Strategies for Motivating Resistant Elementary School Students in Research Paper

Strategies for Motivating Resistant Elementary School Students in Urban Communities - Research Paper Example The intention of this study is education as one of the most imperative and essential components at all times for every individual in order to become successful and flourish or prosper in his or her life. Therefore, the value and significance of field of education cannot come under ignorance by any person in the world. Moreover, it has come to an observation that in the twenty first century of modern world, the essence, and prominence of education has intensified and augmented to paramount heights. Although, every culture represents the value and role of knowledge, yet a good quality primary or elementary education is vital and indispensable in every culture. Since the world is in a phase of experiencing novel and innovative advancements and developments in the contemporary world, this has brought constructive modifications and improvements in the education and learning practice and curriculums for the students. Moreover, the teaching methods and techniques are also changing and has b ecome an ongoing process on a continual basis that is leaving an ineradicable impression on to the performances of the students and their progress. Education is moreover a process where the students obtain and escalate their knowledge, understanding and wisdom that comes under enlightenment, explication, and elucidation for their areas of interests. These areas of interests of the students then become their fields of expertise and proficiency with the advance level of education. However, it has come under strong examination that numerous students do not even get the opportunity to acquire the primary or elementary education due to several reasons out of which the poor financial conditions lies on the first position. This observation has come under vision and analysis especially in the underdeveloped nations. While on the other hand, it has also come under sight that the developed nations due to their strong economical conditions are able to provide the students with quality educatio n that not only suspends

Online Shopping Essay Example for Free

Online Shopping Essay Online shopping (sometimes known as e-tail from electronic retail or e-shopping) is a form of electronic commercewhich allows consumers to directly buy goods or services from a seller over the Internet using a web browser. HISTORY English entrepreneur Michael Aldrich invented online shopping in 1979. His system connected a modified domestic TV to a real-time transaction processing computer via a domestic telephone line. his enabled closed corporate information systems to be opened to outside correspondents not just for transaction processing but also for e-messaging and information retrieval and dissemination, later known as e-business In March 1980 he went on to launch Redifons Office Revolution, which allowed consumers, customers, agents, distributors, suppliers and service companies to be connected on-line to the corporate systems and allow business transactions to be completed electronically in real-time. [3] During the 1980s[4] he designed, manufactured, sold, installed, maintained and supported many online shopping systems, using videotex technology The first secure retail transaction over the Web was either by NetMarket or Internet Shopping Network in 1994.[7]Immediately after, Amazon.com launched its online shopping site in 1995 and eBay was also introduced in 1995.[6] Alibabas sites Taobao and Tmall were launched in 2003 and 2008, respectively. Reasons for online shopping 1) Convenience: Where else can you do shopping, even at midnight, wearing your jammies? You don’t have to wait in a line or wait till the shop assistant helps you with your purchases. You can do your shopping in minutes even if you are busy, apart from saving time and avoiding crowds. Online shops give us the opportunity to shop 24 x 7 and also reward us with ‘no pollution’ shopping. 2) Better Prices: I get cheap deals and better prices from online stores because products come to you directly from the manufacturer or seller without middlemen involved. Many online shops offer discount coupons and rebates. 3) Variety: One can get several brands and products from different sellers at one place. You can get in on the latest international trends without spending money on travel; you can shop from  retailers in other parts of the country or even the world without being limited by geographic area These stores offer a far greater selection of colors and sizes than you w ill find locally. If you find that the product you need is out of stock online, you can take your business to another online store where the product is available. 4) Fewer Expenses: Many times when we opt for conventional shopping we tend to spend a lot more than the required shopping expenses, on things like eating out, traveling, impulsive shopping etc. 5) Comparison of Prices: Online shops make comparison and research of products and prices possible. Online stores also give you the ability to share information and reviews with other shoppers who have firsthand experience with a product or retailer. 6) Crowds: If you are like me, you would like to avoid the crowds when you do the shopping. Crowds force us to do a hurried shopping most of the time. Crowds also create a problem when it comes to finding a parking place nearby where you want to shop and going back to your vehicle later loaded with shopping bags. 7) Compulsive Shopping: Many times when we go out shopping we end up buying things which we do not require because of the shopkeepers’ upselling skills or we’ll compromise on our choices because of the lack of choices in those shops. 8) Discreet Purchases: Some things are better done in privacy. Online Shops enable me to purchase undergarments and lingerie or adult toys without the embarrassment that there are several people watching me and my choices. Product selection Consumers find a product of interest by visiting the website of the retailer directly or by searching among alternative vendors using a shopping search engine. Once a particular product has been found on the website of the seller, most online retailers use shopping cart software to allow the consumer to accumulate multiple items and to adjust quantities, like filling a physical shopping cart or basket in a conventional store. A checkout process follows (continuing the physical-store analogy) in which payment and delivery information is collected, if necessary. Some stores allow consumers to sign up for a permanent online account so that some or all of this information only needs to be entered once. The consumer often receives an  e-mail confirmation once the transaction is complete. Payment Billing to mobile phones and landlines[13][14] Cash on delivery (C.O.D.) Cheque/ Check Debit card Direct debit in some countries Electronic money of various types Gift cards Postal money order Wire transfer/delivery on payment Invoice, especially popular in some markets/countries, such as Switzerland Bitcoin or other cryptocurrencies Product delivery Once a payment has been accepted, the goods or services can be delivered in the following ways. For physical items: Shipping: The product is shipped to a customer-designated address. Retail package delivery is typically done by the public postal system or a retail courier such as FedEx, UPS, DHL, or TNT. Drop shipping: The order is passed to the manufacturer or third-party distributor, who then ships the item directly to the consumer, bypassing the retailers physical location to save time, money, and space. In-store pick-up: The customer selects a local store using a locator software and picks up the delivered product at the selected location. This is the method often used in the bricks and clicks business model. For digital items or tickets: Downloading/Digital distribution:[15] The method often used for digital media products such as software, music, movies, or images. Printing out, provision of a code for, or e-mailing of such items as admission tickets and scrip (e.g., gift certificates and coupons). The tickets, codes, or coupons may be redeemed at the appropriate physical or online premises and their content reviewed to verify their eligibility (e.g., assurances  that the right of admission or use is redeemed at the correct time and place, for the correct dollar amount, and for the correct number of uses). Will call, COBO (in Care Of Box Office), or at the door pickup: The patron picks up pre-purchased tickets for an event, such as a play, sporting event, or concert, either just before the event or in advance. With the onset of the Internet and e-commerce sites, which allow customers to buy tickets online, the popularity of this service has increased. Types of Buying Behaviour. There are four types of buying behaviour. 1. Complex buying behaviour is where the individual purchases a high value brand and seeks a lot of information before the purchase is made. 2. Habitual buying behaviour is where the individual buys a product out of habit e.g. a daily newspaper, sugar or salt. 3. Variety seeking buying behaviour is where the individual likes to shop around and experiment with different products. So an individual may shop around for different breakfast cereals because he/she wants variety in the mornings! 4. Dissonance reducing buying behaviour is when buyers are highly involved with the purchase of the product, because the purchase is expensive or infrequent. There is little difference between existing brands an example would be buying a diamond ring, as people believe there is little difference between diamond brand manufacturers.

The Meaning of Mental Health and Ill-health Essay -- psychology, psych

Mental health as Pilgrim (2005) stated is used positively to indicate a state of psychological wellbeing and negatively to indicate its opposite, or euphemistically to indicate facilities used by, or imposed upon, people with mental problems (pg 3) although Richards (2002) argued the concept of sanity and insanity are relative and may vary according to individual and social perspectives, and illustrated that an acceptable behaviour at an arts festival may not be perceived similar in a private home and that there are times when every one of us could be considered to be in an abnormal state of mind (pg 13-15) and in that regard dispensed the term ‘madness’ which could have emotive meaning, is neither a medical term nor a diagnosis and could imply lack of wholeness, control and hope and implicate a perception of fear (pg 16) while Stevens and Price (2006) summoned the idea that psychiatric symptoms were probably manifestations of ancient adaptive strategies inappropriate in the current epoch but could be understood and treated in an evolutionary and developmental context. Thomas Szasz (2006) however challenged the whole notion of mental-illness and coined the term â€Å"myth of mental illness† (Szasz, 1961) while giving the argument that the distinction of physiological and psychological illness was based on ‘misuse’ of the terms illness or disease which were observable anatomical and physiological phenomenon. His focus was on the fact that mental disorders have a clear biological component, and that they should be treated like any other illness. He advised the use of terms like "severe brain disorders" when describing these illnesses and stated psychiatry could indeed be replaced by neurology (2006) and considered physical diseases of ... ... of the World Health Organization WARR, P. and PARRY, G. (1982) Depressed Mood in Working-Class Mothers With and Without Paid Employment. Soc Psychiatry 17 pp. 161-165 WEINSTEIN, J. (eds.) (2010) Mental Health, Service User Involvement and Recovery London: Jessica Kingsley Publishers WORLD HEALTH ORGANIZATION (2002) Gender and Health: Gender and Mental Health: A Report of the World Health Organization, Department of Gender and Women’s health in collaboration with Department of Mental Health and Substance Dependence Geneva: World Health Organization WORLD HEALTH ORGANIZATION (2005) Promoting Mental Health: Concepts, Emerging Evidence, Practice: A Report of the World Health Organization, Department of Mental Health and Substance Abuse in collaboration with Victorian Health Promotion Foundation and the University of Melbourne Geneva: World Health Organization

