teachers.

Motivation Theories for Becoming a Teacher

Motivation Theories for Becoming a Teacher ABSTRACT This paper identifies some the motivating factors of selecting teaching as a career. An emailed questionnaire was conducted to identify the key motivating factors they chose to become teachers. A total of 100 questionnaires were sent out asking Why did you choose teaching as a career choice? Sixty-Three men and women that are either current elementary education majors or current elementary school teachers participated. The survey result concludes that the motivating factors included a variety of what individuals valued in a job and what they needed in their life at that particular time. Surprisingly, factors such as financial incentives, vacation, and holidays off were not high on my survey results as being the reason they choose teaching as a career. This study proves that there are individuals that choose to go into elementary school teaching to inform, to guide, to enlighten, and to inspire students. My survey participants made comments in their responses that teaching has many re wards but the most valuable one is that they directly affect the lives of the student they teach. INTRODUCTION The aim of this paper is for me to understand why so many chosen teaching as a profession when the appeal for teaching seems to decline year after year. My study involved undergraduates, postgraduates, and current elementary school teachers in the public and catholic school sector. To choice education as a career you must have some type of striving force behind it, such as motivation. Motivation in spending their day with other peoples children shaping their young minds for tomorrow and shaping a young mind is a challenging task and has always been a challenging task throughout the years. And the truth of the matter is the challenge goes beyond just the student, but the challenge also lies with dealing with parents, the other faculty, and all the problems that go along with student problems at home; such as abuse. Exploring how motivation plays a factor when choosing teaching as a career lead to three main areas from those who decided to make teaching a career. (1) Altruistic reason: a desire to help children succeed, (2) Intrinsic reason: having a special interest or expertise in a subject matter that you want to share or cover, and (3) Extrinsic reason: a person only is interested in the holidays off and summer vacations. My questionnaire results touches on all three reasons. MOTIVATION You must have motivation when choosing teaching in elementary schools as a career. Recto (2005) stated what motivates individuals to go into teaching is very crucial. Motivation is a vital force that drives ones behavior toward initiating and carrying out the tasks that go along with being a teacher. Peoples reason for joining the teaching profession can be explained through their motives to do so. Motivation and understanding the reasons why people enter the teaching profession and what makes them stay or leave is essential, particularly, if we want success in maintaining a stable teaching force that contributes to teacher education quality and excellence. (Soh, 2008). Motivation is the process that gives ones behavior and choice purpose and direction. With such direction, the attention of the individual is focused on a particular goal, which is persistently worked on until it is fulfilled. Real teaching requires having motivation because teachers are constantly asking students to take big risks or to try a new way of thinking. UNDERGRADUATES VIEWS OF TEACHING AS A CAREER OPTION An individual decision to go into teaching or not is believed to be influenced by what they value in a job. (Kyriacou and Newson, 2008). If we are able to identify those factors which individuals consider important in their choice of career, and highlight the factors in teaching which match these, then we might hope to persuade better qualified students to consider teaching. (Johnson and Birkeland, 2003). To help student make the choice of being a teacher should start in elementary school, high school, and in college; teachers should inspire their students so that the students want more than anything else to become a teacher. Teachers need to express to the students frequently that they love teaching. Teachers should also encourage students to become teachers themselves. Overall, teachers must encourage with example, and that example is showing that they love their jobs. Teachers should also encourage directly, suggesting that everyone at least consider teaching as a profession. Thes e were some of the components missing in my own educational career as I prepared as an undergraduate student to become a teacher. In my studies I came across several classmates that appeared to be natural leaders but they opt out of becoming a teacher because they didnt see any personal satisfaction. Its unfortunate that the teacher didnt work more with those individuals to put their talent to work in the classroom, rather than let them slip off and use those talents in a boardroom. Undergrads who start their studies to become teachers made the decision to train as teachers, and the image of teaching as a career has had some influence in their decision. In other words, the view undergraduate student have of what they want from a career and how they view teaching as a career may well differ from the views of those who choose not to enter teaching. If we are to get a clearer understanding of what attracts and motives certain people into teaching, we may find an answer to making the educational program a more successful one in recruiting student to take up teaching as career. If more well-qualified graduates are to be encouraged to decide to teach, we need to identify those factors which are important to them in choosing a career and