Causes, Symptoms and Difficulties Associated with Dyslexia

The term dyslexia refers to a learning disorder characterized by difficulty reading. It is a learning disability that alters the way the brain processes written material. Difficulties in word recognition, spelling, decoding and reading comprehension make it even more difficult. This disability alters the way the brain processes written material. People with dyslexia not only have trouble with reading and spelling they also can struggle with writing. Dyslexia is the most common type of learning disability. There are 3 points of dyslexia I would like to discuss; causes of, symptoms and difficulties that people with dyslexic face. All of these points are important in helping you to understand and learn about this disability. Let’s†¦show more content†¦Sometimes simply because writing instructions were given when the dyslexic was disoriented. They need to focus hard in order to put their words on paper and if they are overwhelmed this can be quite the challenge for them. Things can become jumbled and become difficult to sort through. When they try to hurry it makes their writing even more illegible. It is important for them to go at their own pace and have encouragement to get through it. They often struggle with homework and need extra help themselves to avoid frustrations. There can be many negative difficulties associated with dyslexia that children have to overcome besides reading. Children with these difficulties tend to avoid reading as much as possible because it is so hard for them which causes them to fall further behind. When children see that they can’t read as well in school as their friends it affects them emotionally and can cause a lot of hard feelings. Sometimes they work real hard to try and keep up and not let anyone know they are struggling because other kids can be mean. It effects their confidence and their self image. The dyslexic’s self-image appears to be extremely vulnerable to frustration and anxiety. Dyslexics become scared to try things because of their constant frustration and worry that they will get confused in school which can cause anger. All children need to get past the struggles between a positive self-image andShow MoreRelatedDiscuss the Extent to Which Developmental Psychology Has Been Able to C ontribute to Improving Children’s Lives.1048 Words   |  5 Pagesthe lives of children diagnosed with specific learning difficulties (SpLD). It will explore how these improvements have been made from diagnosis to assessments, consequences to intervention. Dyslexia refers to a specific difficulty in learning to read and write. However this is not the only difficulty that children with dyslexia experience and there are variations of their symptoms. These problems appear to stem from fundamental difficulties in the rapid processing and sequencing of phonologicalRead MoreThis is an outline of an essay about dyslexia.801 Words   |  5 Pagespercent of the diagnoses are dyslexia-related. But some studies indicate that up to twenty percent of the population may have some degree of dyslexia. 1.Dyslexia, what is it? 2.Causes and Symptoms 3.Treatment II.First Main Point: A. Dyslexia is defined as a learning disability marked by impairment of the ability to read. In essence, it is a disability in which people jumble letters; for example, confusing God with dog or box with pox. 1. Most people think dyslexia is a condition that involvesRead MoreDyslexi A Common Reading Disorder1748 Words   |  7 PagesDyslexia is a common reading disorder that is often first recognised when children enter school. It is often characterized as, a disorder where individuals struggle with reading but this struggle does not generally have anything to do with the individual s overall intelligence. Different people are affected to varying degrees by dyslexia, some people have difficulties in spelling words, reading quickly, writing words, sounding out words in their the head, pronouncing words when reading aloud orRead MoreThank You, Mr. Falker By Patricia Placco830 Words   |  4 Pagesyou that† (Abadiano, 2001, p.41). This is an excerpt from the book Thank You, Mr. Falker by Patricia Placco. This book is an autobiography about a girl with dyslexia. Everyone told her she was dumb and could not learn – except Mr. Falker. Only he took the time to teach her to rea d and she went on to become a children’s author. Dyslexia, a common name for reading disorders, is common among students, and unfortunately many have similar experiences to Ms. Placco. How many of these children couldRead MoreDyslexi The Most Prominent Learning Disability1025 Words   |  5 PagesDyslexia is the most prominent learning disability here in the United State but, it is also the most misunderstood. For centuries, those with dyslexia have been labeled as stupid and incompetent, when in fact they extremely intelligent, excelling in areas such as art, science and music. Due to our lack of knowledge and understanding, we as a nation are ignorant, deeming truth to the stereotypes that have long been associated with this so called â€Å"disease.† In order to reverse the damage that has alreadyRead MoreDyslexi A Learning Disability Characterized By Difficulty1650 Words   |  7 PagesDyslexia is a learning disability characterized by difficulty in reading flue ntly, as well as comprehending what is read, even in the absence of any other disabilities and with a normal IQ. There are several categories in which individuals with dyslexia may have trouble, such as language skills, phonological decoding and awareness, verbal comprehension, rapid naming, processing, and auditory short-term memory. One factor that stands out with dyslexia and one that causes a lot of controversy isRead More dyslexia Essay example1412 Words   |  6 Pageswith byslexia wight reab somethiug. A person with dyslexia has a very difficult lifestyle to live. To understand dyslexia you must be aware of the causes, effects strategies, and teaching methods for coping with the disease. â€Å"Dyslexia means having difficulty with words in reading, spelling and writing – in spite of having normal intelligence and ability† (Make the Connection). nbsp;nbsp;nbsp;nbsp;nbsp;Scientists have been interested in dyslexia for a long time. For instance a scientist by theRead MoreLearning, Social, And Emotional Development2234 Words   |  9 Pagesarising troubles compared to typical students. Dyslexia is mainly associated with reading troubles but it can also affect spelling, writing, and speaking. Though, it can be referred to as a â€Å"reading disorder† or a â€Å"reading disability†. Dyslexia mainly affects three areas of development: approaches to learning, social and emotional development; and communication, language, and literacy. ​ Before writing systems were developed, it is believed that dyslexia has been prevalent throughout the evolutionRead MoreThe Effects Of Dyslexia On Children With Dyslexia3439 Words   |  14 Pagesto read, or to learn to read, would be able to, right? With Dyslexia, that is not the case. Dyslexia is described as the difficulty to comprehend language through reading and writing, despite a normal level of intelligence. Dyslexia is not only the most common learning disability, but is also highly recognized. There are three proposed distinctions within dyslexia that includes auditory, visual, and attentional. Understanding dyslexia would help the educational community as long as the medical communityRead MoreResearch, Techniques, Advancements for Children with Attention Deficit Disorder1913 Words   |  8 PagesOnly ten years ago, many people didn’t know there were such things as Attention Deficit Disorder or Dyslexia, and, if they did, they didn’t believe they w ere to be taken seriously. Learning disabilities are becoming more and more common in children and adults. Currently statistics indicate that: 2.4 million students are diagnosed with learning disabilities, with as many as 1 out of every 5 people in the United States having a learning disability and almost 1 million young people (ages 6 through 21)

White Progressive Views On Racial Issues - 979 Words

The chapter discusses white progressive views on racial issues and questions their views differ from those of past generations. The author describes past racial views to those of a fictional television character named Archie Bunker. This character was a bigoted person with strong racial views that still resonates today. However, the author did profile white racial progressives; he suggested that these individuals are more likely to be young white women from a working class background. These individuals are more likely to have close personal relationships with minorities in general, showing support on many racial issues such as interracial marriage, affirmative action and racial injustice. â€Å"I must confess that over the last few years I have been gravely disappointed with the white moderate. I have almost reached the regrettable conclusion that the Negro’s great stumbling block in the stride toward freedom is not the White Citizen’s Council-er or the Ku Klux Klanner, but the white moderate who is more devoted to ‘order’ than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice; who constantly says ‘I agree with you in the goal you seek, but I can’t agree with your methods of direct action;’ who paternalistically feels he can set the timetable for another man’s freedom; who lives by the myth of time and who constantly advises the Negro to wait until a ‘more convenient season.’ Shallow understanding fromShow MoreRelatedThe Gilded Age1542 Words   |  7 Pagesof reconstruction and change for most white Americans, but as for Afri can Americans, the Gilded Age was full of inequality and discrimination. Many groups and individuals attempted to make changes for black Americans but few were successful. Though it was not until the Progressive Era that racial segregation started gaining attention and African Americans, as well as those who wanted them to be treated equally, began making changes and their fight against racial segregation began to improve. The NiagaraRead MoreOppression : Racism And Sexism949 Words   |  4 Pageslife. Institution are the rules and establishments put in place to help regulate peoples’ life on a social and global scale. White, straight men have been creating these institutions since America was first being settled. These customs and administrations were forged in ways meant to keep out those who White man deemed inferior all the while making their racist and sexist views the norms. When a society’s norms are made by people who see racism and sexism as natural, then women and people of color haveRead MoreBlack History, By Sandra Bland1450 Words   |  6 Pagesmovements and issues that still plagues the nation today, Sandra Bland used her social media like every other citizen. That is until just after Christmas of 2014 when she made the decision to speak up about â€Å"the economic crisis burdening young African Americans,† trying to, in her words, inform her readers about black his tory, or American history as she liked to describe it (Nathan). Sandra Bland, a 28 year old African American, had just received a job interview from her alma mater, Prairie View AM UniversityRead MoreRacial Discrimination : An American Civil Rights Activist942 Words   |  4 PagesAl Sharpton an American civil rights activist talked about racial discrimination in America today and said â€Å"As I often say, we have come a long way from the days of slavery, but in 2014, discrimination and inequality still saturates our society in modern ways. Though racism may be less blatant now in many cases, its existence is undeniable.† (Al Sharpton. BrainyQuote.com) Racial discrimination is a pessimistic reality that affects everyone in our society. Racism has destroyed and ended many livesRead MoreRacism, Racism And Racial Profiling889 Words   |  4 Pagestexts we have been reading there have been many underlying themes that all contribute to one major theme, racism in early Cuba. Early white Cuban’s and Cuban politicians denied racism in the country as a whole, calling Cuba a nation of Racial Democracy, but the entire social, economical, and political classes were setup with a type of â€Å"caste† system based off of racial profiling. Cuba’s desire for being considered elite among nations during the time period led to Cuba losing a lot of its true cultureRead MoreAnalysis Of Charles Chesnutt s The House Behind The Cedars Essay1436 Words   |  6 PagesTalia Kaufmann Literature II Prof. Logan Esdale 5th October 2016 The Question of Racial Identity Set at the dawn of the Reconstruction period, a time of supposed national renewal and modernization, Charles Chesnutt’s The House Behind the Cedars exposes the reality of an utterly medieval post Civil War South. Chesnutt explores the role of race in shaping one’s true identity through the experiences of two bi-racial siblings, John and Rena Walden, as they transcend the biological color barrier. InspiredRead MoreFurnifold Mclendel Simmons Case Study Answers1726 Words   |  7 Pagesto African American candidates and later, Simmons later went on to become the architect of white supremacy campaigns (Christensen 37). Surprisingly, early in his career Simmons was an advocate for African Americans making sure they were hired, and set forth paths to progress colored race. Simmons was beaten by an African American in 1888, and from then on Simmons made sure that â€Å"No Negro could beat a white man for office in North Carolina† (Christensen 37). Simons made sure of t his in 1901 when heRead MoreOn July 5Th Of 1852, Fredrick Douglass Gave A Speech To1182 Words   |  5 Pageseloquent and well-spoken anti-slavery speeches of its time.  Ã‚  He starts by discussing the importance of the fourth of July to the white men who are able to experience the entirety of freedom in America.  Ã‚  He then counters what he earlier said by saying that a man who is not fully free has not been liberated and doesn’t have anything to celebrate.  Ã‚  This speech heavily focused on issues such as  human rights  and  human security, as well as beliefs from the enlightenment movement, which were all extremely controversialRead MoreAdvantages And Disadvantages Of The Progressives1277 Words   |  6 Pagesshould provide more, addressing the issues dealing with rapid urban and industrialized growth, factors in which the Populist also faced. Although the Progressives included subgroups among themselves, they were joined together with common beliefs such a s making the economy better by the production of technological and scientific management, the adoption of city managers in cities, and the elimination of trusts and monopolies. Conversely, as the Populist s view was attracted by the industrial sectorRead MoreAnalysis Of The Movie Birth Of A Nation 998 Words   |  4 PagesThe work of D.W. Griffith in the film Birth of a Nation was the blueprint for what we see in many of today’s films that we take for granted. He truly pioneered the use of line of sight and point of view many times in the first half of the movie. This was effective in developing back stories of the main characters and setting up some small but important plot lines like the future love story of the southern Cornel and his northern friend’s sister. This was done well with the showing of his hording