Controversial ad

Written Task 2 – A Critical response Advertisements are a specific kind of media which have the aim to sell an idea or a product to the audience they are directed at. Very often, this Idea or product is not sold in a direct way but through the use of a metaphor or another stylistic device. This leaves the reader a lot of room for interpretation about what the Idea behind the advertisement is. Often, depending on the cultural background/context of the reader, the interpretation can be very different.In the ad that will be analyzed in this response, two maln groups might have different Interpretations of the message of he ad. One of these groups is non-religious people, and the other one is religious people. The ad that will be discussed Is a poster or picture by â€Å"Antonio Federicl Gelato Italiano†. The company produced this specific ad, which was then banned for being too offensive. This already shows that there will be a group for which the ad Is too offensive, but for other people who will have a dfferent interpretation it won't.Using the big 5 tools of analysis, will give a quite general Idea of the meaning of the ad, and this idea will be close to the one in the mind of non-religious people, however or a religious audience there will be more to It. To start, one thing that can be looked at is the structure and content of the ad. There is a nun holding a pack of Antonio Federici ice cream and she is wearing quite a lot of make up. Also, there is a priest who seems to be taking his clothes off and has a very muscular body.The priest and the nun are looking at each other in a seductive manner, and the background is dark. It seems like they are in a church. Right next to the nun's hand (holding the Ice cream) there Is a piece of text made of light letters, which stands out, saying â€Å"Submit to temptation†. The main focus in the picture is on the priest's body (since everything around It Is black) and on him and the nun being together in a, what seems to be, sexual way. The tone of the picture is very seductive, because of words such as â€Å"Resist to temptation† and the exposed body of the priest.Also the colour black and the candles of the church in the background add on to this. And the mood that Is created Is very Intriguing and sexual. Clearly the audience of this advertisement does not include children, as one main tool to attract audience in this case is sex. Different interpretation of the ad come In once analysing what the purpose and meaning/theme of it might be. For a nonrellglous group of readers (who are not offended In general by sex as a tool to sell) this ad will be nothing more than another way of using sex and prohibition to sell and attract.A reader who Is not religious will not feel personally offended by seeing religion being associated with sex nor by seeing a main rule of religion being diminished for the purposes of selling. Just as a girl who Is skinny will not feel offended by an ad that makes fun of fat girls. In the case of this ad, a non-religious eader will Interpret It as yet another example of using sex and â€Å"taboos† to sell a 1 OF2 product. I nls Interpretatlon Is Oue to tne cultural DacKgrouna 0T tne reader.A non- religious individual who has not had religion as part of his education, society or as a main part of his life will not consider some aspects of this ad, as it isn't part of her/his life. This is the importance of the context of interpretation of any text, because it will completely change whether the reader will feel personally attacked or directed to when reading the text. In the case of a non-religious group there is nothing more to he interpretation of this text. On the other hand, for a religious audience this ad has an entirely different meaning.In the case of a religious individual, different factors will be considered than those a non-religious group will consider, also due to her/his cultural background. First of all, th is ad openly diminishes religion by associating it with sex and ice cream. On the picture it is clear that there is sexual tension between a priest and a nun, the priest has a muscular body, they are in a church and it's all because of ice cream. Someone who has had religion as part of their education, society or every day life will feel ffended by this, because the ad is diminishing something that is a big part of their life.Also the religious group will feel that religion is being diminished by the words â€Å"Submit to temptation† because it seems that submitting to temptation (engaging in sexual activity as a priest or nun) is being promoted, or not being taken seriously. Secondly, this ad also is not respecting (or again, diminishing) an important rule of some religions: celibacy of priests and nuns. The ad is using it to create a prohibitive mood that together with sex will sell a product. The religious audience will see this as sing something sacred to them for commerc ial purposes.So the interpretation of the religious group will be, that this ad is not only selling ice cream but also diminishing religion and trivializing important religious rules. To conclude, it is clear that the cultural context of an audience will give rise to different interpretations of an ad such as this one, and will sometimes have such a big influence that the ad will be banned. It is always important to consider different possible interpretations of a text because if one group is big enough it will have a significance impact on the way it will be treated. Word count: 996

A Personal Philosophy of Teaching: To Teach is to Learn

When I consider the inquiry, what is my doctrine of learning I would state it was summed up in five words – To learn is to larn. Get downing from the point of the definition of the verb to learn, as â€Å" to leave cognition or accomplishments † ( Dictionary.com, 2010 ) and larning as â€Å" to get cognition of or skill by survey, direction or experience † ( Dictionary.com, 2010 ) I would reason that although we may larn by a assortment of agencies, but to be able to learn we must all first be scholars. In my hubris, I would hold liked this to hold been a statement of a completely original thought, but this is non the instance! â€Å" Docendo Discimus † ( by learning we learn ) is ascribed to Seneca the Younger ( in Stone, 2004 ) . I believe that going a good instructor requires one first to be a good scholar and this is an reverberation of the words of Josef Joubert – to learn is to larn twice. ( Answers.com, 2010 ) I have arrived at this belief, because of my personal experience. To go a good instructor, I would speculate that one time we are ready to learn, we have achieved a grade of apprehension by larning, which enables us to pass on this to another individual. My experience has been that whenever I have taught another individual, I have ever been clear in my ain head that I must truly understand the topic that I am learning beforehand. This thought is borne out and demonstrated in some of the modern methods of learning including clinical accomplishments, such as that described by Lake and Hamdorf ( 2004 ) when they describe an effectual method of learning clinical accomplishments integrating observation, contemplation and feedback in add-on to stairss whereby cognition or accomplishments held by the instructor are demonstrated and hopefully transferred to a pupil. However, this method begins with an premise and incorporates the concept that the instructor has already learnt a procedure or cognition and is able to show their apprehension to another – who can so continue to perpetuate the cognition to another scholar if they are an able adequate instructor! For the interest of statement, we could see that it may be possible to prosecute in the procedure of learning without cognition. Whilst Ramsden ( 2003 ) may be able propose rules in effectual instruction, albeit in a University scene, without consideration of the proviso of cognition to a pupil, in pattern when learning for illustration utilizing a technique such as the five-step â€Å" microskills † theoretical account described by Nehar et Al ( 1992:419-424 ) , this procedure still requires the instructor to hold cognition to learn general regulations and recognise and right errors. Removing these facets from the technique though and we are left with a theoretical account that has some similarities to procedures within independent larning. This gives consideration to the thought that acquisition is improved by counsel by a knowing instructor.Personal Experience – Self Directed Autonomous LearningWhen I was a 13 twelvemonth old male child, I stopped go toing mainstream schooling. This was a consequence of household circumstance, but besides to some extent a consequence of my male parent ‘s positions of instruction, which included thoughts about experiential and independent acquisition, shying off from the pedagogi c behavioral theoretical accounts of larning and his belief I could larn in a different manner. I was now in a state of affairs where instructors were no longer present teaching me, although I remember a conversation with my male parent, when I expressed my anxiousnesss I would non be able to larn, that he would â€Å" happen person † who had sufficient cognition or experience to assist me, for illustration in analyzing Gallic rather simplistically, he would inquire a friend who spoke French to learn me although with the caution I would learn them English! At the clip this seemed to me to be unjust, but now in hindsight whether he knew it or non, it would look my male parent ascribed to Social Development Theory as described by Vygotsky ( 1978 ) , with the engagement of a â€Å" More Knowing Other † to steer me through my independent acquisition as required, with a rule of reciprocality between instructor and pupil. Consequently, non merely was this a different manner of acquisition, this became my first experience of instruction, where I as an stripling was the m ore knowledgable, with regard to talk English than my big pupil! However, this seldom arose and I was basically in a place to larn what and when I wanted, holding duty for my ain surveies, which could be described as ego directed, which as described by Malcolm Knowles ( 1975: 18 ) is a procedure: ‘ †¦ in which persons take the enterprise, with or without the aid of others ‘ †¦ ‘identifying human and material resources for larning ‘ .Reflection – Adult Learning PrinciplesThis experience highlighted for me that a differentiation between larning as a kid or an grownup is slightly arbitrary. I understand now that at this clip I was successful, non because I was intelligent, clever or resourceful, but because to be able to larn at this clip I held some personal properties which are frequently described within grownup larning rules including a preparedness to larn, motive to larn, increasing liberty and autonomy. How I came to hold these properties is ill-defined to myself, but I think it would be improbable to be the consequence of instructional instruction, but more likely to be a procedure happening during growing and development with the acquisition of experiences. I would reason that the amount of my experiential acquisition to this poi nt contributed to these properties. In rule hence if these properties were apparent or could be encouraged in an person, it could be argued that we could wholly be self directed scholars, taking duty for our ain acquisition and independently could draw a bead on to so pass on our cognition or accomplishments to others i.e. Teach. I would reason that through the procedure of larning we are able to go more cognizant of our ain ability – as described by Kolb ( 1984 ) , the rhythm of larning through experience, includes contemplation and I would propose that during this phase of an person ‘s acquisition there is the possible to recognize their ain competences, including whether they could pass on their competency to another individual.Why is learning larning?To depict the phases of learning with an person, I would state this includes measuring what they already know, theoretical account by illustration and show what they should cognize or be able to make, research what they have begun to larn and begun to inqu iry, usher to back up them geting more cognition or show apprehension of what they already know and disputing them to prove that cognition has non merely been learnt but can be applied. Within the procedure of learning there is non merely an chance to show competency in our cognition and apprehension of a topic, but besides to go on to larn. The features of grownup larning describes procedures by which we may larn through experience and contemplation. In relation to learning another individual, we have an chance to prosecute in a rhythm of larning through the experience with the potency for contemplation which enables the instructor to go a scholar besides. To show apprehension and that acquisition has been achieved, I believe the procedure of instruction can play an of import function in showing an person ‘s competency. Returning to the subject earlier in the debut sing the instruction of clinical accomplishments, there is a focal point within these learning methods that for the acquisition of accomplishments, the function of the instructor is to ease motion through phases or a rhythm of larning from unconscious incompetency to unconscious competency. ( Lake and Hamford 2004 ) . This clearly follows on from the work of George Miller ( 1990 ) who proposed appraisal models for measuring competency within a clinical scene. It should be noted that within some learning methods there is the incorporation of contemplation and feedback which enables an chance for a duologue between the instructor and the student and would organize the footing of a learning experience for both parties. Feedback and contemplation are clearly distinguishable concepts. I see contemplation as a procedure of internal duologue with oneself, which occurs for everyone following any interaction within our environment. With Kolb ‘s theoretical account of experiential acquisition, brooding observation is an indispensable constituent, enabling processing and integrating of thoughts. Feedback is the reception of societal interaction from another, which enables us to measure ourselves, in footings of our public presentation, functions and effectivity and supports and enables internal contemplation. I think feedback has an of import function in lending to us separately being able to measure our personal development and provides us with an indicant as to our degree of competency. The thoughts within the theoretical account of four phases of larning from incompetency to competence appear inexplicably enmeshed with rules from grownup acquisition and experiential acquisition, including constructs of self-awareness, motive and that without contemplation there can be no patterned advance through the phases. For a pupil, I feel that the procedure within feedback facilitates persons to travel from a place of unconscious incompetency to witting competency. Ultimately, the ability to consciously concentrate on our ain pattern enables us to larn and accommodate to new state of affairss and challenges within our environment. When this is extrapolated to the function of instructor, to be in a place to learn another individual would hold begun with a journey from unconscious incompetency, and through acquisition and contemplation have become consciously competent. I would propose though that as a instructor, due to the mutual nature of the interaction with person acquisition and as a effect of brooding observation of the results of instruction, passage between the competence phases would happen, as the instructor learnt farther accomplishments in communicating with their pupils and would ensue in unconscious competency. Hence, the procedure of learning itself can ease continued larning for an person who is engaged in learning. An person to whom this procedure applies would go competent over clip. This poses a inquiry though that one time an person has learnt something and besides can show or pass on this to another individual ( Teach ) , has the acquisition of this province of understanding resulted in the surcease of experiential acquisition? Would at that place be any farther motive for an person who was unconsciously competent to go on to larn accomplishments or knowledge? Whereas the theoretical account of four phases of larning includes a measure of loss of competency, it does non turn to the continued possible experiential acquisition of an person who is unconsciously competent. Logically, we can ne'er be to the full cognizant and knowing about everything and therefore we will ever be unconsciously unqualified to some grade, so at that place will ever be the chance to larn more. An consciousne ss of our ain restrictions, through a procedure of contemplation, could be thought of as a farther phase in the phases of larning – brooding incompetency, whereby we can place shortages in our apprehension or abilities which require us to return to a province of witting incompetency. I would propose that this is a procedure which finally drives our continued acquisition, that realization thrust us, fuel us to go on to larn.DrumheadI have described that my doctrine of instruction is that to learn is to larn. I have described how single acquisition may be self directed, but besides benefits from counsel from others and that the procedure of trying to learn is rooted in foremost larning. I have described that rules of experiential acquisition may be experienced by a instructor and impact upon their ain acquisition, with procedures of contemplation and feedback. I have described how these mechanisms may enable the development of increasing competence. In decision, I would depict a good instructor as an person who has learnt, synthesised and integrated cognition and skill into apprehension, which they may convey to another, whilst being cognizant they themselves have shortages within their cognition base, a province of brooding incompetency, which does non suppress them from researching further their ain acquisition. We can merely learn when we have learnt and we can merely learn what we have learnt.