then be able to persuade them that teaching offers what they are looking for. In general, understanding undergraduates views of teaching as a career option can useful when coming up with teacher recruitment campaigns to target the now shrinking world of teaching. Arellano (2004), stated that public dissatisfaction with schools included dissatisfaction with teacher education. In fact, education schools have been criticized as ineffective in preparing for their work and not responsive to new demands. This observation agreed with McCreights (2000) pointing out that one reason why teachers leave the teaching profession is their discovery that their teacher education program had not actually prepared them for the realities of teaching. I can relate to that statement by McCreight, 2000. At the Western Illinois University graduation in Macomb, Illinois speaker Dr. Marcus Dewitt, an educator for NASA, said Teaching is a way of shaping the young minds of today for tomorrow. Its a challenging task that you the graduation class of 1994 have chosen to make a career. I believe the challenge Dr. Dewitt was referring to was teaching the unteachable. As a 20 year old female coming out of college the challenge I was experiencing within was motivation on how t o get through to the young minds of today. The truth is, teaching was demanding back in 1994 and it still is today. No doubt the choice to become a teacher is a decision to make a significant impact on the future and no career is simply easy or has no problems. But in 1994 I lacked the energy and the conviction that was needed to make a difference in the classrooms. INTERVIEW RESULTS: INTRINSIC, ALTRUISTIC, EXTRINSIC REWARDS A total of 102 questionnaires of the 200 distributed were returned completed. After reviewing the 102 questionnaires: 15 of the sample were male teachers, and 75 were female teachers. Twelve were students at both University of Illinois in Chicago and DePaul University in Chicago. Five are studying Curriculum Arts subjects (such as English and History majors), and 7 are studying Curriculum Science subjects (such as Biology, Chemistry, and Mathematics majors). My results from that questionnaire will be classified into three categories, namely: (1) intrinsic, (2) extrinsic, and (3) altruistic. Intrinsic reasons dwells on the enjoyment of teaching and the school environment. Extrinsic reasons include the motivation behind ones liking teaching such as long summer breaks and holidays. Altruistic reasons include being concerned with opportunities for making a difference in the lives of young people. The result of my questionnaire overwhelming agrees that most people motivations for pursuing a career in teaching was due to the altruistic reward. On the contrary, only 7 were motivated by extrinsic rewards. Other important factors about my questionnaire was the fact that most participates commented that teaching as a career choice is something that they were told would be enjoyable. Interestingly a good starting base salary was said by all the undergraduate students I questioned. Particularly noteworthy in my study there were a number of individuals mentioned they have a desire to work with children, a job where I will contribute to society and a job which gives me responsibility. In my research, Harms, and Knobloch (2005), states that recruitment effort for future teachers should be based on intrinsic motivation. Teachers who chose formal education as a career had intrinsic motives, while those who planned to pursue non-formal education careers had extrinsic motives. Here are some of the other responses to my questionnaire that stood out and is worth noting: Altruistic answers included: 1) The ability to contribute to the development of every child that seeks my help. 2) Promote the value of education to not only kids but to the parents as well. 3) Touch the lives of a child and become part of their success. 4) To make our world knowledgeable. 5) The kids help me keep myself learning and abreast of what is happening in the world. 6) Give direction to our lost generation. 7) Be able to leave a lasting legacy in the world is my desire. 8) Be a role model to a nation of kids. Intrinsic answers included: 1) Enhance my communication skill in and outside the classroom. 2) Develop my self-confidence that I lack. 3) Develop my decision making skills for career advancement. 3) Improve problem-solving skills for my own kids. 4) Enhance my own personal thinking skills. 5) Give myself more leadership skills. 6) Practice my creativity. Extrinsic answers included: 1) Take advantage of an educational scholarship grant. 2) To become popular in the community. 3) To take long summer vacation trips. 4) Enjoy the 2 weeks vacation Christmas break for traveling. 5) Get employed immediately. 6) Being in a union. 7) Being able to enjoy the government and non-government perks of being a teacher. On final note that is worth mentioning in this study results is that none of my participates gave mention about the governments commitment towards education or the dealings with disruptive pupils or even the media images of teachers as a factor in their choice to teach. CONCLUSION Teachers overwhelmingly say they love what they do. They say it allows them to contribute to society and help others. And they would choose teaching again as a career, if they had the choice. If a person has a genuine interest in helping children realize their dreams, and want to play a part in improving our society, then those are enough motivating factors I realize in doing my study to teach. On a personal note just because I have been taught by many teachers does not mean I knew what it would take to be a teacher. The best thing for me was to learn more about the teaching profession, by asking a teacher I knew and admire about how he or she became a teacher and why.