Society of Aztec Civilization

Question: Discuss about the Society of Aztec Civilization. Answer: Introduction: I am one of the warriors of Aztec Civilization. The society of Aztec Civilization is a society of rigidly stratified system in which support for the warriors decided by the class of people. As the Aztec Warrior is the backbone of the Aztec Civilisation that is the reason, I have been learning the art of warfare since childhood. This is because, at the time of my birth, my umbilical cord was cut and buried on the battle-field. It is the rule of the Aztec Civilization because they believe it to be sacred and by this, the life of the boy would be a warrior for his lifetime (Chipman, 2010). The civilisation of Aztec can be described as a certain group belonging to the central part of Mexico. I, one of the parts of the Aztec Civilization use the Nahuatl language for communication, and we cover up large parts of Mesoamerica. Fig: Aztec Civilization Source: (Gibson, 1964) Fig: Aztec Warrior Source: (Gibson, 1964) As per the Aztec Civilisation, the male like me can receive a good amount of education regardless of the career prospects. There is also practical training on the battlefield that can be given to the youth including me. Because when I joined the army for the war at that time, I only use to carry the weapons and the war supplies. This work of mine was continued until I can capture the prisoner. The capturing of the prisoner in the war is my first initiation into the world of Aztec Warrior (Joyce, 2013). The capturing of the prisoner as a warrior took place on the day of arrival of the conquistadors into the Aztec Empire. At that time the colonisation of the America occurred by the Spanish Civilisation. It is one of the most significant events in which I participated as an Aztec Warrior. This war started with the Spanish authorised expeditions. This is because to have the discovery, colonisation and conquest the new territory which can include the existing Spanish settlements (Mayer, 1853). The war in which there was my initiation as an Aztec Warrior began in February 1519. In this process the conquest of Mexico by the Spanish Civilization comprising of the antecedents with having the established practices. The main thing that structured me is in the ruling Spanish Empire is the tribute to the Mexico along the maintenance of the internal ruling structures. There are many changes the Spanish Civilization made in my life along with the lives of the community. They bring out the cancell ation of the human sacrifices which use to be a big tradition of the culture of the civilisation. They started the farming practices along with the domestication of the animals. This process brought peace in the community of the civilisation. Along with that, they bring out the technologies of the agricultural practices (Joyce, 2013). The introduction of the European methods of farming made me sufficient in exiting the stage of a warrior. With the new technologies of farming of sugar and grain, I found it quite useful in implementing it into working procedure. I started my life as a farmer and changed it to being a warrior. Other than that there were many contributions from the Spanish Civilisation that led changes in my life and my society through which the Aztec Civilization resulted into a peaceful life far from war. References Chipman, D. E. (2010).Moctezuma's Children: Aztec Royalty under Spanish Rule, 15201700. University of Texas Press. Gibson, C. (1964). The Aztecs under Spanish Rule. Joyce, T. A. (2013).Mexican Archology: an introduction to the Archology of the Mexican and Mayan Civilizations of pre-Spanish America. Cambridge University Press. Mayer, B., 1853.Mexico, Aztec, Spanish and republican,... and notices of New Mexico and California. Drake.

Sartre Essays - Modernism, Philosophical Movements,

Sartre Sartre's essay on existentialism was relatively an easy reading mostly because of his frequent use of examples. His ideas on existentialism are in a way backed up and explained through his examples. Morality and the responsibility of maintaining morality through free will seem to be the predominant point Sarte wants us to understand. He explains the reasons through existentialism. There are basically two types of existentialism: Christian and atheistic. They both believe that existence precedes essence. Sarte believes in the atheistic approach and therefore believes in man's free will. Sarte states that man is nothing else but what he makes of himself. Man will be what he will have planned to be not what he will want to be. Man is able to do whatever he wants according to the free will approach. However, Sarte believes that man is responsible for far more than just himself. Man's responsibility encompasses all men. Ideally, I feel that this is a morally good concept. Suppose before we throw a piece of garbage out the car window we ask ourselves what it would be like if everybody threw garbage out the window. Then we decide not to because we would then live in a huge garbage dump. I'm mostly in agreement with the ideas expressed by Sarte. Like Ponge said?man is the future of man.? We all should be more aware of our broader responsibilities, not just our individual ones. If we do that then this world would be a much better place to live in. Quietism is a concept I do not agree with. Sarte's emphasis on action is a good one. I do believe that nothing ventured is nothing gained.

Concentration Camps Essay Example

Concentration Camps Essay Example Concentration Camps Essay Concentration Camps Essay n. d. Web. 14 Nov. 2013.. Gassing Victims in the Holocaust: Background Overview. Background Overview of Gassing Victims. N. p. , n. d. Web. 14 NOV. 2013. . Just a Normal Day in the Camps. Just a Normal Day in the Camps. N. p. , 14 Nov. 2013. web.. Levi, Primo. Survival in Auschwitz. New York: Classic House, 2008. Print. United States Holocaust Memorial Museum. Forced Labor: An Overview. N. p. , 14 NOV. 2013. web. . Webb, Chris D. Gas Chambers Introduction. Gas Chambers Introduction. Carmelo Lisctotto, 28 Aug. 2006. web. 14 NOV. 2013.. Wyman, David S. The Abandonment of the Jews: America and the Holocaust, 1941-1945. New York: pantheon, 1984. print.

Narodnaya Volya (The Peoples Will, Russia)

Narodnaya Volya (The People's Will, Russia) Narodnaya Volya or The Peoples Will was a radical organization that sought to overturn the autocratic regime of the Tsars in Russia. Founded in:  1878 Home Base:  St. Petersburg, Russia (formerly Leningrad) Historical Context Narodnaya Volyas roots can be found in the revolutionary impulse that swept Europe in the late 18th and 19th century. Some Russians were deeply impressed by the American and French  revolutions and began seeking ways to encourage  ideals  of the French Enlightenment in Russia as well. The ideals of political liberation were intermixed with socialism- the idea that there should be some equitable distribution of property among societys members. By the time that Narodnaya Volya was created, there had been revolutionary stirrings in Russia for nearly a century. These crystallized in the late 19th century into a plan of action among the Land and Liberty group, who began to take concrete steps toward encouraging a popular revolution. This was also the goal of Narodnaya Volya. At that time, Russia was a feudal society in which peasants called serfs worked the land of wealthy notables. Serfs were semi-slaves with no resources nor rights of their  own and were subject to the despotic rule of their rulers for their livelihood. Origins Narodnaya Volya grew out of an earlier organization called Zemlya Volya (Land and Liberty). Land and Liberty was a secret revolutionary group organized to encourage revolutionary impulses among Russian peasants. This position stood in contrast to the other view of the time, in Russia, that the urban working class would be the primary force behind a revolution. Land and Liberty also used terrorist tactics to achieve its goals, from time to time. Objectives They sought democratic and socialistic reforms of Russian political structure, including the creation of a constitution, the introduction of universal suffrage, freedom of expression and the transfer of land and factories to the peasants and laborers who worked in them. They saw terrorism as an important tactic in achieving their political  objectives and identified themselves as terrorists. Leadership and Organization The Peoples Will was run by a Central Committee that was tasked with planting revolutionary seeds among peasants, students, and workers through propaganda and to bring that revolution into effect through targeted violence against government family members. Notable Attacks 1881: Tsar Alexander II is assassinated by a Narodnaya Volya bomb in St. Petersburg, following several earlier attempts to kill him.1880: A bomb is set off below the dining room of the Tsars Winter Palace, in one of the efforts to kill Alexander. He was unharmed, reportedly because he was late for dinner, but nearly 70 others were injured.Other government officials in Russia, selected for their symbolic significance.