Shakespere essays

Shakespere essays In Much Ado About Nothing, most of the characters had interesting relationships with each other. For example, Hero and Claudio, were deeply in love. Also, Don Juan, and Don John were fighting with each other. Another example was the close friendship between Benedick, Claudio, and Don Juan. But the relationship between Benedick and Beatrice was different than the others. In their relationship, they hated each other, that brought them together. Their personalities were so similar, that it made them sick of each other, but the similarities in their personalities is Benedick was a smart, good-looking, and funny guy. He was very witty, and always had a response to anyone's comments. For example, when he was talking to Beatrice, he always had a comment to finish of the conversation. He also didn't like the idea of marriage. Benedick thought that marriage led to the trapping of men. When he heard about Claudio getting married, Benedick thought that Claudio was crazy, because Benedick felt that marriage was going to change the way Claudio lived. Benedick was also very stubborn. He never wanted to give into other people's ideas, and that was why he didn't want to give into the idea that marriage could be a good thing in a person's life. Beatrice was a character very similar to Benedick. She was a very independent person, and didn't want to rely on anyone for support. She also was very smart. She enjoyed reading poetry, and thought about things a lot. She also was against marriage. During one conversation, she even said that she would rather die than get married. Another characteristic of Beatrice was that she was very emotional. She often changed her mood all of a sudden for no apparent reason. Also, Beatrice kept many of her feelings inside her. Sometimes she would be angry but ...

Netball Analysis of a Performer Below my Standard Essay Example

Netball Analysis of a Performer Below my Standard Essay Example Netball Analysis of a Performer Below my Standard Essay Netball Analysis of a Performer Below my Standard Essay The person I have chosen to analyse does not play netball as a sport outside of school. She has played netball as part of compulsory P. E lessons but not as a part of school teams. I observed her in a game situation in a variety of positions and also in a structured practice situation, where I was focusing on particular skills. Core Skills Passing/Receiving The ability to successfully and efficiently pass and receive the ball is central to the game of netball and one of the most basic skills. A person who plays at any level should have a reasonable ability in this area. The performer I observed had fairly good coordination and ability to catch the ball, and rarely dropped it. There were some occasions in a game where she wasnt quite ready to catch the ball and wasnt able to adapt quickly to the situation she was put in. When the ball was passed to her above her head she tended not jump for the ball and preferred to wait for the ball to come to her, which meant that several of these passes were quite easily intercepted.. In a game situation she always caught the ball with two hands and in a structured drill she was very reluctant to use one hand to catch ball and had very little control over it. This could be disadvantage in a situation in the goal circle when trying to receive the rebound if the ball is heading off court. A one handed catch is also beneficial when trying to intercept a pass. In a game situation she favoured chest passes most of the time and there was very little variation in the passes she used throughout the game. There were many situations in the game when a different pass would have been more suitable, however she wasnt able to adapt to the situation. For example, when two players were defending her and the area was well marked, a bounce pass or an overhead pass might have been a better choice of pass. However, she used a chest pass, which was easily intercepted. She executed her chest passes with the correct technique and the advantage of using a chest pass is that it can be received easily as it is at chest height and can also be adapted for longer and shorter distances. Although she was reluctant to use vary her passes in a game situation, in a practice situation she was able to perform several different passes correctly. She may have been reluctant to use these passes in a game situation due to a lack of experience and confidence. Footwork In a game situation her footwork was very inconsistent. She didnt appear to be properly aware of the footwork rules, and would often take one extra step on landing. There were mistakes made several times on pivoting, by using the wrong foot to pivot on. There were also several occasions where a pivot would have made her passing options much better, but she didnt take advantage of this and struggled to make a pass from the position she was already in. She always used a one-footed landing. A two-footed landing can be preferential as it provides better cushioning and also the choice of which leg to use as the pivot leg however using a one-footed landing does not necessarily have any disadvantages. There were a couple of times when she overstretched on her landing, which caused a lack of balance. This made it difficult for her to make a successful pass. She usually anticipates the ball quite well, however she sometimes misjudged the arrival of he ball, and would have landed before she caught the ball. She didnt use any complex footwork skills that you may see an experience player use. In a practice situation her footwork was much more consistent than in a game situation and she seemed more aware of the rules However once in a game situation and under more pressure, she was not able to apply what she could do in practices/drills. Shooting The player I analysed favours attacking positions, and her strength within the game is shooting, therefore her shooting skills are of equal standard if not better than mine. Her aim was quite accurate and she was fairly consistent, particularly when in a practice situation. Her close shots are more consistent than her distance shots. When she takes shots from near the edge of the goal circle, they tend to fall short or go much to high. In a game situation she tends to panic and doesnt take her time over her shots, which means that she is not always as accurate as she could be. Although she is quite a competent shooter, there are some occasions where passing to another player would be better than attempting a shot, for example when either very close of very far away from the goal. However, there were some situations where taking a shot went to her advantage as a pass would have probable been easily intercepted due to a well defended goal circle. In the game she didnt always recognise these options, and attempted a shot instead, and often an opposing player caught the rebound. She used the correct technique (two hands, one hand underneath, one at the side of the ball). A two- handed shot is better than a one handed shot as the ball is better protected and balanced. If this technique is used then there is more spin on the ball, and the shot is easier to control. A one- handed shot is poor technique as the ball is less protected and controlled and not as much strength can be applied to the shot. In a game she did not use techniques such as a step shot, however in a practice situation she was able to successfully perform a step-shot without losing balance or control. Moving Free This aspect of the game was analysed mainly through observing her playing in a game. She did not have very good special awareness and wasnt really aware of the importance of finding space around the court. She tended to move herself towards ball and crowded around the other players on the court. She did not really pay much attention to the positioning of he other players on the court; therefore she often wasnt in the best position to receive a pass. When in a game situation she tried to signal for the ball, however her signals were not always bold /clear enough so were not noticed by the other team members. There were also occasions where she made a signal for the ball when she was not in particularly good position to receive the ball, and consequently the possession of the ball was lost to the opposition. Throughout the game she didnt have much change in pace around the court, which was to her disadvantage when trying to move free from her opponent. When dodging her opponent she didnt use the correct technique and was very static. Instead of trying to fool her opponent into thinking she was moving in a different direction, her technique was just to try and move around her player and get in front of them, which wasnt always very successful. Often in doing this she tried to obstruct the play of her opponent and infringed the contact rule, and consequently was penalised. Marking (defence) She does not favour defence positions, however the ability to mark/defend is necessary in any position. When playing as goalkeeper, she was not very confident. She often forgot about the 3foot rule so was penalised for contact. This was often due to a lack of balance causing her to step too close to her opponent. She didnt have much confidence when marking the goal shooter, and did not stretch very much to mark/follow the ball. She did manage to receive a couple of rebounds in the goal circle but her reactions were not always quick enough. Around the court, she seemed to lack in stamina and would often lose the pace of the game and her opponent would quite easily get free from her. She also tended to follow her opponent rather than leading her opponent around the court. Although this meant that she was making the effort to let her opponent get free, she also didnt take the opportunities she had to get into a good position, and her partner had much ore control over her movement during the game. She didnt use block marking at all when marking her opponent, which meant she wasnt always aware what her opponent was doing, and could not mark the ball if her opponent had it. She would often stand in front of her opponent when stationary, but would forget to watch her opponent making it possible for them to move free. She would also use a side stance. This was quite good as it enabled her to watch her opponent and the game situation. She wasnt always aware of opportunities to intercept the ball and didnt react quickly enough or misjudged the timing of the throw, but she did make a couple of successful interceptions during the game.