Why I liked the Movie In And Out :: essays papers

Why I liked the Movie "In And Out" The idea of a man coming to terms with his sexuality is always one that is relevant in our American culture. Its sad to know that in this day in age of advanced technology on society will always be hung up of the life style and preference of other individuals. "In And Out" as a movie did a good job at addressing this issue and making it light hearted enough for people to see, and possibly under stand. I’m sure that we all known some one in some way that we’ve thought to be homosexual: or at least we’ve considered them to be "Feminine" for a guy or to "Masculine" for a girl. With this we have our "doubts." With this movie taking place in a "Typical" suburban city it gives every one a chance to relate with the characters, from the high schools students all the way to the elderly grand parents. This allows the main character to touch the lives of every one. It also shows a little of why he cannot admit to himself his sexuality. He lives his entire life trying to live up to expectations of his community. However he doses know that within his true self needs to escape and some time dose, with his fascination for Barbara Strisand and other typical homosexual interest. However he miserably fails the "man" requirements but dose make the scene very funny. Howard, the movies main character is engaged to a beautiful woman, who becomes confused about her fiancà ©e when the first accusation of Howard’s homosexuality comes out. Howard is a school teacher but when the roomer starts his students don’t know how to react, they don’t know if its "True" or not However a few of them are mature enough to still accept and appreciate the help he has given them through the years. From helping them with schoolwork to helping them get to college, his good natured heart never lets them down. Howard’s mother is typical of most mothers in the way she’s so adamant about, how she wants to see a big wedding before she dies. This is also another reason Howard attempts to oppress his sexuality. He feels that he must give his parents what they want. This is some thing that I am sure most of us can all relate too.

Playing the Character John from Blue Remembered Hills :: Blue Hills Remembered Danile Potter Plays Essays