The benefits and effects of steroids for asthma pateints Assignment

The benefits and effects of steroids for asthma pateints - Assignment Example Low dose of corticosteroids can prevent occurrence of any risks and help to receive more benefits from this treatment. However, this positive effect of inhaled corticosteroids observed in combination with low doses of bronchodilators. Asthma is a chronic obstructive pulmonary disease (COPD). Asthma is one of the pathological diseases that related to changing in the airway resistance. High number of people affected with asthma all over the world and this amount keep growing. Asthma appeared in western countries as a serious public health problem over the last 20 years. Asthma symptoms are different from one person to another and most common on early morning and at night. They emerged as cough, wheezing, breathing difficulties and chest tightness.asthma.There are several risk factors for asthma. There are predisposing, contributory, causal and aggravating factors. Gender and atopy are associated with predisposing factors. House dust, insects, pets and fungus and some occupational factors can induce asthma symptoms. Medicines, food additives and birthing cold air can trigger to asthma disease. These factors related to the aggravating risk factors. There are 5 genes in the human genome linked with asthma phenotypes,s o asthma is a genetic disorder. Further investigations in genetic predisposition can help to find new effective treatment. ( H. Los, 1999). Asthma is widespread all over the world. In low and high developed countries. The most important role in asthma appearance is air pollution. Asthma cases are increasing worldwide, especially in the UK and The USA. According to World Health Organization statistic 235 million people live with asthma all over the world. The figure 1 below show the prevalence of asthma in different countries (Masoli, M, 2004). Nocturnal asthma: Forced vital capacity, volume of air that person can forcefully exhale at 1 second (FEV1) at night is decreased. Among 75% of asthmatics usually has

Description Of The UK Grocery Retailers Structure Essay

Description Of The UK Grocery Retailers Structure - Essay Example The essay "Description Of The UK Grocery Retailers Structure" talks about the structure of the UK grocery retailers - Tesco Plc. Type of bureaucratic and strict business structure or features is viewed within the organization of Tesco Plc. It is mainly due to its strict organizational features implemented by the dominant leader or manager, Mr. Philip Clarke. The leadership style of him not only enhanced the activities of the human resources but also amplified their coordination that helped the organization of Tesco Plc to attain optimum results in the future age. Hence, it might be stated that bureaucratic and post-bureaucratic features or traditions helped the organization of Tesco Plc to improve its market share in the entire globe. According to classical organizational theory, an organization is described as a social system or an association of employees or individual. It develops and expands, only if the workers or labors of the organization perform their duties in an appropriate way. This might facilitate the organization to improve its productivity in current and future days. However, growth and development of the organization offer a significant impact on the progress of the employees as well. This means that, if the employees get motivated towards their assigned duties then their level of performance and rankings might get enhanced. Similarly, due to increased efforts, the image of the organization might also get amplified. Thus, it might be stated that organizational development is a two-way process.

Ten Point Agenda in Basic Education Essay Example for Free

Ten Point Agenda in Basic Education Essay 1. 12-year Basic Education Cycle (K+12) Our President is planning to expand the basic education cycle, from a 10-year cycle to a globally-comparable 12 years, for our public school children. At present, we are the only country in Asia that has a 10-year cycle for basic education. Those who can afford basic education get into the best universities and the best jobs after graduation. 2. Universal preschooling for all All public school children will have preschool as their introduction to formal schooling by 2016, and he will make this available to all children regardless of income. With regards to pre-schooling, I think this program was implemented already by previous administration. We had already our Day Care Centers managed by Day Care Worker. This program is under the Department of Social Welfare and Development (DSWD) with the Municipal Nutrition Action Officer (MNAO) as the head of the Day Care Workers. 3. Madaris education (Madrasah) as a sub-system within the education system President Noynoy Aquino wants full basic education for all Muslim Filipino children. According to him, this is to give proper respect to their culture while providing a sound curriculum in English, Filipino, Science, and Math. Madaris education, with subjects in Arabic language and Islamic Values Education, can be integrated in our public school curriculum as additional subjects. 4. Technical vocational education as an alternative stream in senior high school. He will reintroduce technical-vocational education in our public high schools to better link schooling to local industry needs and employment. We need to provide an educational alternative to better prepare the students for the world of work. 5. â€Å"Every child a reader† by Grade 1 By the end of the next administration, every child must be a reader by Grade 1. At the core of our children’s non-learning problems is the inability to read properly. By the end of the next administration (SY 2015-16), every child passing pre-school must be a reader by Grade 1. I think this is the responsibility of the parents to teach their children how to read while at home. Modesty aside, our parents taught us how to read when we were still young even if they were just both an elementary graduate. 6. Science and Math proficiency Our President is also planning to rebuild the science and math infrastructure in schools so that we can produce more scientists, engineers, technicians, technologists and teachers in our universities so that this country can be more globally compatible in industry and manufacturing. To build a culture for science and math, he is also planning to promote science and math clubs and fairs. In our school, we have Student Technologist and Entrepreneur of the Philippines (STEP) Competition and Mathematics Week Celbration. 7. Assistance to private schools as essential partners in basic education The President is planning to expand government assistance to private education. A strong private school system will strengthen our public schools by providing parents an alternative and not adding to the overcrowding. One concrete example is the Fund for Assistance to Private Education (FAPE). They have this program Educational Service Contract (ESC). A student in a private school can apply as ESC Scholar provided that he or she is deserving to become a scholar. In other words, his/her academic records are good. I think, no grade below 80% is one of their requirements. Modesty aside, I was once an ESC scholar before when I was still in high school (ehem!). By the way, another requirement is the Income Tax Return (ITR) of the parents. 8. Medium of instruction rationalized President Aquino wanted the Philippines to become a trilingual nation: Learn English well and connect to the world. Learn Filipino well and connect to our country. He said: â€Å"Retain your dialect and connect with your heritage.† I think this will be realized. 9. Quality textbooks Our President also will not tolerate poor textbook quality in our schools. Textbooks will be judged by three criteria: quality, better quality, and more quality. Poor quality textbooks have no place in our schools according to him. I have noticed that some of our textbooks have wrong information. There was a time that I read a book and it says: â€Å"Clouds are blue.† Where in this world that you can find clouds with blue color? There are also some words that are misspelled. This will be the job of the National Book Review Board. They must see to it that all books have three criteria: quality, better quality, and more quality. 10. Covenant with the local governments to build more schools President Noynoy Aquino is planning to build more schools in areas where there are no public or private schools in partnership with local governments, as well address our persistent classroom and teacher shortages. We need more schools with smaller populations so that teachers, students and parents can form a real learning community. This time, there is now a Local School Board (LSB) with the District Supervisor as the Chairman and the Municipal Mayor as the Co-Chairman or vice versa. In our school, we have 5 teachers who are still LSB Funded.

The Nature of Sacrifice in the History and Ideology of Gush Emunim :: Israel Middle East Political Essays

The Nature of Sacrifice In The History And Ideology Of The Gush Emunim There can be no argument that by living in small settlements in the hostile and explosive West Bank and Gaza Strip, Gush Emunim settlers are making some sort of sacrifice. Surrounded no doubt by hostile Palestinians who feel that the Israelis are occupying their home, religious settlers face the potential for violence and death on a daily basis. In what is becoming a more perilous state of affairs in Israel with each suicide bombing, shooting spree, or IDF incursion into the Palestinian territories and refugee camps, perhaps no one on the Israeli side faces as constant a risk of danger than the Gush Emunim. This paper will attempt to examine the very nature of sacrifice that the Gush Emunim are involved in, as well as the biblical justification for this sacrifice. I also mean to explore the biblical justification the Gush Emunim may use to support their willingness to resort to violence against the Palestinians in defending this sacrifice. Their attitude towards their hostile neighbors is the same attitude their ancestors held about the Canaanites: â€Å"you must be expelled, whether peacefully or violently, because this is our land according to God.† In the history and ideology of the Gush Emunim, examples of both Nancy Jay’s communion sacrifice as well as Hubert and Mauss’s contractual sacrifice are plenty. The sacred violence as a cultural foundation about which Gil Bailie writes can also be found. Furthermore, Girard’s mimetic desire is evident in the competition between Jews and Muslims over the sacred space that is Jerusalem. The history of the G ush Emunim is a highly complex one, yet it can be much more clearly understood when its sacrificial systems and propensity for violence are explained using some of the authors whom we have read in class. Settlement in a hostile environment is the sacrificial risk they take. They have occupied the place of a sacrificial victim. The Palestinians represent the threat to their Messianic purpose. Background The Gush Emunim are not, contrary to popular myth, a political party in Israel. While over the course of their existence they have gained much political influence, they did not form to gain seats in the Knesset and change domestic or international policy. This all came later.