Understanding Parasocial Relationships with Celebs

Understanding Parasocial Relationships with Celebs Have you ever wondered what a movie character, a celebrity, or a TV personality would do, even when you’re not watching them on-screen? Have you felt close to a character or celebrity even though you’ve never met them in real life? If youve had one of these common experiences, youve experienced a parasocial relationship: an enduring relationship with a media figure. Key Terms Parasocial relationship: An ongoing, one-sided bond with a media figureParasocial interaction: An imagined interaction with a media figure during a discrete viewing situation Donald Horton and Richard Wohl first introduced the concept of parasocial relationships, along with the related idea of parasocial interaction, in the 1950s. Although the relationship is one-sided, it is psychologically similar to a real-life social relationship. Origins In their 1956 article, â€Å"Mass Communication and Para-Social Interaction: Observations on Intimacy at a distance,† Horton and Wohl described both parasocial relationships and parasocial interaction for the first time. They used the terms somewhat interchangeably, but mostly focused their exploration on the illusion of conversational give-and-take a media consumer experiences with a media figure while watching a TV show or listening to a radio program. This led to some conceptual confusion. Although a great deal of research has been done on parasocial phenomena, especially since the 1970s and 1980s, the most widely utilized scale in that research, the Parasocial Interaction Scale, combines questions about parasocial interactions and parasocial relationships. However, today, scholars generally agree the two concepts are related but different. Defining Parasocial Interactions and Relationships When a media consumer feels like they are interacting with a media figure- a celebrity, fictional character, radio host, or even a puppet- during a discrete viewing or listening scenario, they are experiencing a parasocial interaction. For example, if a viewer feels like they are hanging out at the Dunder-Mifflin office while watching the TV comedy The Office, they are engaging in a parasocial interaction. On the other hand, if the media user imagines a long-term bond with a media figure that extends outside the viewing or listening situation, it is considered a parasocial relationship.  The bond can be either positive or negative. For instance, if an individual adores the host of their local morning program and often thinks about and discusses the host as if he is one of their friends, that individual has a parasocial relationship with the host. Scholars have observed that parasocial interactions can lead to parasocial relationships, and parasocial relationships can strengthen parasocial interactions. This process resembles the way that spending time with a person in real-life can result in a friendship that then gets deeper and more committed when the individuals spend additional time together. Parasocial vs. Interpersonal Relationships Although the idea of parasocial relationships may seem unusual at first, it’s important to remember that for most media consumers, this is a perfectly normal and psychologically healthy reaction to encounters with on-screen individuals. Humans are wired to make social connections. Media did not exist through a majority of human evolution, and so when consumers are presented with a person or person-like individual via video or audio media, their brains respond as if they were engaging in a real-life social situation. This response does not mean that the individuals believe the interaction is real. Despite media consumers’ knowledge that the interaction is an illusion, however, their perception will cause them to react to the situation as if it were real. In fact, research has shown that the development, maintenance, and dissolution of a parasocial relationship is similar in many ways to real-life interpersonal relationships. For example, one study found that when television viewers perceive a favorite television performer as having an attractive personality and as being competent in their abilities, a parasocial relationship will develop. Surprisingly, physical attraction was found to be less important to the development of parasocial relationships, leading the researchers to conclude that television viewers prefer to develop relationships with television personalities they find socially attractive and who are attractive for their capabilities.  Ã‚   Another investigation assessed the way psychological commitments to a media figure led to the maintenance of parasocial relationships. Two different studies showed that for both fictional television characters, like Homer Simpson, and non-fictional television personas, like Oprah Winfrey, people were more committed to their parasocial relationship when (1) they felt satisfied watching the figure, (2) felt committed to continue watching the figure, and (3) felt that they didnt have good alternatives to the media figure. The researchers used a scale originally developed to assess interpersonal relationships to measure commitment to parasocial relationships, demonstrating that theories and measures of interpersonal relationships can be successfully applied to parasocial relationships. Finally, research has demonstrated that media consumers can experience parasocial breakups when a parasocial relationship ends. This can happen for a number of reasons, such as a television or movie series coming to an end, a character leaving a show, or a media consumer deciding to no longer watch or listen to a show where a character or personality appears. For example, a 2006 study examined how viewers reacted when the popular TV sitcom Friends ended its broadcast run. The researchers found that the more intense the viewers’ parasocial relationships with the characters, the greater the viewers’ distress when the show ended. The pattern of loss Friends fans exhibited was similar to that displayed by those who have lost a real-life relationship, although the emotions were less intense overall. Of course, while this research demonstrates the similarities between parasocial and interpersonal relationships, there are also important distinctions. A parasocial relationship is always mediated and one-sided, with no opportunity for mutual give-and-take. People can engage in as many parasocial relationships as they want and and can break them off whenever they choose without consequence. In addition, parasocial relationships can be shared with family members and friends without jealousy. In fact, discussing a mutual parasocial relationship can actually strengthen the bond in a real-life social relationship. Parasocial Bonds in the Digital Age While much of work involving parasocial phenomena has centered on parasocial bonds with radio, movie, and especially television characters and personalities, digital technology has introduced a new medium through which parasocial relationships can be developed, maintained, and even strengthened. For example, a researcher examined the way fans of the boy band New Kids on the Block maintained their parasocial relationships with the band members by posting to the band’s website. The analysis was conducted following the announcement of the band’s reunion after a 14-year break. On the website, fans expressed their continued devotion to the band, their affection towards its members, and their desire to see the band again. They also shared stories about how the band had helped them in their own lives. Thus, computer-mediated communication assisted fans in their parasocial relationship maintenance. Before the dawn of the internet, people could write fan letters to achieve a similar experience, but the researcher observed that online communication appeared to make fans feel closer to media figures, and that this could make the disclosure of personal feelings and anecdotes more likely.  Ã‚   It stands to reason, then, that social networks like Facebook and Twitter would make an even more substantial contribution to the maintenance of parasocial relationships. Celebrities appear to write and share their own messages with fans on these sites, and fans can respond to their messages, creating the potential for fans to develop even greater feelings of intimacy with media figures. So far, minimal research has been conducted on the way these technological developments impact parasocial relationships, but the topic is ripe for future research. Sources Branch, Sara E., Kari M. Wilson, and Christopher R. Agnew. â€Å"Committed to Oprah, Homer, and House: Using the Investment Model to Understand Parasocial Relationships.† Psychology of Popular Media Culture, vol. 2, no. 2, 2013, pp. 96-109, http://dx.doi.org/10.1037/a0030938Dibble, Jayson L., Tilo Hartmann, and Sarah F. Rosaen. â€Å"Parasocial interaction and Parasocial Relationship: Conceptual Clarification and a Critical Assessment of Measures.† Human Communication Research, vol. 42, no. 1, 2016, pp. 21-44, https://doi.org/10.1111/hcre.12063  Eyal, Keren, and Jonathan Cohen. â€Å"When Good Friends Say Goodbye: A Parasocial Breakup Study.† Journal of Broadcasting Electronic Media, vol. 50, no. 3, 2006, pp. 502-523, https://doi.org/10.1207/s15506878jobem5003_9Giles, David, C. â€Å"Parasocial Interaction: A Review of the Literature and a Model for Future Research.† Media Psychology, vol. 4, no. 3., 2002, pp. 279-305, https://doi.org/10.1207/S1532785XM EP0403_04Horton, Donald, and R. Richard Wohl. â€Å"Mass Communication and Parasocial Interaction: Observation of Intimacy at a Distance.† Psychiatry, vol. 19, no. 3, 1956, pp. 215-229, https://doi.org/10.1080/00332747.1956.11023049 Hu, Mu. â€Å"The influence of a scandal on parasocial relationship, parasocial interaction, and parsocial breakup.† Psychology of Popular Media Culture, vol. 5, no. 3, 2016, pp. 217-231, http://dx.doi.org/10.1037/ppm0000068Rubin, Alan M., Elizabeth M. Perse, and Robert A. Powell. â€Å"Loneliness, parasocial interaction, and local television news viewing.† Human Communication Research, vol. 12, no. 2, 1985, pp. 155-180, https://doi.org/10.1111/j.1468-2958.1985.tb00071.xRubin, Rebecca B., and Michael P. McHugh. â€Å"Development of Parasocial Interaction Relationships.† Journal of Broadcasting Electronic Media, vol. 31, no. 3, 1987, pp. 279-292, https://doi.org/10.1080/08838158709386664Sanderson, James. â€Å"’You Are All Loved So Much:’ Exploring Relational Maintenance Within the Context of Parasocial Relationships.† Journal of Media Psychology, vol. 21, no. 4, 2009, pp. 171-182, https://doi.org/10.1027/1864-1105.21.4.171

