Responsibilities of a sports coach Essay Example

Responsibilities of a sports coach Paper The managing role of a coach is unique, the same as each role, a manager must select balanced teams for example in hockey his two star players are both strikers but if they are playing in that position they dont pass well together and they dont receive enough service from the midfield. The coach sees this and decides to drop one of them back into midfield. This works well, the strikers have a support striker and a finisher, and they are getting better service from the midfield. If the coach hadnt changed it then the players needs would not be met, and it would not maximise their potential. The manager must be very decisive and be a leader for his team, for example, in the up-coming game the opposition are playing a 4-3-3 formation, the coach sees this and decides to utilise the space on the wings and plays his side in a 4-5-1 formation with the wingers supporting the striker. However, at half time they appear to have changed to a 4-5-1 themselves, the coach assures his players to keep it the same and they have the ability to beat them man for man. The unique thing about the coaching role compared to the other 5 roles is that the match day mind frame is almost like a game of chess, the other 5 roles focus on your own team but the manager must be mindful of both his side and the opposition, making and counter-acting moves according to what is happening in front of him. We will write a custom essay sample on Responsibilities of a sports coach specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Responsibilities of a sports coach specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Responsibilities of a sports coach specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Educator  An educating role of a coach is very important on a and off the pitch, the educator must know about what he is teaching, for example in basketball the coach teaches the players the wrong technique for a jump shot, if the technique is not correct then they could injure themselves executing the move. However if the technique is right the players can practise and improve maximising their own potential. The educator must not only educate the players on the playing field, but off it as well, for example in football the coach has an U16s team that have just finished a match. They are in the dressing room and are talking about going out to celebrate by getting drunk and getting in fights, the coach stops them and tells them that its not cool and improvises by teaching them about other thing they can do to celebrate. The educator role is different to the others because its not just about the matters on the playing field or involved in the sport, its about lifestyle and living standards too. In football the venue isnt where the map said it was, a local says its across the main road so take safety precautions every session to make sure all the kids get across safely. In basketball the hall you hired out is half the size as you thought it was so you make changes to your course arrangements to change the venue to a near-by facility.  In rugby your venue has been double booked, you have to try an find another venue so you ring round all the possible local venues.  Health and Safety  In rugby your filling in for a sick colleague, you turn up 15 minutes earlier than usual to carry out a quick risk assessment to make sure there are no dangers. In football your training on an Astroturf and 3 of your players are wearing studs, you tell them they must use trainers or they cant because they risk injury.  In hockey none of your players have the correct protective equipment for goalkeeping so you adapt your session into a possession game.  Equipment  In tennis you are working at a school and you are told the school will supply equipment, you bring a small amount of your own equipment in case of any problems that may occur. In football you have no equipment the day before a session, you contact your venue and colleagues to consult about borrowing equipment.  In basketball you have 20 kids to cater for but only 10 basketballs, you make sure your session plan is all 1 ball between 2 related.  Players Needs  In rugby you have an exceptional player, you may have to cater for him/her by making the session harder for his level of skill.  In Tennis you have a leg amputee you may have to cater for him/her by making the area of his/her court smaller or playing against a weak player.  In football you have a player with asthma, you make sure he has his inhaler with him at all times whilst playing or taking part in physical activity.

Politics and Religion essays

Politics and Religion essays (This is about the Protestant Reformation, i believed that it has always existed strictly as a political event) Political and social struggles causes many religious uprising. Even though Religious Reformations are major breakthroughs in the Catholic Church, its premises remained strictly as a political event. Protestantism was a technique used by noble princes as well as emperors to break away from the control of the Catholic Church and also a reason to gain dominancy over other nations. However, the foremost reason that Reformations remains primarily as a political event is because it served as a reason for conflict between church and state. The first reason that the Reformation was a political event was the alliance between religious group and the state. Protestant groups, especially Lutherans and Calvinists, sided with national authorities to create international political upheaval. One mentionable historical event was the Hapsburg-Valois War. To gain control of Italy and the Burgundian realms, Francis I of France, being a Catholic, did not hesitate to form an alliance with the Protestants in his objective to crush Charles V, Holy Roman Emperor, the fall heir of the Burgundian territories. On the other hand, the Protestant card was also played by Charles when he repressed Francis with the help of the Henry VIII, head of the Church of England. Thus, this showed that Protestants during the Reformation was created ideally to and was manipulated by strong political powers in their conquest to gain dominancy over other states. Another reason for the governmental event was its usage by the noble princes to gain political freedom for their states by breaking away from the control of the supreme governer. What was a religious struggles between the Protestants and the Church became a movement towards a politically freed state. One example would be the internal conflict between Charles V and his German pr ...

Impact of technology Research Paper Example | Topics and Well Written Essays - 2500 words

Impact of technology - Research Paper Example In fact, it manages and runs in the veins of the community and society. At the present, a technology is associated with creativity and innovation. In this scenario, it transforms the current thoughts into reality as well as into something that is supportive and helpful to culture and society and improves the standard of human life. Additionally, it brings a number of opportunities and advantages to a common person’s life. In addition, the intensity of automation that new technologies have offered has saved a lot of precious time and human capability to a huge level. It has simplified the access to information and brought distant locations much closer (LGVideoContest; Shelly, Cashman and Vermaat 23).This paper discusses the impact of technology on human life especially laptops and cell phones. This research will outline the positive and negative aspects of technology and how they affect human life. This research will outline the major aspects of IT which are transforming and im proving the traditional practices of business and daily life. Introduction Without a doubt, technology (especially information technology) nowadays plays a significant role in all areas of life. In fact, we would have never been able to know how a something can play a key role in our lives until we would have been sited back, relaxed, and seated right in front of the laptop or computer and accessed the web for the reason that its importance can’t be described in words and it plays a key role in business, family and personal life (Sohag; Worlock; FreeOnlineResearchPapers). Additionally, the new technology (cell phones and laptops) allows us to access the Internet without any problem, and it brings friends and family much closer. However, before the emergence of the Internet technology, it was not possible to keep in contact with friends and relatives all through the nation or around the world and it was very expensive. On the other hand, at the present, a person living in Loui siana currently has so many ways to communicate with family members, friends or other people who live on the other side of the world. Hence, it has facilitated a large number of people to stay in touch with one another, and they would have not been capable of doing previous to this invention (Sohag; Worlock; FreeOnlineResearchPapers). Another main advantage of technology in business side is that it facilitated the majority of business corporations to be able to connect with suppliers, employees and partners all through the world. In the same way, small businesses are able to find their customers anywhere in the globe. Additionally, organizations are currently able to hire educated personnel from anywhere in spite of where they are, significantly growing services openings. In this scenario, the Internet has offered innumerable ways to learn about new training, jobs, volunteer chances and what is happening in our area (Sohag; Worlock; FreeOnlineResearchPapers). In addition, the emerge nce of these technologies has also changed the way people shop for products and services in diverse areas of the world. Not simply do they are able to do it online, however at their own time as well as the security of their own home. What is therefore astonishing they are able to disburse bills with no wasting stamps and guaranteeing that it gets there in a timely way? The new technology, information systems and communication tools

Investigating business Assignment Example | Topics and Well Written Essays - 1500 words