Arthur “Mr. Chips” Chipping, age 85 Essay

The venerable institution of Brookfield has grown a little poorer. Its memories have faded, just a little more swiftly than memories are apt to do, having lost its greatest memory-keeper. The teachers, the staff, and even the boys that passed through its halls, considered Arthur Chipping to be as much a part of Brookfield as the stone and mortar of its walls. However, in the end, he proved to be flesh and blood. Arthur Chipping died in his sleep today, at the age of 85, after a long life of service to the young men of England. Chipping was born in 1848. In 1870, at the age of twenty-two, Chipping â€Å"took his prep† at in the Big Hall of Brookfield, a boys’ public boarding school. It was at Brookfield that he remained until the end of his life, although he had retired in 1913, at the age of 65. Viewing hours will be between 7 p. m. and 9 p. m. tomorrow. Flower donations should be sent in care of Mrs. Wickett, Brookfield. Chipping was a master throughout his career, teaching classical history, Greek, and Latin for all of his 42 years at Brookfield. In 1900, Chipping briefly served there as Acting Head, following the sudden death of the Head of Brookfield, from pneumonia. Following his retirement in 1913, Chipping remained active at the school, attending important matches and dinners and taking it upon himself to prepare and edit a new Brookfeldian Directory (91). In 1916, Chipping returned to teaching at his old post, due to the teaching shortage created by the First World War. During this time, he acted as a stabilizing force for Brookfield, keeping, as he was fond of saying â€Å"a sense of proportion† about it when he was again appointed to Acting Head of Brookfield. He retired for a second time in 1918; this time his retirement was permanent. It would not be overstating the matter to say that Chipping, fondly known as â€Å"Mr. Chips,† was a once in a lifetime master. Only one other individual seems to approach his dedication: a Mr. William Balgarnie, a master at The Leys (Carroll par. 8), whose life was similar enough so that they seemed modeled after one another. Chipping leaves no living relatives. At 48, he met 25-year-old Katherine Bridges, an out of work governess, while walking at Great Gable. They married only a week before the autumn term began that year, not leaving themselves time for a honeymoon. It was Katherine who gave Chipping the nickname of â€Å"Mr. Chips. † She predeceased him after a brief marriage, while giving birth to their only child. Although he leaves no heirs, Chips once commented that he had â€Å"thousands† of children. All boys. Goodbye, Mr. Chips. You will be missed. Works Cited Carroll, Timothy. â€Å"Who was the real Mr. Chips? † 12 Sept. 2002. 6 June 2008. . Hilton, James. Goodbye, Mr. Chips. 1934. New York: Little, Br

Chapter 34 Priori Incantatem

Wormtail approached Harry, who scrambled to find his feet, to support his own weight before the ropes were untied. Wormtail raised his new silver hand, pulled out the wad of material gagging Harry, and then, with one swipe, cut through the bonds tying Harry to the gravestone. There was a split second, perhaps, when Harry might have considered running for it, but his injured leg shook under him as he stood on the overgrown grave, as the Death Eaters closed ranks, forming a tighter circle around him and Voldemort, so that the gaps where the missing Death Eaters should have stood were filled. Wormtail walked out of the circle to the place where Cedric's body lay and returned with Harry's wand, which he thrust roughly into Harry's hand without looking at him. Then Wormtail resumed his place in the circle of watching Death Eaters. â€Å"You have been taught how to duel. Harry Potter?† said Voldemort softly, his red eyes glinting through the darkness. At these words Harry remembered, as though from a former life, the dueling club at Hogwarts he had attended briefly two years ago†¦.All he had learned there was the Disarming Spell, â€Å"Expelliarmus†Ã¢â‚¬ ¦and what use would it be to deprive Voldemort of his wand, even if he could, when he was surrounded by Death Eaters, outnumbered by at least thirty to one? He had never learned anything that could possibly fit him for this. He knew he was facing the thing against which Moody had always warned†¦the unblockable Avada Kedavra curse – and Voldemort was right – his mother was not here to die for him this time†¦.He was quite unprotected†¦. â€Å"We bow to each other. Harry,† said Voldemort, bending a little, but keeping his snakelike face upturned to Harry. â€Å"Come, the niceties must be observed†¦.Dumbledore would like you to show manners†¦.Bow to death, Harry†¦.† The Death Eaters were laughing again. Voldemort's lipless mouth was smiling. Harry did not bow. He was not going to let Voldemort play with him before killing him†¦he was not going to give him that satisfaction†¦. â€Å"I said, bow,† Voldemort said, raising his wand – and Harry felt his spine curve as though a huge, invisible hand were bending him ruthlessly forward, and the Death Eaters laughed harder than ever. â€Å"Very good,† said Voldemort softly, and as he raised his wand the pressure bearing down upon Harry lifted too. â€Å"And now you face me, like a man†¦straight-backed and proud, the way your father died†¦. â€Å"And now – we duel.† Voldemort raised his wand, and before Harry could do anything to defend himself, before he could even move, he had been hit again by the Cruciatus Curse. The pain was so intense, so all-consuming, that he no longer knew where he was†¦.White-hot knives were piercing every inch of his skin, his head was surely going to burst with pain, he was screaming more loudly than he'd ever screamed in his life – And then it stopped. Harry rolled over and scrambled to his feet; he was shaking as uncontrollably as Wormtail had done when his hand had been cut off; he staggered sideways into the wall of watching Death Eaters, and they pushed him away, back toward Voldemort. â€Å"A little break,† said Voldemort, the slit-like nostrils dilating with excitement, â€Å"a little pause†¦That hurt, didn't it. Harry? You don't want me to do that again, do you?† Harry didn't answer. He was going to die like Cedric, those pitiless red eyes were telling him so†¦he was going to die, and there was nothing he could do about it†¦but he wasn't going to play along. He wasn't going to obey Voldemort†¦he wasn't going to beg†¦. â€Å"I asked you whether you want me to do that again,† said Voldemort softly. â€Å"Answer me! Imperio!† And Harry felt, for the third time in his life, the sensation that his mind had been wiped of all thought†¦.Ah, it was bliss, not to think, it was as though he were floating, dreaming†¦just answer no†¦say no†¦just answer no†¦. I will not, said a stronger voice, in the back of his head, I won't answer†¦. Just answer no†¦. I won't do it, I won't say it†¦. Just answer no†¦. â€Å"I WON'T!† And these words burst from Harry's mouth; they echoed through the graveyard, and the dream state was lifted as suddenly as though cold water had been thrown over him – back rushed the aches that the Cruciatus Curse had left all over his body – back rushed the realization of where he was, and what he was facing†¦. â€Å"You won't?† said Voldemort quietly, and the Death Eaters were not laughing now. â€Å"You won't say no? Harry, obedience is a virtue I need to teach you before you die†¦.Perhaps another little dose of pain?† Voldemort raised his wand, but this time Harry was ready; with the reflexes born of his Quidditch training, he flung himself sideways onto the ground; he rolled behind the marble headstone of Voldemort's father, and he heard it crack as the curse missed him. â€Å"We are not playing hide-and-seek, Harry,† said Voldemort's soft, cold voice, drawing nearer, as the Death Eaters laughed. â€Å"You cannot hide from me. Does this mean you are tired of our duel? Does this mean that you would prefer me to finish it now, Harry? Come out, Harry†¦come out and play, then†¦it will be quick†¦it might even be painless†¦I would not know†¦I have never died†¦.† Harry crouched behind the headstone and knew the end had come. There was no hope†¦no help to be had. And as he heard Voldemort draw nearer still, he knew one thing only, and it was beyond fear or reason: He was not going to die crouching here like a child playing hide-and-seek; he was not going to die kneeling at Voldemort's feet†¦he was going to die upright like his father, and he was going to die trying to defend himself, even if no defense was possible†¦. Before Voldemort could stick his snakelike face around the headstone. Harry stood up†¦he gripped his wand tightly in his hand, thrust it out in front of him, and threw himself around the headstone, facing Voldemort. Voldemort was ready. As Harry shouted, â€Å"Expelliarmus!† Voldemort cried, â€Å"Avada Kedavra!† A jet of green light issued from Voldemort's wand just as a jet of red light blasted from Harry's – they met in midair – and suddenly Harry's wand was vibrating as though an electric charge were surging through it; his hand seized up around it; he couldn't have released it if he'd wanted to – and a narrow beam of light connected the two wands, neither red nor green, but bright, deep gold. Harry, following the beam with his astonished gaze, saw that Voldemort's long white fingers too were gripping a wand that was shaking and vibrating. And then – nothing could have prepared Harry for this – he felt his feet lift from the ground. He and Voldemort were both being raised into the air, their wands still connected by that thread of shimmering golden light. They glided away from the tombstone of Voldemort's father and then came to rest on a patch of ground that was clear and free of graves†¦.The Death Eaters were shouting; they were asking Voldemort for instructions; they were closing in, reforming the circle around Harry and Voldemort, the snake slithering at their heels, some of them drawing their wands – The golden thread connecting Harry and Voldemort splintered; though the wands remained connected, a thousand more beams arced high over Harry and Voldemort, crisscrossing all around them, until they were enclosed in a golden, dome-shaped web, a cage of light, beyond which the Death Eaters circled like jackals, their cries strangely muffled now†¦. â€Å"Do nothing!† Voldemort shrieked to the Death Eaters, and Harry saw his red eyes wide with astonishment at what was happening, saw him fighting to break the thread of light still connecting his wand with Harry's; Harry held onto his wand more tightly, with both hands, and the golden thread remained unbroken. â€Å"Do nothing unless I command you!† Voldemort shouted to the Death Eaters. And then an unearthly and beautiful sound filled the air†¦.It was coming from every thread of the light-spun web vibrating around Harry and Voldemort. It was a sound Harry recognized, though he had heard it only once before in his life: phoenix song. It was the sound of hope to Harry†¦the most beautiful and welcome thing he had ever heard in his life†¦.He felt as though the song were inside him instead of just around him†¦.It was the sound he connected with Dumbledore, and it was almost as though a friend were speaking in his ear†¦. Don't break the connection. I know. Harry told the music, I know I mustn't†¦but no sooner had he thought it, than the thing became much harder to do. His wand began to vibrate more powerfully than ever†¦and now the beam between him and Voldemort changed too†¦it was as though large beads of light were sliding up and down the thread connecting the wands – Harry felt his wand give a shudder under his hand as the light beads began to slide slowly and steadily his way†¦.The direction of the beams movement was now toward him, from Voldemort, and he felt his wand shudder angrily†¦. As the closest bead of light moved nearer to Harry's wand tip, the wood beneath his fingers grew so hot he feared it would burst into flame. The closer that bead moved, the harder Harry's wand vibrated; he was sure his wand would not survive contact with it; it felt as though it was about to shatter under his fingers – He concentrated every last particle of his mind upon forcing the bead back toward Voldemort, his ears full of phoenix song, his eyes furious, fixed†¦and slowly, very slowly, the beads quivered to a halt, and then, just as slowly, they began to move the other way†¦and it was Voldemort's wand that was vibrating extra-hard now†¦Voldemort who looked astonished, and almost fearful†¦. One of the beads of light was quivering, inches from the tip of Voldemort's wand. Harry didn't understand why he was doing it, didn't know what it might achieve†¦but he now concentrated as he had never done in his life on forcing that bead of light right back into Voldemort's wand†¦and slowly†¦very slowly†¦it moved along the golden thread†¦it trembled for a moment†¦and then it connected†¦. At once, Voldemort's wand began to emit echoing screams of pain†¦then – Voldemort's red eyes widened with shock – a dense, smoky hand flew out of the tip of it and vanished†¦the ghost of the hand he had made Wormtail†¦more shouts of pain†¦and then something much larger began to blossom from Voldemort's wand tip, a great, grayish something, that looked as though it were made of the solidest, densest smoke†¦.It was a head†¦now a chest and arms†¦the torso of Cedric Diggory. If ever Harry might have released his wand from shock, it would have been then, but instinct kept him clutching his wand tightly, so that the thread of golden light remained unbroken, even though the thick gray ghost of Cedric Diggory (was it a ghost? it looked so solid) emerged in its entirety from the end of Voldemort's wand, as though it were squeezing itself out of a very narrow tunnel†¦and this shade of Cedric stood up, and looked up and down the golden thread of light, and spoke. â€Å"Hold on. Harry,† it said. Its voice was distant and echoing. Harry looked at Voldemort†¦his wide red eyes were still shocked†¦he had no more expected this than Harry had†¦and, very dimly. Harry heard the frightened yells of the Death Eaters, prowling around the edges of the golden dome. More screams of pain from the wand†¦and then something else emerged from its tip†¦the dense shadow of a second head, quickly followed by arms and torso†¦an old man Harry had seen only in a dream was now pushing himself out of the end of the wand just as Cedric had done†¦and his ghost, or his shadow, or whatever it was, fell next to Cedric's, and surveyed Harry and Voldemort, and the golden web, and the connected wands, with mild surprise, leaning on his walking stick†¦. â€Å"He was a real wizard, then?† the old man said, his eyes on Voldemort. â€Å"Killed me, that one did†¦.You fight him, boy†¦.† But already, yet another head was emerging†¦and this head, gray as a smoky statue, was a woman's†¦.Harry, both arms shaking now as he fought to keep his wand still, saw her drop to the ground and straighten up like the others, staring†¦. The shadow of Bertha Jorkins surveyed the battle before her with wide eyes. â€Å"Don't let go, now!† she cried, and her voice echoed like Cedric's as though from very far away. â€Å"Don't let him get you, Harry – don't let go!† She and the other two shadowy figures began to pace around the inner walls of the golden web, while the Death Eaters flitted around the outside of it†¦and Voldemort's dead victims whispered as they circled the duelers, whispered words of encouragement to Harry, and hissed words Harry couldn't hear to Voldemort. And now another head was emerging from the tip of Voldemort's wand†¦and Harry knew when he saw it who it would be†¦he knew, as though he had expected it from the moment when Cedric had appeared from the wand†¦knew, because the man appearing was the one he'd thought of more than any other tonight†¦. The smoky shadow of a tall man with untidy hair fell to the ground as Bertha had done, straightened up, and looked at him†¦and Harry, his arms shaking madly now, looked back into the ghostly face of his father. â€Å"Your mother's coming†¦Ã¢â‚¬  he said quietly. â€Å"She wants to see you†¦it will be all right†¦hold on†¦.† And she came†¦first her head, then her body†¦a young woman with long hair, the smoky, shadowy form of Lily Potter blossomed from the end of Voldemort's wand, fell to the ground, and straightened like her husband. She walked close to Harry, looking down at him, and she spoke in the same distant, echoing voice as the others, but quietly, so that Voldemort, his face now livid with fear as his victims prowled around him, could not hear†¦. â€Å"When the connection is broken, we will linger for only moments†¦but we will give you time†¦you must get to the Portkey, it will return you to Hogwarts†¦do you understand, Harry?† â€Å"Yes,† Harry gasped, fighting now to keep a hold on his wand, which was slipping and sliding beneath his fingers. â€Å"Harry†¦Ã¢â‚¬  whispered the figure of Cedric, â€Å"take my body back, will you? Take my body back to my parents,†¦Ã¢â‚¬  â€Å"I will,† said Harry, his face screwed up with the effort of holding the wand. â€Å"Do it now,† whispered his father's voice, â€Å"be ready to run†¦do it now†¦.† â€Å"NOW!† Harry yelled; he didn't think he could have held on for another moment anyway – he pulled his wand upward with an almighty wrench, and the golden thread broke; the cage of light vanished, the phoenix song died – but the shadowy figures of Voldemort's victims did not disappear – they were closing in upon Voldemort, shielding Harry from his gaze – And Harry ran as he had never run in his life, knocking two stunned Death Eaters aside as he passed; he zigzagged behind headstones, feeling their curses following him, hearing them hit the headstones – he was dodging curses and graves, pelting toward Cedric's body, no longer aware of the pain in his leg, his whole being concentrated on what he had to do – â€Å"Stun him!† he heard Voldemort scream. Ten feet from Cedric, Harry dived behind a marble angel to avoid the jets of red light and saw the tip of its wing shatter as the spells hit it. Gripping his wand more tightly, he dashed out from behind the angel – â€Å"Impedimenta!† he bellowed, pointing his wand wildly over his shoulder at the Death Eaters running at him. From a muffled yell, he thought he had stopped at least one of them, but there was no time to stop and look; he jumped over the cup and dived as he heard more wand blasts behind him; more jets of light flew over his head as he fell, stretching out his hand to grab Cedric's arm†¦ â€Å"Stand aside! I will kill him! He is mine!† shrieked Voldemort. Harry's hand had closed on Cedric's wrist; one tombstone stood between him and Voldemort, but Cedric was too heavy to carry, and the cup was out of reach – Voldemort's red eyes flamed in the darkness. Harry saw his mouth curl into a smile, saw him raise his wand. â€Å"Accio!† Harry yelled, pointing his wand at the Triwizard Cup. It flew into the air and soared toward him. Harry caught it by the handle – He heard Voldemort's scream of fury at the same moment that he felt the jerk behind his navel that meant the Portkey had worked – it was speeding him away in a whirl of wind and color, and Cedric along with him†¦.They were going back.