Playing the Character John from Blue Remembered Hills The group, consisting of John, Audrey, Angela, Willie and Raymond; have heard a bomb siren going off from the nearby prison camp. They know that this means danger and as they are in the woods, they cant go anywhere for cover and start to worry about one of the prisoners, or â€Å"Ities† and â€Å"Wops† as they call them, having escaped. They decide to keep an eye out for any dangers but all the talk of these â€Å"Ities† had got them just frightening each other even more. Raymond hears a sudden noise and the threat sends them running for cover in the long grass, huddling together as a group. After a while, they find out that the disturbing noise was in fact their friend, Peter, running through the woods towards them because of the sirens. Having left Angela’s pram behind, John and Peter decide to go looking for it; and this is where the scene ends. When we first see the group in this scene, they are all huddled together in the cover of the long grass. John reassures the rest of the group that this is a safe place to hide. (unsure) â€Å"Him wont find us down here† â€Å"This is nice and safe. Ennit?† John is slightly unsure of just how safe they are and in both quotes he is not only reassuring the group but also himself. I would say the first quote with confidence and while looking through the grass. The second line would be said in a lower pitch of voice as he is not as confident and say â€Å"Ennit?† as in an agreeable way and not in an asking way; even though John is adding this as if asking for support. â€Å"Did – did you see him?† I would say the first â€Å"did† in a nervous way but then adjust my voice to sound more confident in the rest of the sentence emphasizing the â€Å"see† as it is in italics. I think the reason the writer did this was because John wants to seem braver than he really is, but when he asks this question, he wants to know if there actually is a threat before he appears too nervous. â€Å"They’ll have the guards out after him. They’ll soon catch him.† Again, here John is reassuring himself by reassuring the group. When Audrey states, that shooting the escapee is a â€Å"Good job†, she shows just how confident she is and how little fear she has compared to the rest of the group. Angela soon starts to worry about the pram, which is obviously precious to her; John states that it will be fine where it is.

Describe How and Why the Fertility Rate in Brazil Is Changing

Describe how and why the fertility rate in Brazil is changing Brazil, along with Russia, India and China (known collectively as the BRIC countries) is industrialising rapidly and going through dramatic demographic change. Its rate of growth has far exceeded that of current MEDCs, experiencing in 25 years the kind of change that would be expected in 100 years. The changes range from the economy, the industry and agriculture to the population and trends associated with it.As of 2011 the fertility rate in Brazil is a mere 1. 83, far lower than the other BRIC countries. For example the fertility rate of India is currently 2. 62. Brazil’s story is abnormal as its fertility rate is below the replacement rate (2. 1), especially when considering that much of the working population is still involved in agriculture and industry. The reasons for the sharp decline in fertility are similar to those associated with development, albeit Brazil has experienced these over a much shorter period of time.Education has improved drastically in the past 50 years in brazil; state-funded education is now compulsory for children aged 6-14 with most children continuing their studies beyond this. By the 1980s education reached a level of equality for boys and girls, but perhaps surprisingly females on average continued their studies for 1. 3 years longer than males (as of 2000). This shows that women are much more career driven than they used to be in the 1960s, when women were a small part of the total workforce.As of 2000 this has completely turned on its head, with women making up 54% of the working population. In the past if a woman did have a job it tended to be low-responsibility with mediocre career prospects and pay, but now many women occupy important roles in society and earn large salaries. With women now working more they have less desire to start a family. This means that they put off marriage until a lot later in life, meaning that when they do settle down they have le ss time to have children.Television has played a surprisingly large role in this change, and has a large influence on the lives of many Brazilians. ‘Novelas’ (soap operas) are extremely popular and have altered the way many people live. The people in these novelas always have small families (3-4 people) and the children are usually well stocked with the latest gadgets such as mobile phones. It is assumed that many Brazilians aspire to live this kind of life and many will take note that this is partly down to small families. The female characters are often particularly strong-willed, successful business omen who focus on their career over their love life. President Dilma Rousseff reinforces this statement and has one child, a daughter, and has proved that women can lead extremely successful lives in Brazil. President Rousseff, along with other women’s rights campaigners, helped take down the problem of ‘machismo’ in Brazil. An example of their protect ion of women is separate ‘women only’ carriages on night trains to prevent rape. Advertisements on tv and bill boards promoting contraception and family planning are also omnipresent.The incredibly high accessibility to contraception, abortions and family planning services is an incredibly significant reason for changing fertility rates in Brazil. It is surprising considering the country’s catholic beliefs which rejects all forms of contraception and birth-prevention. As a result of this abortions are still only allowed in the case of rape or threat to the mother. Despite this illegal abortions are commonplace and over-the-counter drugs that initiate termination are easy to come by. Despite being strictly illegal little is done to stop this.Whilst abortion does remain a sensitive subject (as it does in most countries) contraception is freely available. In fact a 2011 survey showed that 85% of Brazilians were against amendments to the abortion law. Many doctorâ₠¬â„¢s surgeries go so far as to give out condoms for free especially in cities and favelas where fertility is at its highest. Urbanisation in Brazil has been very rapid due to the increased industry. Many live in favelas, and much of the rest of the urban population lives in cheap high-rise apartments. These homes are small by design and having a family of more than 4 could lead to lack of space.The favelas are so common in Brazil that a drop in fertility should be a huge relief to many. Rochina, a favela next to Rio de Janeiro, has a population of somewhere between 150,000 and 300,000 although this is difficult to accurately measure. Small cars are popular, and shops sell food in serving sizes suited for 4 people. This appears to show a shift towards products being suited to small families. As families get smaller, parents have more money to spend on each child, so gadgets and expensive toys are becoming more popular, with their advertisement on television increasing too.In the 180 0s the death of a child was common so families were large to ensure that at least some survived, but nowadays this is less likely and Brazilian families are now starting to illustrate this change. The value of a child is significantly higher and families often don’t recover from the loss of an offspring. Parents are spending more on their children not only because they can now afford to, but also because they want to give the few children that they have the best shot at success. Economic and industrial development of Brazil has increased the standard of living as a whole.Since 2000, life expectancy has jumped from 54 to 72, and infant mortality rates have nearly halved from 38 to 20/1000 live births. Sanitation improving enormously has helped, and people who move in to cities now often find clean, fresh water and sanitation facilities (e. g. clean toilets and sinks). Even favelas are improving in this case, with communal development projects becoming increasingly common. Heal thcare has improved dramatically too (as shown by the shockingly sharp decline in infant mortality) and even the poor can access healthcare as basic care is free.Brazil can be considered an anomaly; however there does appear to be a growing trend in rapid development in the LEDW. Falling fertility rates has reduced the pressure on healthcare and education allowing more money to be spent per person equalling a better overall experience and service. Female empowerment is very important too, in both the economic output of the nation and the fall in fertility rates. However Brazil must be wary of the potential pitfalls of this rapid growth – e. g. an elderly population.