Investigating business - Assignment Example It set an objective to introduce the theme park’s proven chainable brands internationally, such as Legoland Discovery Centers, Madame Tussauds and SEA LIFE. By constant monitoring its visitor satisfaction, Alton Tower sets targets of delivering memorable experiences to its fans, consolidating and embracing these opportunities (Merlin Entertainment, n.d). Alton Towers is one of Merlin Entertainments brands and UK’s number one Theme Park, with the thirty- eight million visitors. This leading short break resort offers an extensive range of rides, attractions, hotels, restaurants created and served  for the whole family to have fun together. Set in five hundred acres of the Staffordshire Moorlands, it has a significant importance on the well- being of the surrounding area (Alton Towers n.d.). The company strives to create a high growth international family entertainment institution, which will be able to provide its consumers with the wide  portfolio of its services. As its objectives, Alton. It set an objective to introduce the theme park’s proven chainable brands internationally, such as Legoland Discovery Centers, Madame Tussauds and SEA LIFE. The company positions its theme parks as short break destinations, because it will optimize the market reach and use of assets. By constant monitoring its visitor satisfaction, Alton Tower sets targets of delivering memorable experiences to its fans, consolidating and embracing these opportunities (Merlin Entertainment, n.d). The organizational structure of Alton Towers as a part of Merlin Entertainment Company consists of the Board of Managers located in Luxembourg. It provides recommendations to all operating companies, including Alton Towers and also make major decisions. However, the strategic decisions on the activities of all the divisions of the Merlin Entertainment are made by the Management Committee. The company is confident enough in ability

Can Social Bonding Theory Explain Why The US Has Higher Crime Rates Essay

Can Social Bonding Theory Explain Why The US Has Higher Crime Rates Than Other Nations - Essay Example In the said research, the author studied 200 employees to determine how the elements of the social bonding theory can be used to determine the likelihood of the employees committing ethical misconduct. The results from the study conducted indicated that two of the four elements, namely attachment and involvement, may be utilized to provide a better understanding of how likely it is for employees to commit ethical rule breaking. (Sims, 2002) The results obtained from the study merely highlight the importance of the elements of the social bonding theory in explaining deviant behavior and in this case, ethical misconduct of employees. Another study conducted focused on the effect of one's religiosity on his likelihood to be lead to delinquency. As earlier mentioned, belief is one of the four elements of Hirschi's social bonding theory. Subsequently, a central element in an individual's belief system is his religious affinity or belief. In a study conducted by Baier and Wright (2001), the ability of religious beliefs and behaviors to deter criminal behavior was analyzed. The authors of the said study conducted a meta-analysis of 60 previously conducted studies basing primarily on the following questions: (I) What is the direction and magnitude of the effect of religion on crime (II) Why have previous studies varied in their estimation of this effect The rationale behind the research was since previous studies provided inconclusive evidence regarding the relationship of crime and religious belief, it was highly significant to determine why such discrepancy exists and if indeed such a relationship between the two el ements does exist. The results of the study indicated that religious beliefs and behaviors exert a moderate deterrent effect on individuals' criminal behavior. This means that even in the littlest of ways, an individual's religiosity helps in preventing him from committing criminal acts. Likewise, the study found that previous studies have systematically varied in their estimation of the religion- on-crime effect due to differences in both their conceptual and methodological approaches. The results of the study merely indicate that belief, as one of the elements of social control, indeed helps in preventing deviant behavior. Although religious beliefs may not be a strong deterrent as other elements, the results of the study only help explain how the elements of social bonding materialize. Teenage Pregnancy Although not considered as a criminal act, teenage pregnancy may be seen as a deviant behavior in that it does not conform to the norms of society. In a study conducted by Sandra Hofferth (1987), the various factors that influence sexual behavior among adolescents was analyzed. Both biological and psychosocial factors were studied to determine which factors helped contribute to sexual activity among adolescents. Basically, the researcher found that among the social factors that influenced such behavior were cultural and subcultural differences. For instance, the author indicated that black females from the ages of 15 to 19 living in a poverty area of Chicago has a significantly higher rate of initial sexual intercourse than their peers