Free Essays on Minimal Spanning Tree Uses

Minimal Spanning Tree Paper Minimal spanning trees are extremely useful in today’s workplace. Having multiple uses makes a minimal spanning tree an optimal choice in many situations where objects need to be connected with electricity, or a power source. One situation which comes to mind first in which a minimal spanning tree would be optimal would be if an old building was only wired for dial-up internet and the president of the company, who owned the building, wanted his employees to be current in new technology. The president decides to install DSL lines and networking lines in order to connect all his employees, so that they can share files. The engineer in charge of the project would need to use a minimal spanning tree to save the maximum amount of money in connecting computers in one building together with wires for networking and DSL lines. One would want to use a minimal spanning tree in order to find the most inexpensive way to wire all computers to one network. The vertices in the problem would be the computers because that is what we would want to wire to the network and DSL lines. The edges would be the wires connecting each of the computers inside the building. The graph would be weighted by the price of cables and the amount of money the man-power costs to install the cables into the wall and to cosmetically fix the wall after installation. By using the afore mentioned vertices, edges, and weights the engineer in charge of the project would use the least monetary funds possible, thus completing his task.... Free Essays on Minimal Spanning Tree Uses Free Essays on Minimal Spanning Tree Uses Minimal Spanning Tree Paper Minimal spanning trees are extremely useful in today’s workplace. Having multiple uses makes a minimal spanning tree an optimal choice in many situations where objects need to be connected with electricity, or a power source. One situation which comes to mind first in which a minimal spanning tree would be optimal would be if an old building was only wired for dial-up internet and the president of the company, who owned the building, wanted his employees to be current in new technology. The president decides to install DSL lines and networking lines in order to connect all his employees, so that they can share files. The engineer in charge of the project would need to use a minimal spanning tree to save the maximum amount of money in connecting computers in one building together with wires for networking and DSL lines. One would want to use a minimal spanning tree in order to find the most inexpensive way to wire all computers to one network. The vertices in the problem would be the computers because that is what we would want to wire to the network and DSL lines. The edges would be the wires connecting each of the computers inside the building. The graph would be weighted by the price of cables and the amount of money the man-power costs to install the cables into the wall and to cosmetically fix the wall after installation. By using the afore mentioned vertices, edges, and weights the engineer in charge of the project would use the least monetary funds possible, thus completing his task....