How did the abolitionists proposals and methods differ from those of Essay

How did the abolitionists proposals and methods differ from those of earlier antislavery movements - Essay Example This research will begin with the analysis of the difference between abolitionists’ proposals & earlier antislavery movements. The abolitionist method was focused on making slavery a moral issue. The anti-slavery movement was widely unorganized before 1833. A wide array of societies were scattered such as Pennsylvania Abolition Society and New York City Manumission Society. This movement was supported by the Federal Government. To great extent, the antislavery movement was successful though it faced strict opposition from abolitionists. Liberty Party and Foreign and American Anti-Slavery Society were established to carry forward such antislavery movement. There were great expectations from both political parties such as Whigs and Democrats. The abolitionist movement was more of a religious movement that originated from Protestantism. The earlier antislavery movement was totally based on republican values of equality and liberty. Abolitionists’ proposal was inclined towa rds viewing slavery as a sin and the slave owners as sinners. The abolitionist method had acquired higher energy from Second Great Awakening. As per the abolitionist proposal, the act of slavery is considered to be moral sin in Christianity. Hence such act needed immediate abolition instead of consuming more time as in case of earlier antislavery movement. Hostility was witnessed in North and South due to the abolitionist movement. Slavery was highly intense in North and South. These regions were already subjected to antislavery movement. Slaves were sold in South and mainly blacks were influenced to exhibit slavery. The new law being passed with the support of abolitionist movement attempted to give freedom to many slaves. Northern slavery was on the verge of being abolished and so there was hostility observed in those regions. African Americans were observed as the most powerful critics in context of slavery. Immediate abolitionism in the 1830s raised opposition from South and Nor th.

Key Characteristics of Feminist Criminology Term Paper

Key Characteristics of Feminist Criminology - Term Paper Example Infanticide has historically been considered a sex-specific crime, or one that "actually excludes the members of one sex by legal definition." Carol Smart points out in her descriptions of the English legal system that infanticide is the one exception to equally applicable British law since it is an offense committable only by women. Some attribute this offense to the occasion when an unmarried mother must rid herself of a shameful secret through suffocation, strangulation, and the infliction of wounds or fractures to the skull as the most frequent forms of infanticide. (Coramae Richey) It is difficult for a woman to use physical strength in an assault, so she is forced to use a knife or a household product. The practice of throwing scarring solutions such as lye, gasoline, and acids is still a common practice used by women to equalize their lack of assaultive strength. Many violent women offenders wait until their male victims are asleep to perpetuate their assaults, which, in some cases, become homicides. (Coramae Richey) Very little is known about family violence, but recent examinations of the problem have revealed some startling cases of women who abuse their children, husband, and parents. The actual extent of family violence is generally unknown. The younger child is most often the victim, and while mothers are more likely (68 percent) than fathers (58 percent) to commit child abuse, both parents are equally capable of serious violence against their children. The thought of the 'little woman' beating up or battering her husband is cause for many deep guffaws, especially from men. Yet this form of spouse abuse is now believed to be more commonplace than previously imagined.  

Much Ado About Nothing Assignment Example | Topics and Well Written Essays - 500 words

Much Ado About Nothing - Assignment Example As Boggs and Dennis (46) said â€Å"Much Ado about Nothing† is an interesting film that mirrors Shakespeare’s poetic and an all-encompassing entertaining prowess. I would recommend the film to any individual who wants to have a view of the 16th century literature redone with modern aesthetics and presented as film. As Landrum (751) said, Dogberry  is the constable manning the Watch. The chief law enforcement officer of Messina is relatively honest and demonstrates a high level of seriousness in executing his policing tasks. However, his habit of employing incorrect terms to communicate is what differentiates his portrayal in the script and in the film. In the text his actions are not well defined, but with Nathan Fillion acting as Dogberry, viewers are effectively treated to a great drama surrounding the character’s â€Å"wrongful† choice of words. The film actor is known for turning his rather distracting approach (in the text) to an elaborate sense of parody in the film. In Act II, Scene III, the garden scene features the practice of a new ploy that can only be captured in film and not any other forms of art. Don Pedro, Leonato and Claudio persuade Benedick that Beatrice loves him. The romanticist trickery seems to be bearing a fruit when Benedick buys the idea. The character is of the opinion that he is spying on his comrades, but, because his presence is no longer a secret, they intentionally raise their voices to be heard. The romanticist drama created by Leonato, Don Pedro, and Claudio as they attempt to suppress their laughter about the possibility of Beatrice breaking down under the weight of her emotional attachment to Benedick depicts blind romance between the two characters, which unlike other forms of art, filmic trickery helps to connect (Landrum 785). In the subsequent Act III, scene I, Hero and Ursula pull a trick upon Beatrice, which surprisingly blinds her just the same way as Claudio and Don

Police Training Research Paper Example | Topics and Well Written Essays - 1500 words

Police Training - Research Paper Example In addition, they are charged with the special tasks like surveillance, VIP protection, child protection, and counter terrorism. They are also offered training about how to perform investigation on major crimes such as rape, drug trafficking, murder, and fraud cases. However, police officers are anticipated to react very rapidly to a range of scenarios that may arise and intervene an incident of crime either when on or off duty. Rules and regulations states how a police officer should respond and perform within the society. In some nations, regulations and rules states that police officer is anticipated to appear in an incident of crime, even if they are on leave (Johnson, 2007). Additionally, at the crime scene, the police officer is assigned the duty to collect evidence concerning the crime investigations as well as identifying the witnesses to show evidence in the court of law. They also offer first aid to the injured person in accidents like car crashes and shoot outs. They must obtain a written document from the scene of an accident. Another important duty of the police officer is to escort the criminals to and from the court during their trials, remove the wreckage from the scene of an accident as well as controlling the traffic. ... Entry Qualifications and promotion of police Recruitment of police officers usually follows the common procedure, and candidates must have undertaken some formal education. There are personality characteristics that have been used to identify the desirability of police applicant such as honesty, neuroticism, extroversn, carefulness, and friendliness as suggested by (Pope, 1981). While, the undesirable characteristics of police are; hostility, obsession, lack of impulse control, fear or suspicion, and substance abuse. Before training of police starts, the aforementioned are considered to be the best qualifications as far as character is concerned. Before receiving promotions to the higher positions especially from constable to inspectors or sergeants, a scheme has been developed whereby people who hold university degrees are considered and must spend two to three years serving the position as constables. Recruitment of police is also conducted from those who have security services or military experience. For instance, Johnson illustrated that in the United States, state laws may relates to the qualification standards in regardless of education, age, training, and status of criminal record though in other nations qualification requirements are set by local police agencies (2007). However, for one to get promotion to the higher rank, he or she must attend and pass some kind of interview board, examination, or other procedures of selections. Even though promotion generally entails salary increase, it again includes with it an increase in responsibility and mainly, an improvement of administrative rules and regulations. Generally upon the completion of two years of service, specialist

Application Problem Essay Example | Topics and Well Written Essays - 1000 words

Application Problem - Essay Example Play – Doh is made with a mixture of flour, water, boric acid, silicon oil and salt. It might look simple in beginning like Plato but once further examined it can be found that it opens a new world to the imagination. Plato is a human genius in every form and his intelligence, wisdom and logic cannot be compared with anyone on planet. In the same way Play – Doh is perfect in the form of clay and can take any shape according to the logic and intelligence of its user. In the same way Plato is molded by Socrates his teacher, Play – Doh can be molded by children and teachers in the way they wish. Plato has hand in the development of Aristotle and Play – Doh has hand in the creation of silly putty. â€Å"The Dialogue† is the famous literary composition between Plato and Aristotle and Play – Doh is also created by two visionaries named Noah and Joseph McVicar.Plato encouraged the whole world to think different and uniquely and Play – Doh also let the children think and be creative beyond imagination. Both Plato and Play – Doh brings out the best out of human mind and make them productive and creative. Plato opened up a world of wisdom to people and encourage them to think out of the box and Play – Doh give opportunity to the children to be something what they want to be and unique from others. Plato believed that all people should remain happy and joyful in life and when in contact with Play – Doha children are also the happiest. Plato explained that everything in the world always changes its appearance and never remains the same. In the same way Play – Doh also changes its shape and form and never remains the same.Inthe same way Plato influences the mind of a person Play – Doh too influences the minds of millions of children all over the world. Plato is a world famous person in the history and Play – Doh is also world famous in the children’s