Classroom Management: An introduction

Classroom Management: An introduction 1.0 Introduction Classroom management is a term used by the teacher to ensure the class run smoothly through the whole lesson. According to Moskowitz Hayman (1976), once a teacher loses control of their classroom, it becomes more difficult for them to regain back the control (Moskowitz Hayman, 1976, p. 283)). Other than that, a research from Berliner (1988) and Brophy Good (1986) shows that the time that teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom (Berliner, 1988, p. 310; Brophy Good, 1986, p. 335). Several aspects such as classroom layout, classroom language and classroom climate can be looked into in order to ensure the class run smoothly through the lesson. 2.0 Classroom layout Desk orientation, bulletin board display, classroom decoration and classroom peripheral are several things that are considered as classroom layout. Around the world, there are several layout that have been seen such as traditional, restaurant, islands, horseshoe, seminar, laboratory, looking out, circle, story, chevrons and semi-circle (Wright 2005). However, among all of the classroom layout listed, restaurant and island layout two are widely use. For restaurant layout, the desks are arranged in random. It is often permanent or semi-permanent. Restaurant layout are useful for a class that doing a lot of small group activities. Island layout is a layout of regular grouping. It can be created by modifying benches so that the students on odd number can fit in. this layout are more or less the same as the restaurant layout but island layout are more carefully arranged (see appendix B (classroom layout)). The way of the student desks being organized shows the teachers teaching style. Whe n the students walk in the class, the students will immediately knows whether they will be working as a group with other student or they are required to do the work individually. In a class, different grade level of student may result in a different desk arrangement but, the traditional layout of rows of individual desks may not provide the best learning environment for the students. In order to promote the collaboration, restaurant or island layout is the best choice since the layout group the students together. By grouping the students together, the student can shared learning experience, group discussion and small group activities. To promote the sense of unity of the whole class, arrange the class to circle layout, story layout or semi-circle layout. The displays around the class will tell the student the things that they have learned during the previous class. By displaying the students effort on the bulletin boards will inspire student and increase their motivation to learn. B esides, it will also promote learning to the students. Other than that, displaying a lot of books at the students level, a comfortable carpet and providing a reading space will encourage the students to read more often. Providing a clearly marked area for the students to place their homework will make the class more organize. It is important to create an environment that make the student feel loved, safe and excited to learn. 3.0 Classroom Language Classroom languages are used throughout the lesson in the class. From the beginning of the class until the end of the class, every teacher use classroom language to talk to the students. Classroom language is the kind of language used to communicate in the class without using the mother tongue. There are a few ways of presenting classroom language. It can be presented from the student, from the teacher, from the reading material and the real situation in class. The words used by the student such as May I come in? are one example of the classroom language. Another example is Excuse me. The language by the students ought to be more polite if they talk to the teachers. It is not the same when they talk to their peers. In the real situation in class, the teacher might face the misbehavior student in the class. The choice of word from the teacher is a part of the language in the class. For example, if a student making off-task noise in the class and the teacher want him or her to stay qui et. Instead of saying shut up, the teacher will say could you please be quiet. This way, the students are more prompt to follow the order of the teacher. The classroom language also applied when the teacher giving instruction about the task, monitoring the work of students, asking permission and also when the students ask questions to the teacher. The reason for getting the student to communicating is because it represents a necessary stage in transfer the classroom learning to the outside world. When the students are communicating to each other, they are actually enhanced the learning. The arguments between peers are making them to go through the process of sharing their idea and improve the understanding of the certain topic. 4.0 Classroom climate Maintaining a good classroom climate is importance in order to have a better learning atmosphere and maintain the focus of the student towards lesson in the class. Classroom climate is referred to learning environment, as well as the atmosphere, ambience and ecology. (Adelman Taylor 2005). In short, classroom climate can be said as the setting of the class. The setting of the class is related to the classroom behavior and learning. A research also suggests the significant relationships between classroom climate and student engagement in class, behavior, achievement, social and emotional development, and overall quality of school life (Fraser 1998; Freiberg 1999). In order to enhance the classroom climate, there are some approaches that can be taken. This includes enhancing the quality of life of the students and the staff in class. A good relationship between the teacher and students are helpful to enhance the good classroom climate. At Comptom Primary School, they have a system cal led as home schooling. It is a system where a teacher is in charge for a class. This means that, the teacher the students really well such as their names and background. This kind of relationship also helps in the participation of the staff that is the teacher and the students in decision making. They can actually discuss about what they feel and what they want thus help in enhancing the classroom climate. Maintaining and enhancing the positive classroom climate is the main focus of all staff in the school. Having the teacher assistance in the school can increase the teacher ability in the class. In addition, teacher assistance can work with the teacher to improve classroom climate by enhancing and maintaining a positive classroom climate that promote well being and deal with barrier in teaching and learning (Adelman Taylor 1997). A class consists of students that come with different abilities and it is hard for a teacher to deal with all the students alone. The students with lower ability will sometimes create problems in class thus will result in disrupting the climate of the class. When this happen, teacher assistance will assist the student and help the teacher to deal with the problem. At the same time, this will restore the positive classroom climate. From my visit to the All Saints Academy Plymouth, the teacher have difficulties in controlling the class when a few problematic students and eventually disrupted the climate of the class. There is no assistance that helps the teacher to deal with and respond to the all of the students. Classroom climate can also be controlled by the physical aspect of the class. The ideal classroom will have a good lighting for the class. This is refers to clean and tidy classroom. A classroom with the positive climate should be attractive, comfortable and well-lighted. Which means the class is not too bright and not too dark (see appendix A (pictures)). This physical aspect such as temperature and noise that are likely af fect the student concentration and focus in the class are also effect the classroom climate. The arrangement of the internal feature of the class such as desks and chair is also importance. Maybe the teacher has no control about the size of the class, but the teacher can control the arrangement of the chair and desk inside the class. A good classroom climate in term of space is where the space in the class has been adjusted so that an active interaction may occur in the class. It also permitted the student to see the board clearly and allow the teacher to be close to the student. Classroom climate can also be improved by displaying the students work on the wall. This can encourage student in their own work and motivate them. However, all the students should have the same opportunity for their work to be displayed on the wall. Was Post-War Britain Tolerant and Multicultural? Was Post-War Britain Tolerant and Multicultural? Post-war Britain is best described as a tolerant and multicultural nation. Discuss. In discussing this proposition, it is necessary to define tolerant and multicultural to intentionally confine the parameters of the discussion. Within this essay tolerant will be defined as an attitude of mind that implies non-judgemental acceptance of different lifestyles or beliefs, and multicultural as a society that contains several and distinct cultural or ethnic groups. Generally speaking, a nation has to show willingness to accept other social and ethnic groups within its society. Much literature has explored how migration shaped Britain since World War II, including both the outlooks of Authority, Establishment and the British People towards immigrants. It is widely accepted there have been four development phases since 1948: the first wave of pioneers from the Caribbean and the Asian subcontinent, who were mainly single men both skilled and semi-skilled, next came an unskilled labour force, followed by their wives and children, and ultimately the British-born generation. Thi s chain migration clearly affected the demographics of Britain and it is likely the indigenous population was not expecting such a large influx of migrants, and the resultant pressure and increasing competition for limited resources in housing, employment and social services. It is possible that the rowdy behaviour of the immigrant population caused frictions between distinct communities. This essay will also address the question of ethnic groups within the general Commonwealth migration that came to be targets of racism, due to the fact they were non-white and stood out in a generally white population. From the 1948 British Nationality Act, government practised a laizzez-faire approach to migration, and only following increasing public opposition did they institute controls on immigration from 1962. British identity came to be identified as tolerant, this mind-set emanated from Victorian and Imperialist values of honour, respect, justice and fair play. This was further embedded in the minds of the British population with the experiences of World War II. Nevertheless, according to Chris Waters, Britains sense of national unity started to disintegrate after 1945.