Interpreting Experiments Questions in ACT Science

Interpreting Experiments Questions in ACT Science SAT / ACT Prep Online Guides and Tips Like most ACT Science questions, Interpreting Experiments don’t require you to understand the hard science behind the experiments. Instead, these Interpreting Experiments questions will give one interpretation of part of the passage and ask you whether that interpretation is true or not, using the data from the experiment. These questions have a predictable pattern to the question and answers, which you can use to your advantage. In this article, I'll cover the general format of Interpreting Experiments Questions, solve several ACT Science practice questions, and provide ACT Science tips to answer these questions. Format of Interpreting Experiments Questions These types of questions are usually stated in a variety of ways such as: Is the statement "_______" consistent with Figure 1? A researcher hypothesized that ________. Do the results of study 2 support this hypothesis? However, answer choices will typically appear in the same format: Yes, because of statement A. Yes, because of statement B. No, because of statement A. No, because of statement B. Most students who miss these kinds of questions jump the gun by deciding quickly on Yes or No before really looking at the data. As I mentioned earlier, answering these questions requires interpreting the data presented in figures and text and deciding whether the data support or contradict the hypothesis. Note: not all questions have answer choices where statements A and B are opposites. In some more difficult Interpreting Science questions, the answer choices may read: Yes, because of statement A. Yes, because of statement B. No, because of statement C. No, because of statement D. This is slightly more difficult since you can't rule out answers as easily, but you can solve it with the same strategy- consider whether each statement is true or false. Then, consider whether the true statements support the hypothesis in the question or not. We will attack these higher level interpreting experiments question next: ACT Science Practice Questions Interpreting Experiments Question #1 Notice how the 4 answer choices each have three parts (they do not fit the standard format). The first part is a Yes or No, answering as to whether the experiments support the hypothesis. The second part is statement A ("as capacitance increased, the time required increased") or B ("as capacitance increased, the time required decreased"). The final part is whether statement A or B was proven by experiment 1 or 2. The 4 answer choices are created by pairing a Yes or No with either statement A or B plus Experiment 1 or 2. The ACT is counting on you to get confused in your thinking. You might get excited and pick, Yes, but get the second half of the answer wrong. We'll avoid this mistake by breaking down the question into three parts. First, we're going to figure out whether statement A or B is true. Notice how in this case statement A and B are opposites. A states that time increased, but B states that time decreased. A and B can't both be true at the same time! So our first step is to use the data to figure out whether option A or B is true. Let's check out the corresponding figures: Table 1 corresponds to Experiment 1 and Table 2 corresponds to Experiment 2: Well, according to Table 2, as capacitance increases, time required to reach a certain voltage across the capacitor increases, so we can eliminate answer choices C and D. By eliminating C and D, we have also eliminated the normal next step in this problem, which is deciding yes or no. We are only left with yes, so the answer must be yes. Which makes sense since the hypothesis sets up a new experiment the same way and finds as capacitance increase time increases, so, yes, it is supported by the experiments since it had the exact same finding. Now, the only difference between the two remaining answer choices A and B is whether the statement came from experiment 1 or 2. Since the data came from Table 2 and Table 2 represented the data from Experiment 2, B is the answer. By taking this approach, we avoid the most common careless mistake of jumping to pick yes or no without making sure the explanation matches. Interpreting Experiments Question #2 Now, that we’ve tried a more formulaic interpreting experiments question, let’s try one where the answer choice all have different explanations: Note: This matches that second type of question we discussed above: Yes, because of statement A. Yes, because of statement B. No, because of statement C. No, because of statement D. The first part of the question is a Yes or No answering whether the data support her claim. Second, is whether statement F, G, H, or J support or do not support her claim. Now, we're going to figure out whether statement F, G, H, or J is true. So, our first step is to use the data in Figure 3 and 4 to figure out whether option F, G, H, or J is true. Let's check out the corresponding figures: To solve this problem, let’s look at each statement F, G, H, and J individually. F- the acceleration factor is dependent on enzyme concentration, but not on substrate concentration. Looking at figure 4 and at the line for Enzyme B (since the hypothesis claim refers to Enzyme B), we see that as enzyme concentration increases so does acceleration factor, until it sort of even outs or increases more slowly. Figure 3 looks similar; looking at the line for Enzyme B (since the hypothesis claim refers to Enzyme B), we see that as substrate concentration increases so does acceleration factor until it sort of even outs or increases more slowly. So the acceleration factor for Enzyme B is dependent on both enzyme and substrate concentration. We know F is definitely not the answer. G- the acceleration factor is not dependent on either enzyme or substrate concentration. We know this is false from our last finding. H- the acceleration factor is dependent on enzyme concentration, but not on substrate concentration. Also, false according to our initial finding. J- the acceleration factor is dependent on both enzyme and substrate concentration. This matches our finding, so it is the answer! Let’s review the steps to make sure you have this process down: Summary of ACT Science Tips for Interpreting Experiments Questions To solve Interpreting Experiments questions, we need to: Break down the answer choices into Yes/No + Statement A/B(C/D). Decide whether Statement A or B (or C or D) is true. If possible, rule out 2 answer choices. For the statement that is true, decide whether the hypothesis in the question is true or false. Pick the only remaining answer! What’s Next? I hope you feel ready to interpret any experiment! Check out the other types of questions on the ACT Science section such as factual questions, interpreting trends questions, and experimental design and hypothetical change questions. Looking for overall ACT Science review? Read our complete guide to the section. Taking the ACT really soon? Check out our guide to cramming. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Science lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Pleaes .Require ....Paraphrase..rewrttin...Reflection 300 word Essay

Pleaes .Require ....Paraphrase..rewrttin...Reflection 300 word - Essay Example This helped me finish my work with complete patience. I was able to deliver my best, and score the most accordingly. There were quite a lot of assignments in which I had to reflect upon my experiences. In the start, reflective tasks seemed very difficult to accomplish. As I started to be less critical about the formal tone of writing, my reflection writing skill flourished. I would let go of grammatical errors and would instead, concentrate more upon the concept, theme and evaluation of experience. This earned me good grades. In this course, I learned how to improve teamwork in medical imaging by reflecting upon past experiences, identifying the faults, and realizing suitable alternatives for future. One of the lessons that I learned was that conflicts are inevitable in group work, though one can put effort to make them functional rather than dysfunctional. Concluding, I appreciate having learnt a lot in the last semester. The lectures were highly informative and were given by some o f the most successful and well reputed scientists. I had seen some of them on television before attending their lectures on campus. As lecturers kept changing from one lecture to another, students would not be bored. I am optimistic that the referencing styles, reflection writing, working in group and presentation making which I have learnt in the last semester would be very useful to me in my future practice. ..

Enterprise in events Essay Example | Topics and Well Written Essays - 2500 words - 1

Enterprise in events - Essay Example There are also many theories that have come up and they are trying to discuss the real meaning of an entrepreneur. Reasons that have made it difficult to discuss this time is the fact like, why are some people able to start business while others cannot. Also what’s the reason why some businesses succeed while others selling the same products cannot? These are a few of the asked questions when defining who an entrepreneur is. However, this paper will focus on describing what an enterprise is. From the point of what is an enterprise, it will also discuss the possible theories that describing the meaning who is an entrepreneur. Finally this paper will also focus on the real meaning of entrepreneurship as from different literature reviews. Many people are currently managing very big enterprises. Most of these enterprises are successful and they are gaining a lot of profit from them. The main goal of every business is to gain profit. Before we talk about how this businesses are ran, it is important to describe what an enterprise is. From business point of view, enterprise is the measures that are used to encourage people on how to be good entrepreneurs. It also involve spotting ideas and looking for the best ways in which to transform these ideas into reality (King, 2002 p. 23). Therefore, it is important for every enterprise to ensure that profits are maximized. To achieve these goals, all forces of production have to be considered. These goals are achieved through entrepreneurs’ hard work and determination. However, entrepreneurs are the ones who make enterprises run. The big question is, â€Å"who are these entrepreneurs?† To describe who really is an entrepreneur, there are some factors that have to be considered first. There some approaches that can be used to describe an entrepreneur. One of the theories that can be used to describe entrepreneurs is the trait theory. This theory describes

Reflection using Gibbs model Essay Example | Topics and Well Written Essays - 3000 words

Reflection using Gibbs model - Essay Example Moreover, with the assistance of reflection practice, healthcare workers will be facilitated with the opportunity of enhancing care quality and developing professional and the personal traits (DHB, 2013; White & et. al., 2012). The Gibbs model is a recognised as a ‘model of reflection’ used by healthcare professionals. Healthcare professionals with the assistance of Gibbs model are able to have a clear and concise understanding about their experiences and practices. The Gibbs model comprises six stages which include description, feelings, evaluation, analysis, conclusion and action plan. On the basis of Gibbs model, healthcare professionals are able to identify their optimistic and the pessimistic aspects and develop problem-solving capabilities. Additionally, the model will assist in building their confidence and thought process, so that healthcare professionals are able to execute care and treatment activities ethically incorporating the current practices. It is usually a process on the basis of which healthcare professionals are able to ascertain their experiences with the aim of obtaining insights in relation to their practices and current practices (Finlay, 2008). The paper will emphasize on the model of reflection initiated by Graham Gibbs with the intention of assisting healthcare professionals in having better assessment of their activities so that healthcare professionals can enhance their competencies in offering care and treatment in an ethical as well as professional manner. The study will be a reflection of the activities, which have led me to a trouble being a registered nurse. Gibbs Model The reflective cycle of the Gibbs model is an important approach towards reflection. The six stages of the model assist in developing self-refection questions with the objective of identifying the loopholes by assessing personal experiences and practices (Queen Margaret University, 2013). Gibbs Model of Reflection Source: (Queen Margaret University, 2013) Stage 1: Description I was working in a healthcare facility in the community as a registered staff nurse. I work in a competent and effective manner with the objective of providing adequate care and treatment to patients appropriately. Additionally, I used to seek that I am able to offer care on the basis of the needs of the patients. I provide care and treatment in accordance with current practices and standards as recognised by the medical facility and council. I was assigned with the task of visiting a patient for wound dressing. In this context, on visiting the patient, I gave the patient my phone number to contact m e personally in future for any problem in relation to her wound. This incident is considered as an unethical practice in my professional boundary. Moreover, there is another incident where I was on a sick leave but I planned to work for another medical agency during my leave period as I was under financial pressure for my family. This incident was determined as a dishonest practice on the ground of my profession. On the basis of these two incidents ‘Nursing and Midwifery Council’ (NMC) has suspended me and I was offered with training services in relation to professional boundary in nursing. The NMC has developed set of practices and standards on the basis of, which education standards, the register, the code and fitness to practice are to be adhered. These