Revenue Recognition for a Computer Hardware Company Essay

Revenue Recognition for a Computer Hardware Company - Essay Example At the beginning of 2001 the Enron Corporation scandal was covered by the media. The consequence of cooking up the numbers for Enron was a complete depreciation of its corporate stocks and an eventual bankruptcy filing. In this current market investors are weary and need reassurances that public companies are making sure its accounting and financial numbers are legit. The smallest irregularities could seriously affect the firm’s secondary stock issuance which is set for February of 2002. There are some issues that need to be attended immediately concerning the revenue recognition practices of the company. The company’s main auditors, Peale & Gowell & Quill, are concerned about four particular financial transactions that occurred recently. I am also concern about the transactions which involved revenue recognition. Most of these transaction are not recognizing the company’ revenue in the correct manner and will affect this financial results of this fiscal year by overstating the actual income of the company. The transactions are violating the generally accepted accounting principles (GAAP) and accounting theory. The revenue recognition principle states that revenue may be recognize in the accounting period in which it is earned (Weygant & Kieso & Kimmel, 2002, p.90). The first irregular transaction involves a transaction between the company and Elegant Housing. In this sale the company took a $20,000 non-refundable retainer and gave Elegant $400,000 of merchandise on trail a basis for six months. The company recognized the entire sum as earned revenue. This transaction i s wrong and should not be registered in this way. An accountant must always follow the principle of conservatism, which states that when in doubt the accounting alternative that is least likely to overstate assets and profits should be chosen (Narayanan & Bukart, 2005). A proper recognition of the transaction would be recognizing $20,000 as

Application Problem Essay Example | Topics and Well Written Essays - 1000 words

Application Problem - Essay Example Play – Doh is made with a mixture of flour, water, boric acid, silicon oil and salt. It might look simple in beginning like Plato but once further examined it can be found that it opens a new world to the imagination. Plato is a human genius in every form and his intelligence, wisdom and logic cannot be compared with anyone on planet. In the same way Play – Doh is perfect in the form of clay and can take any shape according to the logic and intelligence of its user. In the same way Plato is molded by Socrates his teacher, Play – Doh can be molded by children and teachers in the way they wish. Plato has hand in the development of Aristotle and Play – Doh has hand in the creation of silly putty. â€Å"The Dialogue† is the famous literary composition between Plato and Aristotle and Play – Doh is also created by two visionaries named Noah and Joseph McVicar.Plato encouraged the whole world to think different and uniquely and Play – Doh also let the children think and be creative beyond imagination. Both Plato and Play – Doh brings out the best out of human mind and make them productive and creative. Plato opened up a world of wisdom to people and encourage them to think out of the box and Play – Doh give opportunity to the children to be something what they want to be and unique from others. Plato believed that all people should remain happy and joyful in life and when in contact with Play – Doha children are also the happiest. Plato explained that everything in the world always changes its appearance and never remains the same. In the same way Play – Doh also changes its shape and form and never remains the same.Inthe same way Plato influences the mind of a person Play – Doh too influences the minds of millions of children all over the world. Plato is a world famous person in the history and Play – Doh is also world famous in the children’s

SARS Disease Essay Example | Topics and Well Written Essays - 750 words

SARS Disease - Essay Example During that period, he unwittingly infected others that in turn caused a series of SARS outbreaks in Toronto, Canada and other areas around the world. The transmission of the disease has been quick owing to the little immunity of people to the newly emerged corona virus. Moreover, it is seen to be most efficient in a health care setting, affecting the health care workers, patients and family members of infected individuals. The high infection rates among the health care workers have illustrated lack or failure to comply with the Infection Control (IC) measures leading to large-scale outbreaks (Shaw, 2006). The global spread of this epidemic has also demonstrated the challenge of battling infectious diseases in a globalized world. The forces of globalization-including rapid growth in international trade and travel have amplified their spread and impact ((Hoffmann, 2003) The sudden emergence and the rapid global widespread of this new infectious disease, which defies conventional therapies, poses a great threat to the public health and underscores an urgent need to develop robust strategies to prevent, monitor and contain the disease outbreak. Based on the Koch's postulates, SARS-Co V, the causative agent of SARS disease, was determined to be a novel member of the order Nidovirales, family Coronaviridae, and genus Coronavirus. It is a large, enveloped positive sense- single stranded RNA virus featuring a large genome of 29.7 Kb (Youjun, 2007). As with other coronaviruses, SARS-Co V can be identified on electron microscopy by the presence of a corona of large, distinctive spikes in the envelope (Thomas, 2003). Genomic annotations have revealed that it consists of about 14 functional open reading frames (ORFs). They encode for three classes of proteins: I) Two large polyproteins (pp1a and pp1ab), which are cleaved into 16 non-structural proteins, essential for viral RNA synthesis, II) Four structural proteins- surface (S), envelope (E), matrix (M), and nucleocapsid (N) proteins, vital for viral assembly, and III) Eight accessory proteins, which confer a selective advantage in an infected host cell. The initial binding of the viral envelope and the host cell membrane is mediated by surface protein (S) (Satija, 2007). With only 50-60 % nucleotide sequence identity of the SARS- Co V with other known coronaviruses, it is a previously unknown Coronavirus, probably from a non-human host that somehow acquired the ability to infect humans. Various studies have indicated that SARS-Co V spilled over from a wildlife reservoir (probably bats) to human population via an intermediate host and that rapid virus evolution played a key role in the adaptation of the virus to non-reservoir species (Thomas, 2003). The majority of infections occurred in close contacts of patients indicating that the transmission of the virus was by droplets or by direct and indirect contact. Epidemiological studies have shown that SARS is moderately rather than highly transmissible. However, in some instances, the so-called "super spreader" patients transmitted the virus to a large number of individuals. The outbreak of the infectious disease has been mainly attributed to these super spreaders and nosocomial amplification. The typical incubation period for the disease ranged from four to six days and the

Dialogue Between Plato and Aristotle Essay Example for Free

Dialogue Between Plato and Aristotle Essay Pluto: No, listen. What I am saying is that the environment or form that we live in is full of unevenness, imperfection and impurity this due to the fact that this form is merely a copy of the ideal world that one would understand once they rise above our physical environment and grasp it intellectually. Aristotle: I understand you just fine but I disagree with you. I agree that our world is an imperfect world but I object to the notion that it is not real or that there is another invisible form out there from which it is cloned. I find that preposterous, everything is right here on earth, physically. Pluto: No. What we see on earth ‘physically’ as you say are just mimics or artificial replicas of the real thing only with a lot of imperfections. This is just an illusion of the real thing. Aristotle: How can that be when our natural world is real and physical? Let me explain it to you clearly, our world, this world is made up of many forms. Sure, they may not be ideal, pure or perfect but our senses identify with them. Pluto: Well, our senses identify with them because they are copies of the perfect form and we have knowledge of them. Let me explain it to you. Knowledge must have as its object that which is openly real as juxtaposed with that which is an appearance only, that which is fully real must be fixed, permanent and unchanging- in the realm of being as opposed to that which is in the realm of physical. That is why you call these world ‘physical’ when it is just a perception from the true ideal form. Aristotle: That is absurd! If experience has shown us anything is that individual substances exist and are real, being predicated of the substance and that an individual is not produced by some idea or model the actually exist! Pluto: Now you have joined people inexperienced in the theory of forms. Captives in a cave, bound to the wall with no likelihood of turning your heads. With fire burning behind you, you can only see the wall of the cave and the shadows of the puppets placed between you and the fire. You are incapable to fathom that the shadows you see and the echoes you hear are a reflection of real objects, behind you. This world that is available to our senses exists only as a reflection of the real world. Aristotle: Here is where I differ to you completely! !An individual is not formed from the perception of another’s  mind but from an individual who through germ or seed was able to reproduce another one hence, the seed in the individual would be in potency form because of its capacity to become an individual in future. Every individual is a compound of matter and form, not a mirror or perception of another from another form. Pluto: That is just how easy it is to mistake appearance for reality, just like the captives in the cave experience, they easily refer to the shadows using the names of the real objects that the shadows reflect. This just shows that knowledge is only a reflection of the real ideas in our minds. What is seen on the earth is an imitation of the real thing. The captives, by looking at the shadows may learn what an item is but this does not enable them to claim that it refers to an object, which they have seen. Likewise, we need the physical objects in order to enable us acquire concepts. Aristotle: So your idea is that we live in an imagined world and that is copied from an ideal world and that the physical items and entities we encounter on our day to day activities and with which our senses identify with are merely there for us to acquire concepts? Pluto: Yes. Exactly! Aristotle: You are not serious! You do realize that the possibility of error forces the mind to determine the truth validity of a given statement. Meaning the intellect must have adequate reasons, which can ensure the proposed judgment conforms to reality. These are the foundation of perfect knowledge, knowledge through causes. Not that we originate from some made up form that we cannot access, but that we originate from an individual. Matter is the indeterminate element, which is unchanging, and form is the force and power shaping and developing the individual. That is a structure of two statements leading to correct reasoning. Pluto: So you object to my whole idea? Aristotle: Completely! It lacks a foundation and crumbles upon itself. Your own argument argues that there is need for physical objects to enable us acquire concepts but your idea is based on an unseen form that cannot be confirmed physically. Pluto: We could argue about it for hours. It’s a stalemate. Aristotle: Seems we have found an impasse, but I win!