[1] A possible explanation for this disintegration might be the introduction of the 1948 British Nationality Act, this created a new immigration system without restrictions: every person born within the United Kingdom and Colonies à ¢Ã¢â€š ¬Ã‚ ¦ shall be a citizen of the United Kingdom and Colonies by birth à ¢Ã¢â€š ¬Ã‚ ¦ or descent.[2] The resultant effect of this legislation led directly to the sailing the Empire Windrush in 1948 from Jamaica to London carrying 492 non-white passengers, and increased migration generally from the Caribbean and the Asian subcontinent. These workers flocked to the mother country to fill l abour vacancies, especially in the transport and health services. The labour government, 1945-1951, initially believed that by sharing out the new arrivals across the country they would assimilate and integrate into British society, adopting British values. However, this approach became impracticable for two likely reasons. Firstly, society at large perceived the migrants as contrary to British values,[3] and a threat to national cohesion. Secondly, the migrants wanted to stick together in the same locale. Inner cities became predominantly inhabited by immigrants who brought new religions, cultures, languages and dress. Moreover, immigration statistics highlighted the increasing impact new immigrants placed on housing and employment. It has been estimated, by the mid-1950s, persons of colour entering Britain rose to about 20,000 per year.[4] There may have been a divergence in attitude between general populace and governments policies that had an approach of non-intervention, with t he Establishment perhaps believing the problems would just go away. The 1948 Act did not distinguish immigration from any parts of the Commonwealth, and it may be the case that members of the Cabinet were unwilling to enact legislation that differentiated between white and non-white migrants. In the 1950s there was increasing hostility towards non-white immigrants culminating in the Notting Hill riots of 1958. These riots are often cited as a catalyst that led to immigration control, however, it does appear that the racial aspect was not recognised at the time. Successive legislations in 1962, 1968 and 1971 restricted immigration to the UK, and this was further constrained in 1981 when Britain closed its doors to the Commonwealth. In 1968 Enoch Powell warned of what he saw as the consequences of unregulated immigration. His incendiary Rivers of Blood[5] speech still enflames emotions. In this speech, he highlighted the dangers of unchecked immigration and advocated the cessation of immigration to Britain. In addition, he urged a policy of repatriation for all those immigrants already settled in the UK. It is interesting to note that the 1971 Act, curbing immigration, subsequently followed. Some historians argue that successive government legislations, at this time, both d efined the British National identity as white and circumscribed racist sentiments, convincing the public by stressing the dangers of uncontrolled colonial migration,[6] especially the one produced by a large-scale family reunion. This opinion is further underpinned by both Labours and Conservatives who believed that civil unrest would be avoided by imposing strict migration controls. A different stance is taken by Randall Hensen when he asserts that the State did not promote racism, on the contrary, it accepted the transformation of the UK into a multicultural society, and that it had begun in the 1950s.[7] Succeeding governments promoted anti-discriminatory legislations in the forms of the Race Relations Acts of 1965 and 1968, gradually reducing injustice relative to housing and employment. It is thus evident that these acts were aimed at avoiding discriminations based on race and colour. It is then reasonable to assume that racism had been politically recognised for the first time . The first serious discussion and analysis of multiculturalism in Britain emerged from Bhikhu Parekhs study. His interpretation is that a multicultural society consists of several cultures that have an open and equal dialogue between them, which in turn should foster a strong sense of unity and respect amongst its citizens,[8] ultimately, minorities are less likely to assimilate if assimilation is imposed from above. To sum up, the idea of multiculturalism is tied to a concept of national identity and culture. The impact of race anti-discrimination legislation sought to modify the populations behaviour stating clearly what was, and what was not, acceptable in public life. However, it cannot be asserted that a nation is truly multicultural when it is only conforming to legislation. By the 1970s, many of the migrants had now British-born children, and there was an exponential rise in the number of births from migrants originating from the Indian subcontinent. This effect caused relocation in other parts of the United Kingdom known as spatial development[9]. It is recognised that these groups were tied closely to a distinct set of mores, often emanating from a religious context. Thus, the British community, in receipt of this translocation, may have felt a resentment towards an unfamiliar community, often not recognising an alien culture. Goulbourne asserts that to fully participate in society a person needs access to housing, jobs and education, and it is in these three areas that migrants experienced the most problems and resistance.[10] Clearly, increased competition for limited resources created an obstacle to integration and discriminatory practices started to emerge in both housing, education and the working environment. Similar discrimination occurred with in the black community whereby the police were accused of both violence and bullying. These accusations led directly to the Brixton Riots of 1981. For Nairns, racism derives from nationalism, the one that has been instilled in the minds of the British people by the right-wing politicians eager to preserve the Whites as the true bearers of the national identity. On the other hand, Anderson claims that racism stems from the ideologies of class,[11] in this case between the white working men and the migrants being excluded, to seize the available resources. Within this last construct, race could be described as only fictional.[12] Nevertheless, not all Blacks and Asians were targeted, and the State promoted a series of legislations to avoid a collision, introducing laws aiming at discouraging intolerant practices in the work place and the education environment. It can be therefore stated that, whoever showed a positive commitment to Britain, and to the English way of life, received app reciation from the local and national communities: it was a two-way relationship. On these grounds, it is likely that multiculturalism was not a failure, rather it was implemented, by the means of the Race Relations Acts, and was a positive influence for Britain promoting equality. Whilst this essay supports the premise that post-war Britain is best described as a tolerant and multicultural nation, there have been many different events that have happened since the free-for-all in 1948 British Nationality Act. The laissez-faire approach of various governments to immigration from 1948 stoked intolerant attitudes to non-white immigrants, which resulted in the Rivers of Blood speech and the 1981 Brixton Riots, that eventually led to the effective closing the doors as legislated in the 1981 Immigration Act. The failure to support immigrants to assimilate and integrate into British society, combined with legislation to prohibit acts of racism, led to the 1965 and 1968 Race Relations Acts that forced a more multicultural approach to diversity. Hence, the State has been instrumental to protect racial ethnic diversity and to promote difference. On the other hand, it has also been demonstrated that British society was less inclined to accept minority groups due to the pr ejudice that they would taint the very essence of their identity. This was at a time when the loss of the Imperial pre-eminence and the experiences of the WWII were being nostalgically reconstructed, making still further frictions between white and non-white communities. Competition for resources, i.e. housing, jobs and education, exacerbated public sentiment leading to further tensions. At the same time, propaganda from various right-wing politicians juxtaposed Britishness as being white, hence these ideologies might have played an important part in shaping peoples attitudes towards those of a different race. Thereby, the argument shifted, in the late 1950s, towards race relations with some parts of British society campaigning against racial discrimination and migration controls. With regards to multiculturalism, this paper has also attempted to show that both British and newcomers were not willing to accept each other customs. For the former it was an aggression to their values, a nd for the latter a feeling of social exclusion in terms of low pay, unemployment and bad housing. Tolerance and multiculturalism in Britain have received much attention in the past fifty years, but as Paul Gilroy claims, there is still no understanding why Britain was unable to come to terms with its minority groups,[13] and many questions remain unanswered. Eventually, in response to Gilroys challenge, it could be alleged that if the State had implemented clear integration policies sooner, then tolerance and multiculturalism would have been a constant since 1948 due to the self-declared openness of the British society. In conclusion, it can be suggested that multiculturalism was implemented not via assimilation, but by the means of legislation and that they are still at the core of a tolerant and multicultural Britain in the twenty-first century. [1] Chris, Waters, Dark Strangers in our midst: discourses of race and nation in Britain, 1947-1963, Journal of British Studies, vol. 36, No. 2, Twentieth British studies, (April, 1997), p.208 [2] British Nationality Act 1948, Part II, sections 4 and 5, [accessed 9th March 1017] [3] Chris, Waters, Dark Strangers, p.217 [4] Ibid., p.209 [5] Enoch Powells Rivers Of Blood Speech, [accessed 9th March 2017] [6] Paul Kathleen cited in Randall, Hansen, Citizenship and immigration in Post-War Britain : the institutional origins of a multicultural nation, (Oxford University Press, 2000), p.13 [7] Randall, Hansen, Citizenship and immigration, p.17 [8] Parekh, Bhikhu, C., Rethinking multiculturalism: cultural diversity and political theory, (Palgrave, 2000), pp. 13, 196-197 [9] Colin, Holmes, A tolerant country?: immigrants, refugees, and minorities in Britain, (London, 1991), p.4 [10] Goulbourne, Harry, Race relations in Britain since 1945, (Palgrave, 1998), p.76 [11] Nairns and Anderson cited in Paul, Gilroy, There aint no black in the Union Jack the cultural politics of race and nation, (New ed. London, 2002), p.43 [12] Stuart, Hall, Race, Articulation, and Societies Structured in Dominance Sociological Theories: Race and Colonialism, (Paris: UNESCO, 1980), p.338 [13] Gilroy, Paul, There aint no black in the Union Jack the cultural politics of race and nation, (New ed. London, 2002), p.37