Migrants Push Pull

Migrants Push Pull This report is a summary of the presentation given in tutorial class on 2 November 2009 (Appendix 4).  Ã‚   The Push Pull factors upon migrants have occurred throughout history in all nations.   Recent events including World War 2, the establishment of the European Union (EU), economic boom in Dubai, and the growth industry of the international student in Australia. Theorists, such as Klaus Zimmermann, Michael Vogler and Ralph Rotte have helped define the push and pull forces on migration, which in turn, allows governments to identify opportunities to better manage immigration policy. Historical Population Flows UK and Australia. England is what it is today, due to several waves of immigrants.   Romans in 43AD, who took three attempts before settling in the country, then 700 to 1100AD Norwegian, Danish and Swedish immigrants, arrived as a group called the Vikings.   When King Edward died in 1066, William arrived from Normandy, killing his half-brother Harold (Battle of Hastings), and became King, also, William the Conqueror (Ouedraogo, 2009).   During the seventeenth to nineteenth centuries, as England and other countries were expanding their colonies and building on world trade routes, Australia was re-discovered and settled by Arthur Phillip in 1788.   Australias gold rush in the 1850s saw Chinese immigrants arrive in Australia.   As the gold started to run racial tensions grew among the miners.   The bombing of Darwin, Australia, by the Japanese in 1942, was the precursor for Australian politicians to increase the population by opening the doors to immigration; Populate or Perish (Time, 1952). Current Events Europe, Dubai (UAE), and Australia There are migrants, refugees and asylum seekers, currently living in camps in Calais, France, awaiting an opportunity to enter the UK (Lescure, 2009).   Reasons for their current position include the living and working opportunities in their home countries and what they can achieve in the UK.   Immigration minister, Phil Woolas, is quoted as saying that the Calais people must be illegal immigrants otherwise they would have claimed asylum in France or the first EU country they come to (Travis, 2009).   Cross-border immigration is not just a French problem, but a European and international one.   Cause for migration, as identified by the UNHCR (United Nations High Commissioner for Refugees) include fleeing violence, persecution, economic and family reasons (Lescure, 2009).   In addition, Zimmermann (1994, p. 321) identifies an EU treaty stating that four freedoms be observed; the free movement of people, capital, goods and services. Economic boom conditions not only require financial capital but also human capital.  Ã‚   Cheap workers from India and Pakistan have been allowed in to the United Arab Emirates (in particular Dubai under strict conditions) to work as building labourers to help meet this regions growth.   Workers seek better pay then are possible at home and are willing to travel to seek employment.   Despite the human factors (living conditions, wages and separation from family) associated for such migration, remittances back to the workers home country can be very valuable with Indians return US$27 billion (updated remittances table see World Bank 2008 Appendix 1). Current immigration policy in Australia is to use international students as a means of increasing the population.   With an estimated 70,000 Indian students, the economic benefit to the host community is valued at AUD$14.35 billion.   This makes International students the third largest industry in Australia (Bryant, 2009).   Prime Minister of Australia, Kevin Rudd, confirmed the importance of international students, in particular the Indian student, by saying that our Indian community has been such a vital contributor to our culture, to our life, to our food, to our music (Bryant, 2009).   Reasons behind the increasing student numbers include high quality education, affordability, internationally recognised degrees, higher job opportunities, and scenery (Maps of India.com, 2009). Push Pull Effects on Migration One of the recognised pioneers in migration theory is that of Ernest George Ravenstein in his paper titled Laws of Migration (Corbett, 2009).   Although immigration appeared to go on without any definite law (Op. Cit., p.1) Ravenstein attempted to explain and predict movement between and within nations.   The issue of migration had become more important during the nineteenth century as industrialisation was growing (Ravensteins Laws Appendix 2). From Ravensteins theory, the push pull concept was developed.   Adverse conditions in their home or source country push people out, and favourable conditions in the host country pull people in (Jrank, n.d.).   Factors that stimulate these conditions include political (skill requirement of nation, asylum seeking), economic (employment, living standards), and cultural (education, acceptance). A more economic approach to immigration push-pull theory has been illustrated by Klaus Zimmermann (1994).   He defines internal factors affecting aggregate demand that cause migration to be pull migration (Op. Cit., p. 314).   Furthermore, internal and external factors that affect the aggregate supply are considered push migration (Op. Cit., p. 315).   Where substitutability exists between foreign and domestic labour, there will be less pressure on wage inflation.   Zimmermann describes migrants as complements to native workers leading to higher native productivity and that immigrants provide a positive multiplier effect within the economy (Op. Cit., p. 327). Research by Vogler and Rotte (2000) consider the large income differentials between loess developed nations to industrialised nations, and why there has not been more migration.   Despite the socio-economic factors driving push migration, there is overwhelming migration impeding factors (Op. Cit., p. 487) that counteracts the demand pull factors.   Vogel Rotte conclude that there is an inverse u-shaped relationship between development [of lower developed countries] and migration (Op. Cit., p. 507). Impact of immigration Demand for workers for low-skilled jobs has been met partly through migration (OECD, 2008a).   This area of migration draws into consideration the effects on brain drain, remittances, as discussed above, and treatment of lesser skilled workers in the host country.   A migrant who returns to their home country will also take home acquired knowledge.   This leaves the host country seeking to replace this knowledge.   If these jobs are not filled by natives, further opportunity exists for migrants.   Remittances greatly improve the welfare of associates in the home country.   This spread of benefits allows greater transfer among more people than if immigration had not occurred (OECD 2008a, and Appendix 3). In addition to the points based system (UK Border Agency, 2009), Migration Advisory Board (MAC) and the Migration Impacts Forum (MIF),   are two UK Government departments that have been created to address the issue of satisfying skill level requirements and migration policies are the.   MAC identifies labour market shortage areas where immigration might ease skill gaps.   MIF assesses the wider, more qualitative, social implications of immigration (Byrne, 2007) (Appendix 3).   The impact on immigration during this economic crisis is likely to reverse the recent increase in labour migration.   Previous years of growth and prosperity saw labour migration address labour shortages from the aging population issues and skill shortages.   In the near future, unemployment rates are expected to reach double-digit levels and the argument is that government policy needs to be able to respond efficiently to labour market needs.   Migration is not a tap that be turned on and off at will (OECD, 2009).  Ã‚   Governments are being asked to keep their ports of entry open and not use this issue for electoral ends (ONeil, 2009). Conclusion Immigration fluctuations are related to political, economic and cultural factors that create a pull or push effect.   With greater understanding of a nations own capabilities, migration patterns should be more predictable and more correlated to their own economies and regard immigrants as an important factor of production (OECD 2008b).   Globalisation affects everyone, and correct government policies will provide solutions to not only todays conditions, but also tomorrows (OECD 2008b).   Migration is not a tap to be turned on and off at will. The creation of MAC and MIF will go a long way to promote a freer and fairer movement of people throughout the world. Word Count: 1178 References Bryant, N. (2009), Australia foreign student abuse proves expensive, BBC news online, accessed 1 November 2009, http://news.bbc.co.uk/1/hi/programmes/newsnight/8242739.stm; Byrne, L., (2007), How the Migration Impacts Forum fits with Wider decision-making on immigration, UK Border Agency, accessed online 11 December 2009,   http://www.ukba.homeoffice.gov.uk/sitecontent/documents/managingourborders/mif/papersandagendas/21june2007/decisionmaking.pdf?view=Binary; Corbett, J. (2001), Earnest George Ravenstein: The Laws of Migration, 1885, CSISS, accessed online 1 November 2009, http://www.csiss.org/classics/content/90; Granite5, Creative websites and emarketing solutions, 2009, logo for company used on cover page, accessed online 8 December 2009 http://www.granite5.com/index.php?pageid=2; JRank n.d., Migration Theories of Migration, Marriage and Family Encyclopaedia, accessed online 1 November 2009, http://family.jrank.org/pages/1170/Migration-Theories-Migration.html; Lescure, M (2009), UNHCR returns to Calais to provide migrants, refugees with information, accessed online from the UNHCR on 1 November 2009, http://www.unhcr.org/4a3914c86.html; Maps of India.com (2009), Higher Education in Australia for Indian Students, accessed online 1 November 2009, http://business.mapsofindia.com/trade-relations/india-australia/higher-education-in-australia-for-indian-students.html; OECD (2008a), Temporary Labour Migration: An Illusory Promise?, International Migration Outlook 2008, editorial, accessed online 1 November 2009, http://oecd.org/document/3/0,3343,en_2649_33931_41241219_1_1_1_37415,00.htm; OECD (2008b), Tailor Immigration policies to future needs, says OECD, accessed online 30 October 2009, http://www.oecd.org/document/61/0,3343,en_2649_37415_41288829_1_1_1_1,00.html; OECD (2009), Addressing the Present, Preparing the Future, International Migration Outlook 2009, editorial, accessed online 1 November 2009, http://oecd.org/document/3/0,3343,en_2649_33931_43009971_1_1_1_37415,00.htm#STATISTICS; ONeil, P. (2009), Dont let economic crisis disrupt immigration: OECD, TIREC (Toronto Region Immigration employment Council), accessed online 30 October 2009, http://www.triec.ca/news/story/226; Ouedraogo, D. (2009), Immigration to UK A Brief History of Migrants: Migrants to Britain of Romans, Irish, Italians, Jews to EU visitors, suite101 online article 13 October 2009, accessed online 1 November 2009, http://ukirishhistory.suite101.com/article.cfm/immigration_to_uk_a_brief_history_of_migrants; Simon, J Sala-i-Martin, X. (1995), Comment on European Migration: Push And Pull by Zimmermann, World Bank conference 1995, accessed online 1 November 2009, http://www-wds.worldbank.org/external/default/main?pagePK=64193027piPK=64187937theSitePK=523679menuPK=64187510searchMenuPK=64187283theSitePK=523679entityID=000009265_3970716143912searchMenuPK=64187283theSitePK=523679; Time Magazine, (1952), Australia: Populate or Perish, accessed online 11 December 2009, http://www.time.com/time/magazine/article/0,9171,857312,00.html; Travis, A. (2009), The Calais camps will not go away, The Guardian.co.uk, online article Tuesday 22 September 2009, accessed online 30 October 2009, http://www.guardian.co.uk/world/2009/sep/22/calais-camps-willnot-go-away; UK Border Agency, How the points-base system works, Home Office UK Government, accessed 1 November 2009, http://www.bia.homeoffice.gov.uk/managingborders/managingmigration/apointsbasedsystem/howitworks; Vogler, M., Rotte, R., (2000), The effects of development on migration: Theoretical issues and new empirical evidence, Journal of Population Economics, Vol. 13 (Sep., 2000), pp. 485-508, accessed online 10 December 2009, http://www.jstor.org/stable/20007729; World Bank 2008, Migration and Remittances Factbook, Development Prospect Group World Bank, accessed online, http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTDECPROSPECTS/0,,contentMDK:21352016~pagePK:64165401~piPK:64165026~theSitePK:476883~isCURL:Y,00.html; Zimmermann, K.F. republished by World Bank (1995), European Migration: Push and Pull, accessed online 1 November 2009, http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/1995/03/01/000009265_3970716143908/Rendered/PDF/multi0page.pdf; Appendix 1 Top Remittance-Receiving Countries Top Remittance-Receiving Countries, 2006 Rank Total remittances (US$ billions) Total remittances (as % of GDP) 1 India* 27 Tajikistan* 36 2 China* 25.7 Moldova* 36 3 Mexico* 25 Tonga* 32 4 Philippines* 17 Kyrgyz Republic* 27 5 France* 12.5 Honduras* 26 6 Spain* 8.9 Lesotho* 24 7 Belgium* 7.2 Guyana* 24 8 Germany* 7 Lebanon* 23 9 U.K.* 7 Haiti* 22 10 Romania* 6.8 Jordan* 20 11 Bangladesh 6.4 Jamaica 18 12 Pakistan 6.1 Armenia 18 13 Indonesia 6 El Salvador 18 14 Egypt 5.9 Nepal 18 15 Morocco 5.7 Bosnia Herzegovina 17 16 Lebanon 5.5 Albania 15 17 Poland 5 West Bank Gaza 14 18 Vietnam 5 Serbia d Montenegro 13 19 Serbia Montenegro 4.9 Philippines 13 20 Colombia 4.6 Gambia, The 12 21 Brazil 4.5 Nicaragua 12 22 Guatemala 4.1 Cape Verde 10 23 Russia 4 Guatemala 10 24 Portugal 3.8 Dominican Republic 10 25 El Salvador 3.6 Kiribati 10 26 Austria 3.5 Morocco 10 27 Nigeria 3.3 Guinea-Bissau 9 28 Dominican Republic 3.2 Bangladesh 9 29 Ecuador 3.2 Uganda 9 30 Australia 3.1 Sri Lank 9 Source: World Bank Migration and Remittances Factbook 2008 (March 2008) Appendix 2 Ernest George Ravensteins laws on migration Most migrants only proceed a short distance, and toward centres of absorption; As migrants move toward absorption centres, they leave, gaps that are filled up by migrants from more remote districts, creating migration flows that reach to the most remote corner of the Kingdom.; The process of dispersion is inverse to that of absorption; Each main current of migration produces a compensating counter-current; Migrants proceeding long distances generally go by preference to one of the great centres of commerce or industry; The natives of towns are less migratory than those of the rural arts of the country; and Females are more migratory than males. Source: John Corbett, 2009, for CSISS (Centre for Spatially Integrated Social Science), online article. Appendix 3 Migrants Economic Contribution and Public Perception Strong Economics: Migration has always been a source of labour and skills in the UK, and brings substantial benefits. HMT; Immigrants also tend to be younger, better educated and work longer hours than those born in the United Kingdom. Bank of England; If it was not for immigrant labour, especially in leisure, in tourism, in agriculture, in construction, then frankly many of our businesses would not have the workers we need. Digby Jones; and Labour-market restrictions are imposing a much larger burden on the global economy than are trade restrictions. World Bank, GEP 2006 Reasons for low public confidence: Perceptions (rightly or wrongly) of pressure on jobs and services; Lack of clarity about legal and illegal migration; Hostility towards refugees and asylum seekers; and A view that there are too many immigrants. Source: UK Border Agency