Applying Social Network Analysis to the Information in CVS Repositories :: essays research papers

Applying Social Network Analysis to the Information in CVS Repositories Abstract The huge quantities of data available in the CVS repositories of large, long-lived libre (free, open source) software projects, and the many interrelationships among those data offer opportunities for extracting large amounts of valuable information about their structure, evolution and internal processes. Unfortunately, the sheer volume of that information renders it almost unusable without applying methodologies which highlight the relevant information for a given aspect of the project. In this paper, we propose the use of a well known set of methodologies (social network analysis) for characterizing libre software projects, their evolution over time and their internal structure. In addition, we show how we have applied such methodologies to real cases, and extract some preliminary conclusions from that experience. Keywords: source code repositories, visualization techniques, complex networks, libre software engineering 1 Introduction The study and characterization of complex systems is an active research area, with many interesting open problems. Special attention has been paid recently to techniques based on network analysis, thanks to their power to capture some important characteristics and relationships. Network characterization is widely used in many scientific and technological disciplines, ranging from neurobiology [14] to computer networks [1] [3] or linguistics [9] (to mention just some examples). In this paper we apply this kind of analysis to software projects, using as a base the data available in their source code versioning repository (usually CVS). Fortunately, most large (both in code size and number of developers) libre (free, open source) software projects maintain such repositories, and grant public access to them. The information in the CVS repositories of libre software projects has been gathered and analyzed using several methodologies [12] [5], but still many other approaches are possible. Among them, we explore here how to apply some techniques already common in the traditional (social) network analysis. The proposed approach is based on considering either modules (usually CVS directories) or developers (commiters to the CVS) as vertices, and the number of common commits as the weight of the link between any two vertices (see section 3 for a more detailed definition). This way, we end up with a weighted graph which captures some relationships between developers or modules, in which characteristics as information flow or communities can be studied. There have been some other works analyzing social networks in the libre software world. [7] hypothesizes that the organization of libre software projects can be modeled as self-organizing social networks and shows that this seems to be true at least when studying SourceForge projects. [6] proposes also a sort of network analysis for libre software projects, but considering source dependencies between modules. Our approach explores how to apply those network analysis techniques in a more comprehensive and

Parent-Child Relationship Essay -- Papers Parenting Children Essays

Parent-Child Relationships The topic I have chosen for my paper is that of relationship between parents and children. Some of the points that I will be discussing are child abuse, child neglect and how it can affect a child and the relationship with the parents. A parent-child relationship is a special relationship that has a huge effect on the way that the child will turn out. This relationship is formed through pregnancy, adoption, and step parenting. Parenting requires a great deal of adaptation. The parents want to develop a strong bond with their child but they also want to maintain a healthy marital relationship and adult friendships. Potential parents often ask themselves what they will be like when they are parents and try to recall some experiences when they were children. Mothers are the primary caretakers of the children. The fathers have had minimal care taking responsibilities. Many women, if they had a career before hand, have to give it up to stay at home with the child. Although, many fathers where the wives must work become important in the process of care taking because their role must increase to their children. Studies of human fathers and their infants confirm that many fathers can act sensitively with their infant (according to Parke & Sawin, 1980) and their infants form attachments to both their mothers and fathers at roughly the same age (according to Lamb, 1977). A number of studies have been done on the caretaker’s effects on the child and suggests that the effects may have been caused by child’s behavior as much as by the caretaker’s (according to Bell 1979). The child’s aggression level can be affected by the parent’s authoritarian discipline. â€Å"Parents differ widely in sensing the needs o... ...d friendships later in life and also a good upbringing. Bibliography: References: Daniel L., Davis (2000). The Aggressive Adolescent: Clinical and Forensic Issues Don Baucum (1996). Psychology. New York: Barron’s Company F.L. Marcuse. Areas of Psychology. New York: Harper and Brother’s Publishers Edited by Raymond J. Corsini. Encyclopedia of Psychology, Second Edition, Volume 1. New York: John Wiley and Sons Inc. Edited by Raymond J. Corsini. Encyclopedia of Psychology, Second Edition, Volume 3. New York: John Wiley and Sons Inc. GE Vol 5, No 3 - Parent-child relationships & Materialism http://www.mra.org.uk/globalex/issue19/pcrels.html Themestream: Parent Child Relationships http://www.themestream.com/tax/Society/Relationships/Parent_Child_Relationships Britannica: Parent/Child Relationships. http://www.britannica.com

Romeo and Juliet vs Wesi Side Story

Rooney 1 Samuel Rooney Danielle Cornum English 9 30 January 2012 Similarities and Differences of Romeo and Juliet and West Side Story No one goes through all of life without the knowledge of these two timeless classics: West Side Story and Romeo and Juliet. These films are each a great literary work that defines the true meaning of life, sorrows and love. We all have knowledge of Shakespeare’s original Romeo and Juliet. In 1957 Leonard Bernstein created a Broadway Musical with a plot similar to Romeo and Juliet.As well as this film, Baz Luhrmann created a film in 1996 using the exact play write from the original Romeo and Juliet set in modern times. Luhrmann entitled his film simple, Romeo and Juliet. These two timeless tales can be compared in many ways, such as: the differences and similarities Romeo and tony, the differences and similarities of each of the fighting scenes, and the differences and similarities of the wedding scene. Rome and Tony are two of the most complex c haracters in all of literature. They can be compared and contrasted in many ways.The two different characters each have their very own attitude, this sets them apart but also brings the similarities out. â€Å"Ay me! Sad hours seem long. Was that my father that went hence so fast? (Lit Book) when you first come upon Romeo he is sad and lovesick. On the contrary when you first come upon Tiny he is very upbeat and joking Rooney 2 with his friends; two very different attitudes. The actions of these two are also very good examples of comparing and contrasting the similarities and differences between Romeo and Juliet and West Side Story. What shall this speech be spoken for our excuse? Or shall we go on without apology? † (Lit Book) Romeo is very reluctant to go to the party, he is nervous and scared. On the contrary, Tony is happy and excited to go the party, he welcomes the challenge to meet new women. Last but not least both Rome and Tony are hopeless Romantics, and there is no cure for such a disease as romanticism. â€Å"It is I my lady. Oh, it is my love! Oh, that she knew she were! (Lit Book) they both have a very potent form of love. They cannot get over Juliet in Romeo’s case and Maria in Tony’s case.Hopeless Romanticism is the most common similarity that Tony and Romeo have. Many more similarities and differences can be found, these are the main points that have been brought to attention for this particular essay. Many think that these two fighting scenes are straight forward and not complex, but on the contrary there are many similarities and differences. In Romeo and Juliet the fighting scene is somewhat of a duel, and not a full on combat such as in West Side Story. â€Å"Romeo, the love I bear for thee can afford. No better term than this: thou art a villain. † In Romeo and Juliet Tybalt challenges