Mixed Handedness In Schizophrenia Health And Social Care Essay

In the present survey I conducted a meta-analytical reappraisal of the literature of an association between laterality and schizophrenic disorder in an effort to ; ( 1 ) clear up the strength of the grounds for the prevalence of assorted laterality in schizophrenic disorder, ( 2 ) measure the effects of two of the chief manus penchant appraisals in the prevalence of mixed-handedness in schizophrenic disorder patients. The premise is that the methodological difference between specifying laterality within a class ( such as the Edinburgh Inventory ) or by grades ( as does the Annett Hand Preference Questionnaire ) will impact on the prevalence of assorted laterality observed. Background Schizophrenia is a disease characterized by profound break in knowledge and emotion, impacting the most cardinal human properties: linguistic communication, thought, perceptual experience, affect, and sense of ego ( American Psychiatric Association [ DSM-IV-TR ] , 2000 ) . Even though the neuropathology of schizophrenic disorder remains vague, there have been several hypotheses proposed for the aetiology of the disease, one of which is unnatural intellectual anatomical lateralization ensuing from pre-natal neurological abuse ( Cannon et al. , 1995 ) . In fact, a break in the dissymmetry of the human encephalon is considered a cardinal characteristic in many psychiatric conditions ( Francks et al. , 2007 ) . One feature which is considered to associate to differences in encephalon construction is lateralised behavior, for illustration manus penchant ( White, Lucas, Richards & A ; Purves, 1994 ) . In schizophrenic disorder, the unnatural development of intellectual lateralization is co nsidered to ensue in a displacement off from manual laterality ( Cannon et al, 1995 ) . Indeed, one of the chief markers of schizophrenic disorder is the prevalence of untypical laterality in schizophrenics compared with the healthy population. In add-on to this, it has been suggested that the way of sidelong dissymmetry in schizophrenic disorder has been associated with the chronicity of the upset, Cannon et Al ( 1995 ) reported a strong association between chronicity and assorted laterality in schizophrenic disorder. Although there have been several surveies purporting to demo the association of laterality in schizophrenic disorder, consequences have been conflicting sing the strength and way of untypical laterality in schizophrenic disorder with some surveies describing an addition in left-handednesss ( Gur, 1977 ; Manoach et al. , 1988 ) and others describing an addition in mixed-handedness ( Cannon et al, 1995, Dane et Al, 2009 ) . This raises the inquiry of whether a differentiation between assorted laterality can be made at all. Method Study choice Included were surveies that reported a tripartite categorization of manus penchants ( right, left and assorted laterality ) for both grownup ( aged 18 or over ) schizophrenic disorder patients and healthy controls. Surveies were included which had assessed manus penchants utilizing the Edinburgh Handedness Inventory ( EHI ; Oldfield, 1971 ) or the Annett Hand Preference Questionnaire ( AHPQ ; Annett, 1970 ) . Datas from non-clinical samples were excluded. Schizophrenia diagnosings should be made utilizing Research Diagnostic Criteria, DSM-III, DSM-IIIR and DSM-IV. All other surveies utilizing different diagnostic standards were excluded. In add-on, merely surveies utilizing grownup ( aged 18 or over ) as schizophrenic disorder typically presents itself in early grownup life, and may show itself really otherwise in childhood. The result step was the frequence of a given manus penchant ( right, assorted or left ) grouped by population group ( schizophrenia patients, healthy controls ) . Search Procedure Searchs were performed in two databases: Web of Knowledge and Psychinfo. These databases were searched up to September 2010. The hunt footings used were ; ‘schizophrenia ‘ , ‘handedness ‘ , ‘lateralisation ‘ . Surveies were besides attained by analyzing the mention lists of two reappraisal articles ( Somers, Sommer, Boks, & A ; Kahn, 2009 ; Dragovic & A ; Hammond, 2005 ) . Lone diaries in English were searched. Abstractions of surveies were so examined by one writer with mention to the exclusion and inclusion standards. The programmer was familiar with the literature being reviewed. Data extraction For each survey the following informations were extracted: Writer ( s ) and twelvemonth of publication ; methods: participants and control sample used, where they were recruited from, the diagnostic standards used, the laterality appraisal used, age of oncoming and chronicity of the patients ; whether the consequences from the surveies were important and extra notes. Data Analysiss Calculations were based on the frequence informations described in the primary studies. To gauge the prevalence of assorted laterality within schizophrenia patients we calculated single odds ratios for each survey to analyze consequence sizes. Overall odds ratios were calculated by uniting the single surveies ‘ frequence informations within each subtype ( right, assorted and left laterality ) and subgroup ( schizophrenia patients and wellness controls ) . The cogency of ciphering an overall odds ratio is questionable as the consequence can frequently be misdirecting, however it was chosen because it provides an approximative computation of overall consequence sizes for assorted laterality. An estimation of the significance degree for each survey was used by ciphering the z-scores for each odds ratio in order to happen the alpha value. Consequences Features of included surveies Ninety-five diary articles were identified by the hunt scheme, of which 5 surveies conducted between 1995 and 2008 met all standards for inclusion. Three of the surveies used in the analyses used the EHI ( Cannon et al. , 1995 ; Dane et al. , 2009 ; Reilly et al. , 2001 ) , and two surveies used the AHPQ ( DeLisi et al. , 2002 ; Malesu et al. , 1996 ) for laterality appraisals. In