Skills for SPORT :: essays research papers fc

Part A 1.0  Ã‚  Ã‚  Ã‚  Ã‚  Skill One’s Classifications Catching a fly ball can be classified as a gross-motor skill, serial skill, locomotor skill and an open skill. 1.1  Ã‚  Ã‚  Ã‚  Ã‚  Justified Classifications Catching a fly ball is classified as an open skill because it is performed in an unpredictable environment e.g. the catcher wont know were the ball will go until it has been hit in that direction. Catching a fly ball is a serial skill because you use several discrete skills and form a Continuous performance e.g. you have to move underneath the ball that has been hit and put your glove up to try and catch the ball. Gross-motor skills involve using large body parts, which you do use catching a fly ball. Catching a fly ball can be classed as a locomotor skill as you have to move to where the ball will land so that you catch it. 2.0  Ã‚  Ã‚  Ã‚  Ã‚  Skill Two’s Classifications Running Between bases can be classified as a discrete skill, gross-motor skill, locomotor skill and both closed and open skill. 2.1  Ã‚  Ã‚  Ã‚  Ã‚  Justified Classifications Running between bases is classified as a discrete skill because you have a distinct beginning and end. You use large body parts while running in-between bases and that is why it is classed as a Gross motor-skill. Running between bases is both an open and closed skills because to be an open skill it has to be unpredictable so that’s sneaking bases, but to be a closed skill it is predictable so that is when all bases are loaded and everyone has to run between bases. You travel from one place to another while running between bases and that is why it can be classed as an loco-motor skill. 3.0  Ã‚  Ã‚  Ã‚  Ã‚  Phases of learning When learning how to perform the skills catching a fly ball and running between You will go through all of these stages. To be good at the two skills displayed above involves the three learning phases Cognitive Stage, Associative Stage and the Autonomous Stage. 3.1  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cognitive Stage (Understanding) The performer:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Needs to know the skill to be practised  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Needs to know how the equipment is to be used  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Makes frequent errors

Microsoft Windows operating system

Known by its codename â€Å"Longhorn†, Windows Vista finished development on November 8, 2006. However, development completion was not automatically followed by public release. Instead, the following three months saw the operating system released in stages to computer hardware and software manufacturers, business customers, and retail channels. Only at the end of January the following year was Windows Vista finally released worldwide for the use of the general public. This latest release of a Microsoft Windows operating system version took the longest time to happen among all previous releases. It took Microsoft more than five years to finish Windows Vista after it had previously introduced Windows XP. While these two circumstances of Vista’s release led most critics to question Microsoft’s capability of coming up with better versions of its Windows operating system series, a better understanding of the nature of digital products and the intrinsic complexities that need to be considered in the development of such technology would reveal that all the delays were necessary steps that Microsoft had t take to ensure the Windows Vista’s successful public launch. The Complexity of Digital Products Unlike physical products like cars or cans of beans, manufacturing digital products naturally takes a longer time to get finalized. Firstly, developmental factors to consider are exponentially more dynamic. A software manufacturing company has to consider the amount of material being released by the day over the internet regarding the performance of their old products as well as improvements made on the products of their competition. With the emergence of other operating systems like UNIX, Linux, and Macintosh’s Mac OS X Tiger which are increasingly becoming more popular among consumers, it becomes even more important for Windows developers to spend as long a time as it takes to gather as much enough data on what new features would be most innovative and least redundant so as to obtain a better market share. Secondly, unlike in the case of car manufacturing wherein new models that look different but run on the same engines can command significant buyer preferences, a new version of a software that only â€Å"looks† different but is otherwise the same as its predecessor would be severely rejected by consumers. There has to be a significant difference between the features of previous software and that of its successor in order for the new product to be at least marketable. After the release of Windows XP, Vista’s predecessor, little room for improvement was left to Windows where appearances were concerned. Therefore, Microsoft had to make drastic changes to XP’s successor if it hoped to be able to convince the public that Vista was worth buying. As a result, Windows Vista was released containing hundreds of new and reworked features. It contains a new concept of graphical user interface dubbed Windows Aero that is unlike any other that currently exists in the market. Its improved multimedia creation tools include a DVD maker that was completely redesigned from the preceding generally unpopular Windows Movie Maker. The Windows Explorer's task panel was removed in favor for a â€Å"Favorite links† panel that was determined to be a potentially more useful feature. Even the address bar was replaced with a new breadcrumb navigation system that makes it much easier to jump from one previously viewed page to another (Windows Vista). All these changes are extremely unlike those seem in the transitions from Windows 95 to Windows XP, and they would not have been possible had Microsoft not taken their time. Security ; Stability: O.S. Essentials In the advent of the world’s growing dependence on ecommerce, it becomes a prime imperative to secure one’s computer from hostile access. Much like how physical security providers test new systems, so do operating system manufacturers test theirs in order to ensure that as much freedom from possible corruption or intrusion is provided. Consumers will not trust a new O.S. product if there is any significant reason to worry that using it would put the sensitive financial and personal information they store in their computers at risk. This is why manufacturers typically undergo several stages of testing that was seen in the case of Windows Vista. This process generally consists of three stages: 1.) internal, 2.) operational, and 3.) external (Grover 78). Internal testing usually takes the longest to complete. It is also where the manufacturers locate most of the possible sources of instability such as program bugs, and script errors. However, testing an operating system’s security capabilities cannot be extensively done during the internal testing stage. This is because the manufacturers need to expose the software to the actual hostile environment of the World Wide Web. Thus, the operational stage sees manufacturers periodically releasing the operating system to semi-controlled entities such as distributors or selected test groups in order to try how the system would fare at the hands of relatively typical users when facing the different viruses, worms, and hacking programs at large in the internet. It is also in the operation stage where manufacturers release the operating system to software and hardware manufacturers in order to gauge the new system’s compatibility with new devices and programs that would also be released in the market. Finally, even after the release of the operating system, the external testing stage is where manufacturers set up means to gather as much feedback from consumers as possible in order to fix any problems that the first two stages might have overlooked. The chances of problems occurring at the third stage of testing should be highly unlikely but the stage is nonetheless implemented as a failsafe mechanism. Microsoft had followed all the necessary stages in new product development where operating systems are concerned. This explains also explains that long time it took for Vista to come out as well as the necessity of the delay of its release to the public. Work Cited: Grover, John J. Product Development: A Managerial Perspective. Simmons ; Sons: New York, 2004 Windows Vista. 2007. Microsoft Website. July 20, 2007 ;http://www.microsoft.com/windows/products/windowsvista/default.mspx;