Japanese culture Essay

1. Briefly discuss the Japanese business practices. Business traditions and practices are greatly influenced by the culture in which they function. The values of a culture help to define the underlying structure and philosophy of business. Many traditions and practices within a culture are often integrated into the country’s businesses.   Japanese culture greatly affects its business practice on all levels. It is a unique country with many distinct cultural traditions. As a result, cultural traditions tend to be uniform and community is central to daily life. Culturally, the Japanese are rather introverted in their ways, focusing on their own culture and traditions. A strong sense of community, family, and being part of a larger group and business family are central to the Japanese culture. The ritualistic traditions that are characteristic of the home environment typically spread to the social and work sphere of life. The Japanese culture maintains a very formal style of interactions. Even introducing oneself in Japan is formal in nature. Exchange of business cards is an obligatory custom at business meetings. The exchange of gifts is an accepted custom in Japan.   The Japanese bow is part of Japanese culture that expresses honor and greetings to a guest. Thus Japanese are well behaved in their business practices and try to do a lot of good stuffs which can influence the international relations. They believe in a business where trust exists. The do their level best to be recognized as nice people in the business market. 2. What is the appeal of the Japanese market for world business? The Japanese government and business leader’s marks deep changes in their market from closed to open while acknowledging its competitive nature (Shetty and Kim, 1995). They argue that all firms should understand their market and do provide the quality products and services demanded by the consumers. Large firms should offer lifetime employment, and employees may be reluctant to accept employment with foreign firms that do not. Furthermore, the firms must consider employment with a foreign company less desirable than employment with a domestic firm. It suggests that long-term relationships and mutual commitments in the market will encourage practices such as bidding and close parent company-supplier ties. â€Å"Japan appeals that the three factors to compete successfully in the world market is quality, followed by the ability to hire qualified employees and the attitudes of top corporate management.† (Shetty and Kim, 1995) Japanese focus on quality of products and services, keeping good personnel, hiring local staff, strong corporate head office with limited interference, reputation of the business, brand image, latest technology and strengthening value chain. These are some of the major deciding factors that help a firm to gain profits in the market. Besides, Japanese, have understanding of respect, they are persistent, they have perseverance and ability to develop strong global network. To increase the world business, the market should value advanced technology and innovation and should willing to try new products or technologies. Finally, establishing manufacturing and distribution facilities is a visible sign of a firm’s commitment. So the market must take care of it. But the main theme is that the market should value personal, harmonious, and long-term relationships with distributors, customers, suppliers, and employees. 3. Briefly discuss the major business trends and opportunities in Japan’s economy. Japan is the worlds second-largest and Asia’s largest economy. United States is the largest economy.   This is the only member of G8 from Asia. It is also a member of the UN Security Council on a temporary basis. In Japan the wages are highest in the world. From 1960s to1980s, there was a swift economic growth with a growth rate of 10%, 5% and 4%. The economy of Japan was in the state of turbulence in the late 1980s. The reason was falling stock and real estate prices.   By 1989 the situation turned worst. The Tokyo Stock Exchange crashed. During 1990s the country’s economic growth remained slow. The economy trend of Japan is a slightly uneven but it is continuously focusing on increasing the GDP. Japan has lot of business opportunities and it supports business activities. Eco-towns are being promoted in order to build a resource recycling-type economic society, which limits waste while encouraging recycling. Japan has developed a robust way of dealing with the pollution and completely self-sustainable industrial parks with zero emissions (JETRO). â€Å"The Kawasaki Foundation for Promotion of Industry (Kawasaki Small and Medium-Sized Business Support Centre) and KSP (Kanagawa Science Park) are providing various types of venture support, including assistance for businesses, help in establishing new enterprises, and educational research.† (JETRO)   Government is providing assistance from operations management consultation to assistance with publicity. 4.  Briefly discuss the different modes of entry to Japanese market. These are some common modes of entry in the Japanese market. A) It is possible to directly go to Japan and establish a firm. B) Local distributer and partners for the companies.   These are good way of entering to the market at the early stage of the business. c) Specialized business consultant can be hired. The market is matured. This forces the marketer to focus more on keeping the cost low and at the same time performance and features should be maintained. The quick increase in revenue is not possible in the Japanese market. Understanding of Consumer behavior is very important.   In approach ‘A’ one need to justify the stagnant revenue to the investors. After some years of experience in Japanese market, the revenue may grow with steady rate. Plan ‘B’ is a convenient way to enter the market. The reason is that here one is utilizing Japanese resources. However success largely depends on finding right distributor and partners, with good market connections, commitment on financial and operations. 5.  Ã‚  Compare and contrast the Japanese and the American commercials. The difference of American and Japanese advertisements appears to be in the degree and not in kind. The advertisement appeals of these two different countries are different. It is based on general employment of the traditional and respect of elders in Japan. Japanese appeal is based on moral values. The general usage of status is different. American advertisements have consumer based appeal. American advertisement is based on western values. The product merit appeals are higher in American advertisements as compared to the Japanese advertisements. The difference also exists in use of youthful or modernity appeals. Japanese advertisement is based on relationship model. 6.  Briefly discuss the Japanese way of product development The Japanese approach to product development emphasizes continuous technological improvement. It is also aimed at making a successful product and providing better solutions for the consumer needs. They have clear competitive vision of product development. They know what types of investments are required to maintain their market positions. Japanese manufacturers invest their resources into technology development, product development, productivity improvement and quality control and thus making the international market becomes more competitive. They focus on high-quality, high-performance products which are relatively inexpensive against those of the same level offered by European and American competitors and thus their products can be easily available to common man in the market. Japanese identify customer needs and develop new products and roadmaps for technological development on the basis of the same. They use modern technologies for keeping the cost low. They hire trained and skil led people and invest in technology and development of human resources. They emphasize on quality and minimization of the production cost.

Participant’s development Essay

With this model in mind, the author of this essay, who represented the coach in the coaching session, will consider back to the session and reflect what planning had to be involved and why, and what was intended and included.  The author of this essay is herself a passionate Badminton player, exercising regularly for the University and a local team. From her own experience in these teams, she knew that many players struggle with the tactical positioning in this sport, particularly in the doubles’ game. Tactical positioning is a crucial element to succeed in Badminton (Grice, 1996). For this reason, the coach had chosen the following aim for the session: raising awareness of tactical positioning in the doubles’ game of Badminton, therefore the objective was accurate defensive and attacking positioning. To achieve these aims and objectives, the author invited four players, two men and two women, from the above mentioned teams to take part in the Badminton session (see Appendix 1). The participant’s level of play can be stated as advanced, hence gender was not showing a significant impact on the later performed exercises and match situation. According to training guidelines stated by Martens (1997), the participants had to be and were able to match necessary requirements of the conducted training program, which included knowledge of specific skills and shots like ‘the ready position’, footwork, drop shot, smash etc..  The 45 minute lasting session itself consisted of four parts: a brief introduction, a 10 minute warm-up, a 28 minute long main part and a short cool down. The intention of the introduction was to give the participants a concise overview of the session’s aims and objectives aswell as informing about potential hazards and dangers. The sports hall policy about appropriate sports wear and shoes was already mentioned in the invite (see Appendix 1). ‘To produce the safest environment possible for the athletes and the coach’ (Martens, 1997), further essential risk management, within the introduction, included the explanation of emergency exits and the procedure of raising the alarm and informing the University Security Office through the Emergency telephone. The coach herself had identified, evaluated and made herself familiar with potential risks and dangers as well as appropriate behaviour in case of an emergency by a pre-session risk management through inspecting the venue a day before the actual session. Before the start of the session, the floor was examined to avoid injuries caused by potential trip hazards like whol es or dirt. As stated by Martens (1997), the intention of a warm up is not only preventing respectively reducing the likelihood of potential injuries but to improve the athlete’s performance (Sports Coach – Warm Up and Cool Down). Moderate jogging including ballistic stretching of specific arm and leg muscles was used to raise blood circulation and the respiratory rate as well as increasing the body temperature (Martens, 1997; Sports Coach – Warm Up and Cool Down), followed by more specific Badminton movements including side walks and side steps (Grice, 1996). To progress on, the next warm-up exercise included movement on court, simulating game play without a shuttle. This is called shadow Badminton and allowed the participants to perform key elements of Badminton like positioning to the ‘central position’ (CP), accurate footwork and performing different shots. All six key positions of the court had to be reached in a specific order within timed 30 seconds (see diagram 1). After a following 30 second break to regain stamina, the exercise was modified to a more realistic game play by giving the athlete the choice of which position to chose. A further 30 second break was followed by the last shuttle and included a realistic game play with a free order of positions to reach, this time with increased speed. Along with Givemefootball – The professional footballers association, this ghosting exercise showed full characteristics of ballistic stretching: specific and related movements as well as increased effort to prevent muscle stiffness and muscle injury (Sports Coach – Warm Up and Cool Down). To conclude this Badminton specific warm-up, Grice (1997) suggests 5 minutes of gentle knocking with a shuttle. This was performed by the participants, including all possible Badminton shots like Clear, Drop, Drive, Smash and net play. The main part consisted of 2 appropriate exercises to achieve the session’s objectives as well as implementing newly acquired skills into a realistic match of doubles. Exercise 1 was training the defensive positioning and allowed one pair to play against the other, attacking couple. Due to the advanced level of play of the participants, the coach could assume that basic skills and knowledge of defence as well as attacking positioning were existent. The new main idea introduced now was, that the defending player had to follow his/her long line shot to the side including the partners movement to the middle line maintaining the basic concept of being level with the partner. A cross court shot resulted in following the defender to the middle line, the partner to the side line (see diagram 2). Moving according to one’s own shot will allow the defending pair to quickly respond to the opponents’ attacks. If the defender plays a long line shot and follows to the sideline, a long line attacking smash can quickly enough be responded by another defensive shot. If the opponents play a cross attacking shot like a drop, the defender’s partner at the middle line will still have enough time to reach this shot as a cross shot will take more time to reach the corner. Hence it is to advise hardly ever to play a cross attacking shot in Badminton as this will allow the defending opponents to quickly enough place themselves into the appropriate defending position and possibly even counter attack the shot. The positions of player A and B as well as the positions C and D were changed within the exercise to guarantee experiencing both the left and the right, respectively the front and the back side. After 5 minutes the couples changed playing from defence to attack and vice versa. Exercise 2 intended to empower an attacking couple to perform the rotation system while attacking. The coach, assisted by player C ‘feeding’ the coach with shuttles, provided a rally of 20 shuttles played into the key positions shown on diagram 3. The positions were targeted in order from 1 to 8. Starting position for attacking player A is shown on the diagram 3 as well as the position for Player B. Player D was first observing, then helping to pick up the shuttles on the ground. Key elements of this exercise included ‘being in line’ with the partner though positions changed. Therefore the coach used the racket as demonstration material, the head of it representing the attacker at the net and the grip the attacker at the back. By rotating the racket like the players had to rotate on court, it was made visible that rotation includes the partner’s movement according to one’s own movement (see diagram 3). To provide a realistic game situation, the coach had to quickly target all key positions as the doubles’ game is a fast game requiring quick movements (Grice, 1996). The following 5 minutes lasting doubles’ match gave the opportunity to implement the newly acquired skills.  A contingency plan was not needed as all exercise could have been performed even though one respectively two participants wouldn’t have arrived. Then the coach would have played in their positions respectively played as a single attacker in exercise 1, however making it more difficult to observe the progression of each participant’s development. To conclude the session, a brief cool down was conducted allowing the body to return to normal pace, reducing its temperature and to remove lactic acid build up during the vigorous exercises (Grice, 1996; Sports Coach – Warm Up and Cool Down). Gentle jogging as well as a static stretching was performed. According to Sports Coach – Warm Up and Cool down, a static stretching should be preferred within a cool down compared to a ballistic stretching in the warm up, as this will increase the range of movement as well as helping to relax the muscles. When planning a coaching session, it is important to identify resources (Ewles and Simnett, 1999). Within this case, the coach was given the opportunity to use the University sports hall as well as their posts and nets. Two courts to perform the warm up and exercises were needed. Each participant was advised to bring his/her own racket(s), shuttles were provided by the coach (see Appendix 1). A stopwatch, to ensure accurate timing and time management of the session, which is important according to Martens (1997), was borrowed from the technicians room in Ramsden’s building one day in advance.