relation to the different laterality appraisal methods used, the surveies differed markedly in the standards they used to specify the three different categorizations of laterality ( right, assorted and left ) . Within the model of the EHI, two surveies defined right-handedness as ‘+100 ‘ , left- as ‘-100 ‘ and mixed- , every bit assorted as everything between these two extremes ( Cannon et al, 1995 and Reilly et al. , 2001 ) while the other defined mixed-handedness as values between -75 and +75. Within the model of the AHPQ, one survey used a wide definition of assorted laterality as between 2 and 7 ( Malesu et al, 1996 ) while the other used a somewhat narrower definition for assorted laterality as between 3 and 6 ) . Oddss ratios for assorted laterality Table 1 displays the single odds ratios ( OR ) for assorted laterality compared with the lateralised group ( right and left handers combined ) in schizophrenic disorder patients compared with controls. The single odds ratios ranged from 1.21 to 4.59. The overall odds ratio was based on 5 surveies with a sum of 749 schizophrenic disorder patients and 572 control topics and indicates that schizophrenic disorder patients were about 1.5 times more likely to be mixed-handed than healthy controls ( OR = 1.64 ; 95 % CI = 1.22-2.20 ) . As shown in Table 1, three of the five surveies ( Cannon et al, 1995 ; Dane et Al, 2009, and DeLisi et al. , 2002 ) found stronger odds ratios for the prevalence of assorted laterality in schizophrenic disorder patients compared with controls.Need to add estimation of significance degree for each surveyTable 1 Odds ratios for prevalence of assorted laterality in schizophrenic disorder patients compared with controls.AAAAAAAAAAAASchizophrenia PatientsAControlsA AASurvey N Assorted LateralisedAN Assorted LateralisedAOddss Ratios 1995 Cannon et Al. 93 35 58A43 5 38A4.59 2009 Dane et Al. 88 33 55A118 23 95A2.48 2002 DeLisi et Al. 418 43 375A288 25 263A1.21 2001 Reilly 30 11 19A37 6 31A2.99 1996 Malesu et Al. 120 36 84A86 21 65A1.33AEntire 749 158 591A572 80 492A1.64 Oddss ratio for EHI and Annett laterality appraisals To look into the hypothesis that the stronger prevalence of assorted laterality in schizophrenic disorder patients is attributed to the type of laterality appraisal used we calculated an overall odds ratio for the prevalence of mixed-handedness in surveies utilizing the Edinburgh Handedness Inventory compared with the Annett questionnaire ( see Table 2 ) . As shown in Table 2, patients assessed for laterality utilizing the EHI were about 3.5 times more likely to be categorised as assorted handed every bit opposed to lateralised. We converted this odds ratio into a pearson correlativity coefficient and found a reasonably positive correlativity between the type of appraisal used and the prevalence of assorted laterality in schizophrenic disorder patients ( r =0.4573 ) Table 2 Overall odds ratio for prevalence of assorted laterality in schizophrenic disorder patients when assessed with the EHI compared with the APHQ.AAAAMixed vs. lateralised OR 95 % CI Handedness Assessment EHI ( N ) 79 vs. 132 Annett ( N ) 79 vs. 460 3.4848 2.4142 – 5.0301AAAADiscussion One of the chief findings in the present meta-analyses on laterality from five selected surveies is that schizophrenic disorder patients are significantly more likely to be mixed-handed than normal controls, a determination which is paradoxically compatible with one major reappraisal of the literature ( Somers et al. , 2009 ) and incompatible with an averment from another major reappraisal ( Dragovic & A ; Hammond, 2005 ) . We found grounds of a positive moderate correlativity between the types of manus penchant appraisal used ( EHI or AHPQ ) and the prevalence of assorted laterality reported in schizophrenic disorder patients. One possible account for this association is the differences in the scope of parametric quantities used to specify assorted laterality within the EHI and AHPQ. Furthermore, the EHI and AHPQ use two different methods to measure laterality ; one uses discrete ( EHI ) values and the other ( AHPQ ) uses uninterrupted appraisals. For illustration within the EHI, di fferent scopes were used to sort assorted laterality ; some surveies used between -75 and +75 to exemplify assorted laterality whilst others have used a broader step to measure assorted laterality ( between the two extremes of -100 and +100 ) . Studies which used the EHI to analyze the rate of mixed-handedness in schizophrenic disorder patients were about 3.5 times more likely to sort patients as assorted handed. This in portion is due to the wider definitions of assorted laterality used with the model of the EHI questionnaire, what remains unchallenged is the rates of non-right laterality. The inquiries raised by this is whether it is right to specify an intermediate parametric quantity for assorted laterality given that manual laterality can merely be a displacement towards Thursday. If we are to find a leftward displacement towards sole left laterality or an intermediate categorization of assorted laterality so the manner we assess this should be planetary for all surveies. At pr esent, the surveies are n't truly comparable within themselves because of this mutual exclusiveness between which definitions of assorted laterality have been used and which appraisal questionnaire is to be used. Restrictions A major restriction to this survey was the modest sum of surveies used. This issue may be related to the pick of choice standards we devised. We chose to measure surveies which reported laterality in three-ways ( right, assorted and left handed ) . Although this enabled usage to describe the single per centums of the different types of laterality for each survey, it narrowed the surveies we were able to include. Besides it is of import to turn to the issue of our utilizing merely published surveies for this meta-analysis which may belie the true nature of any association between schizophrenic disorder and laterality as negative findings tend to be under-reported. Decision