Key Account Team (KAT) Essay

As a result of the recent meltdown in mortgage-backed securities market, C&B’s changed its internal processes so as to react competitively and increase its market share. Two key changes occurred: the creation of a Key Account Team (KAT) and the restructuring of the division-wide performance management system, which would help determine a salesperson’s annual compensation. Although there are some disadvantages to the new system, Winston should recommend the KAT concept to other regional managers. The new system not only helps managers have a well-rounded understanding of its salespeople’s performance, it also helps the company to allocated appropriate resources to money-making accounts. Because the taxable securities group represented 60% of total sales in the office, C&B’s created KAT, a group of 5 highly specialized salespeople, to fulfill the need for more product expertise in higher margin segments. The advantage of having KAT was that customers now had salespeople who offered in-depth, technical advice on specific issues. Furthermore, Kat along with the new evaluation system increased the frequency of communication between the New York and Boston offices. Lastly, the new structure allowed the best salesperson to be focused on the product needing the most help. On the other hand, others argued that this change made it more complicated to make large, multiproduct trades because more people needed to be involved. Another con was that salespeople felt too specialized, thus, limiting their career prospects. Nevertheless, the change had generated higher profit per dollar of sales in the Boston Office. Additionally, with the new compensation system, commissions were driven by sales volumes in areas of specialization and not from demand in within the client base. This meant that there was an even higher possibility for salespeople to generate more income. Thus, specialized salespeople were compensated for this so called limitation, meaning that their inclination to leave the firm could be swayed. Although there are some disadvantages to becoming more specialized, C&B has to accommodate its clients and their needs in order to be competitive. Therefore, Winston should recommend its new structure to other regional managers because it’ll make the company the one stop for companies looking for specialization in riskier segments.