Regime Type and its Influences on Growth Essay

During the last period of the 20th century, the world has observed the so called â€Å"Asian Miracle†, the phenomenon refers to Asian countries that achieved a very high growth rate that western countries have never experience before. Interestingly, one common thing these Asia countries have in common are the experience of a certain level of dictatorship. For example, China’s economy during 1960-1980 was heavily centralized and the private sector was not allowed to exist. Singapore gained their independence in 1945 and started to develop with the leading role of government. Japan, Malaysia, Korea, and Vietnam experienced the same level of dictatorship when they started to open their market and turn into market economies. The idea behind this phenomenon is because the government can quickly decide what industry to investment in and the large investment help these industries to acquire economics of scale quickly. The government takes the leading role as the distributor of resources instead of the market as in Western countries. My study aims at examine the relationship between the level of dictatorship and the growth rate. Literature Review That good governance is necessary for economic development was until recently the conventional wisdom. In 2002, for example, a USAID study asserted that â€Å"without good governance, it is impossible to foster development†. Lately, however, this paradigm has begun to lose ground. Robert Zoellick, president of the World Bank, argued in an October 2010 speech that development practitioners should embrace â€Å"differentiated policy approaches† noting that â€Å"what may safeguard (development) in one context my strangle in another†. The leaders of the G20 nations in November endorsed a â€Å"Seoul Consensus† that â€Å"there is no one size fits all formula for development success and that developing countries must take the lead in designing and implementing development strategies tailored to their individual need and circumstances†. The topic of whether democracy and autocracy is more appropriate for growth has received a lot of attention lately. This paper will examine five papers as examples of the current state of knowledge. Wilkin (2011) provides several definitions of good governance that he use in his paper. The World Bank defines governance is the process and institutions through which  decisions are made and authority in a country is exercised. Wilkin uses the governance metric offered by the Worldwide Governance Indicators Project. The indicators are grouped into six categories that are a useful guide to the dimensions of governance quality as it is generally conceived: (1) voice and accountability (2) political stability and absence of violent, (3) government effectiveness, (4) regulatory quality, (5) rule of law and (6) control of corruption. According to this metric, Wilkin point out that China continues to perform poorly on most of these indicators, ranking near or below the 50th percentile of countries assessed, while nonetheless achieving one of the fastest income growth rates of any country in the world. The reason that oligarchies in these countries can be beneficial to development is that they produce consistent policy choices. There are many developing countries that have achieved brief spurts of rapid per capita income growth – in fact, Wilkin specifies that, more than 130 countries have experienced annual per capita income growth of 6% or more for five or more of the years between 1950 and 2007. The challenge is not to achieve growth of 6% or more for a few years, which is unremarkable, but to do so for decades. This produces exponential rates of development, doubling the population’s average income roughly every 12 years. To attain this kind of consistency, oligarchy or authoritarian governance is useful and highly effective. Rodan and Jayasuriya (2009) focus their paper on the transition process and how capitalism developed in several Asian countries. They compare several regimes types across Southeast Asia and how the transition affect economic performance. The authors argue that a transition in Singapore from â€Å"competitive authoritarianism† to a more genuinely competitive political system requires a transformation in the political economy that suppresses bases for independent political organization. Meanwhile, political parties in post-authoritarian regimes in Thailand, Philippines and Indonesia do not operate quite as their counterparts historically have in earlier industrializing countries – not simply because of deficient institutions but because of the structural constraints on labor, social justice groups and other actors in civil society. Chin-en Wu (2012) raise the question of â€Å"whether democracy or autocracy is better for economic performance?† By incorporating both institutional  factors and structural incentives into his model, he find that the relative strength of political regimes in steering economic development is conditional on structural factors, which exert greater influence in autocracies than in democracies. For instance, when confronting external challenges, increasing national wealth becomes the most effective way for authoritarian leaders to reduce survival risk. Development provides incumbent governments with sufficient financial resources, which can finance the states apparatuses, including the bureaucracy and coercive forces such as the military and police. Failure to cope with external threats could result in seceding territories and damaging domestic support, both increasing the probability of losing power. Given the unfavorable structural condition, i.e., low levels of external threats of abundant resources wealth, dictators have weak incentives to implement growth-supporting policies. In a democracies, by contrast, the presences of democratic institutions induces political leaders to deliver public goods and partially substitute the role of structural factors. Conversely, where structural factors are conducive to growth, democracies do not necessarily outperform autocracies and may even grow at a slower rate because the flaw that are inherent in this system. Folch (2007) wrote a paper about the potential punishment under dictatorship. This paper explores whether the probability of being punished after losing power leads dictator to restrain their level of predation and, thus, increase economic growth. Holding dictators accountable is a difficulty problem, but under certain circumstances it might well improve their policy choices. Folch prove that dictators’ post tenure fate plays a key role in determining their level of graft and, hence, their economic performance. The logic Folch provide is quite simple, if dictators expect that after losing or giving up power they will be able to enjoy their booty in pleasant exile or in their own countries, their level of rent-extraction will be higher and this will lead growth rate to shrink. On the contrary, if the probability of being punished is high enough, dictators will constrain their greed and economic performance will improve. To confirm his theory, the author employ a simple model of predatory rule, and the consequences of increasing probability of punishment after losing power is explored. The  probability of punishment is proven to have a positive and significant effect on the rate of growth of GDP and alternative specification of growth regressions. Pitlik’s paper (2008) put an emphasis on the impact of growth performance on economic policy liberalization. He rejects the benefit of authoritarian regimes. In his paper, he investigates empirically the interaction between economic growth performance and political institutions in producing free-market reform. Using the data of up to 120 countries over the period of 1970-2004, Pitlik shows that political regime types systematically shape government policy responses to economic growth performance. In line with several other contributions, the author finds that democratic rule is favorable for reform in general. Contrary to conventional wisdom, he argues Economic policy reform is a conflict-ridden political process. Policies beneficial for society as a whole are often not implemented due to a fierce opposition from politically powerful prospective losers from reforms. In this respect, it is often claimed that a very poor economic performance can help overcome resistance to economic policy liberalization. Furthermore, political authorities not constrained by democratic checks and balances are often supposed to be more decisive and thus expected to carry out market-friendly policy change in times of crises more easily. Later, Pitlik concludes that there is no need for autocratic rule to implement economic policy reform in times of crises. Democracies not only carry out more liberal economic policies in general, but they are also more responsive to economic growth crises. Barro (1996) did a throughout research on determinate of growth in his paper. First variable he analyzed is the convergence of economies. He pointed out that, based on the neoclassical growth model developed by Ramsey (1928), Solow (1956), Swan (1956), Cass (1965) the lower the starting level of real per capita gross domestic product (GDP) the higher is the predicted growth rate. That is, if all economies were intrinsically the same, except for their starting capital intensities, then convergence could apply in an absolute sense; in other words, poor countries would tend to grow faster per capita than rich ones. However, if economies differ in various respects –  including propensities to save and have children, willingness to work, access to technologies, and government policies- then the convergence force applies only in a conditional sense. He conclude that, the growth rate should be higher if the starting per capita GDP is low in relation to is long-run or steady-state p osition; that is, if an economy begins far below its own target positon. He gives an example of a poor country that also has a low steady-state position – possibly because its public policies are harmful or its saving rate is low- would not tend to grow rapidly. Barro also made a very important contribution in analyzing the interplay between economic and political development. He shares the same idea with Friedman (1962) that the two â€Å"political freedom and economic freedom are mutually reinforcing†. Though, he stressed on the growth retarding aspects of democracy: The tendency to enact rich-to-poor redistributions of income. Authoritarian regimes may partially avoid these drawbacks of democracy. Moreover, nothing in principle prevents non-democratic governments from maintaining economic freedom and private property rights. A dictator does not have to engage in central planning, he said. Some examples of autocracies that have expanded economic freedoms include the Pinochet government of Chile, the Fujimore administration in Peru, the Shah’s regime in Iran and several current governments in East Asia. Schwarz (1992) observed that most OECD countries began their modern economic development in system with limited political rights and became full-fledged representative democracies only much later. Barro concludes that an increase in political rights tends to enhance growth and investment because the benefit from limitations on governmental power is the key matter. But in places that have already achieved a moderate amount of democracy, a further increase in political rights impairs growth and investment because the dominant effect comes from the intensified concern with income redistribution. Lipset (1959)’s paper focuses on the relationship between propensity and democracy. He apparently prefers to view it as the Aristotle hypothesis: â€Å"From Aristotle down to the present, men have argued that only in a wealthy society in which relatively few citizens lived in real poverty could a situation exist in which the mass of the population could intelligently participate in politics and could develop the self-restraint necessary to  avoid succumbing to the appeals of irresponsible demagogues†. Lipset emphasized increased education and an enlarged middle class as elements that expand â€Å"receptivity to democratic political tolerance norms†. Therefore, he conclude that for a country to maintain democracy regime, it is necessary to attain a certain level of education and prosperity. Otherwise, forcing democracy without its prerequisite would lead to reduction in growth rate and political instability. Cheibub (1998) also studies the relationship between political regimes and particular aspect of economic performance. Specifically, it addresses the question of whether regime type, classified as democracy or dictatorship, has a causal impact on the extractive capacity of government, as measured by the level of taxes it collects. The findings reported in his paper are unambiguous: there are no grounds for believing that democracies are less capable of collecting taxes than dictatorships. Although taxes are higher in democracies than in dictatorship, we should not infer that this is due to any inherent feature of democratic regimes. Once we control for the conditions that make us observe countries as one regime type or the other, and conjure up counterfactuals in which countries experiences conditions that are identical in every respect except for their political regime, we observe that the difference in level of taxes between the two regimes disappears. It is not that the two regimes do not matter for taxation. Even though taxation under democracies and dictatorships is influenced by broadly similar factors, there are also notable differences from one regime to the other. Per capita income, however, affects taxation only in democracies, whereas the pressure of servicing foreign debts only affects the level of taxes in dictatorships. Therefore, although there are factors that influence differently the level of taxes collected by the government in each regime, regime type does not affect the overall level of taxation. Democracies are not any less capable than dictatorship of extracting taxes from society.

Appeasement and the Munich - Smart Custom Writing Samples

Appeasement and the Munich - Smart Custom Writing Heat and TemperatureIn order to understand about heat and temperature, it is of great importance to introduce the meaning of matter as well as the Kinetic Theory of Matter. This is because heat can be seen to exist when its effects are observed on matter. Without matter heat and temperature could not be realized. Matter can be defined as anything that has mass and that can occupy space. Matter is composed of substances, and these can be seen being made up of atoms, ions and molecules. Atoms, ions and molecules are the building blocks of matter; such that the behaviors of different types of substances are determined by these primary particles. The atoms of substances contain minute particles which are referred to as protons and electrons. These subatomic particles are also considered matter since they both have weight and occupy space (Atkins Paula, 2002).   Matter exists in three distinct states namely, solid state, liquid state and gaseous state. The three state of matter are inter-convertible such that one state can be converted into another state by changing the immediate environmental conditions especially temperature. The solid state of matter is characterized by having its own volume as well having a definite shape. Liquid state of matter is characterized by having its own volume but assumes the shape of the container it occupies. Gaseous state of matter does not have both its own volume and shape but occupies entire volume of the container and as well assumes the shape of the container it occupies (Atkins Paula, 2002). Kinetic Theory of Matter states that matter is made up of very many minute particles that are in a constant state of motion. The theory can also be referred to as the Kinetic Molecular Theory of Matter.   The theory forms the basis to explain the behavior that different forms of matter exhibit simply by making simple assumptions, for example, the idea that matter is composed of widely spaced particles which are in a constant motion. The significant areas in this case are transfer or flow of heat as well as the relationship between temperature, pressure, and volume of gases. The Kinetic Theory of matter is a mere prediction regarding the behavior of matter, based on particular approximations and assumptions. These assumptions and approximations are made from experiments and observations, for instance, the fact that objects are made up of atoms or small molecules (Burshtein, 1996).   Heat can be defined as a form of energy that is associated with the motion of molecules or atoms and that can be conveyed through fluid and solid media by the process of conduction, through vacuum by the process of radiation, and through fluid media by convection process.   There are different sources of heat, for instance, heat due to friction, heat due to nuclear reactions, heat due to sun, heat due to burning of fossil fuels, and heat due to electricity. This transmission of energy from one substance to another is determined by a change in phase or a difference in temperature. Therefore temperature can be defined as the measure of the mean kinetic energy of the molecules or atoms in a given sample of matter, and it is usually expressed in degrees or units chosen on a typical scale. The relationship between heat and temperature is depicted from the definitions. Temperatures of substances rise when heat is supplied. Intense heat is characterized by high temperature (Turns, 2006). Now it will be very clear, if in the discussion of converting substances from one state to another immediate state, heat and temperature are involved. From the Kinetic Theory of Matter, it is evident that matter is made up of small particles that are in a constant state of motion. These particles may consist of molecules, ions or atoms which are held together by strong forces of attraction. In the solid state, the particles are closely packed together in fixed positions. The particles cannot move from one position to another but can vigorously vibrate within their fixed positions, and this is because the forces of attraction between the particles are very strong. With the increase in the temperature of a substance in solid state, the particles gain heat energy gradually and the kinetic energy of the particles increases. A point is reached when the particles start to move more vigorous until the forces of attraction between them weakens.   The particles can now move from one place t o another as the substance changes state from solid to liquid. The substance loses its definite shape but it still has its own volume (Atkins Paula, 2002). In the liquid state, the particles are not as closely held together as in the solid states since the forces of attraction between the particles are a bit weaker. The particles are free to move from one place to another within the structure. When the temperature of the substance is increased further, the particles gradually absorb heat energy. The kinetic energy of the particles further increases as the particles move more vigorous. A point reaches when the forces of attraction between the particles are overcome and the particles move far apart from one another. At this point the substance changes its state from liquid to gaseous state (Turns, 2006).   Reduction in temperature reverses the processes, such that the substance in gaseous state changes into liquid state and finally into solid state. This is because, as the temperature reduces, the kinetic energy of the particles goes down and the forces of attraction become stronger. Thus the particles of the substance attract one another. Heat capacity of a substance is defined as a measurable physical quantity that portrays the amount of heat needed to change the temperature of a body by a particular amount. The SI units for heat capacity are joules per Kelvin. In substances heat capacity is determined by various properties for example the amount of matter in the substance expressed in terms of its mass, the type of material of which the substance is composed of, the temperature of the substance, and the atmospheric pressure (White, 1999).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   References Atkins, P., Paula, J. (2002). Atkins' Physical Chemistry. Oxford Oxfordshire: Oxford University Press. Burshtein, a., (1996). Introduction to Thermodynamics and Kinetic Theory of Matter.   London: J. Wiley. Turns, S., (2006). Thermal-Fluid Sciences. Cambridge: Cambridge University Press. White, G., (1999). Heat Capacity and Thermal Expansion at Low Temperatures. New York:   Kluwer Academic/Plenum.

A Briefer History of Time Report

A Briefer History of Time Report Free Online Research Papers At the end of the first chapter, Hawking ends with a thought provoking statement; â€Å"Someday these answers may seem as obvious to us as the Earth orbiting the sun – or perhaps as ridiculous as a tower of turtles. Only time (whatever that may be) will tell.† He illustrates the elusive ambiguity of science – what we are determined to prove true today, we may laugh at tomorrow. In the first two chapters, Stephen Hawking describes what we live in to be a â€Å"strange and wonderful universe,† introducing his topic with contrast to the old fashioned theory of the flat world resting upon a tower of turtles, quoted earlier. What can we really prove, and how can we determine if the theories we have today are legitimate or if they are as ridiculous as a pile of turtles? He brings up and then disproves various past ideas of the world and the galaxy, like the world being flat; if the world was flat, the Greeks had reasoned, you would see a ship to appear first as a dot and then, as it got closer, you would gradually be able to make out more detail. However, the first thing you see are the ship’s sails, and then later you see it’s hull, and â€Å"the fact that a ship’s masts, rising high above the hull, are the first part if the ship to poke up horizon is evidence that the Earth is a ball.† He also introduces Newton’s la ws, his ideas of gravity, and the elliptical orbits of the planets. In the third chapter, Hawking defines the nature of a scientific theory, and the process of abandoning or modifying these theories. He gives us a brief understanding of the general theory of relativity and quantum mechanics, while explaining that the two theories are inconsistent with each other; they cannot both be correct. The fourth chapter, entitled â€Å"Newton’s Universe,† talks about how gravity is proportional to mass. Although an object with twice the weight will have twice as much gravity pulling it down, it will also have twice the mass, thus it will only have half the acceleration per unit force. These two effects cancel each other out; therefore, every object has the same acceleration when falling. Another idea introduced in this chapter was the ambiguity of time and space. Hawking uses the example that if a person were on a train, bouncing a ping-pong ball, it would appear to them as if it was going straight up and down, whereas someone standing besi de the track would see the two bounces as forty meters apart, because the train would have raveled that far down the track between the bounces. In the fifth chapter, the fact that light travels at a very high yet finite speed is explained. Danish astronomer Ole Christensen Roemer observed that the eclipses of Jupiter’s moons were not evenly spaced. If Jupiter remained the same distance from the Earth at all times, the delay would be uniform for every eclipse. Because light has a farther distance to travel when Jupiter moves away from the earth, the light we would normally see is late. In addition, when Jupiter is closer to the earth, and the â€Å"signal† from each eclipse has les distance to travel, it arrives earlier. Ether is defined as a substance present everywhere, even in the vacuum of â€Å"empty† space. It is believed that light waves go through ether as sound waves do through air, and that, although different observers could see light coming toward them at different speeds, the light’s speed relative to the ether remains fixed. Hawking explains that â€Å"we must accept that time is not completely separate from and independent of space but is combined with it to form an object called space-time.† It is understood that position is relative; it is nothing unless compared to something else. In chapter six, a geodesic is explained as the shortest (or longest) distance between two points. The shortest distance between two points on the globe is along a great circle, or a circle around the globe (one of the largest circles you can draw on the globe) whose center coincides with the center of the earth. Therefore, although a straight line would be considered the shortest distance between two points, a curved geodesic is actually the shortest distance between two points on the globe. Some interesting topics in this chapter are the predictions of general relativity. General relativity predicts that gravitational fields should bend light. This means that the light from a distant star that passes near the sun would be deflected, appearing in a different position to someone on the Earth. Another prediction of general relativity is that time should appear to run slower near a massive body, such as the Earth. This prediction was tested in 1962 with a pair of very accurate clocks, mounted to the top and bottom of a water tower. The clock at the bottom was found to run more slowly, in exact agreement with general relativity. Our biological clocks are equally affected by this change in the flow of time. Throughout this chapter, the idea of absolute time was disproved. Chapter seven contains another discovery about the universe, that it is the same in every direction. It also introduces the method of parallax, using the change in relative position to plot locations. It was not possible to use this method for Edwin Hubble because the distances he was trying to find appeared fixed, because they were too far away. Instead, he catalogued the brightness of each star, dependant on the luminosity. The same types of stars have the same luminosity, and the types and luminosities of nearby stars could be determined, so Hubble was able to calculate the distance to that galaxy, eventually working out nine different galaxies. After this, he spent his time tracking where the galaxies were moving to, as most people expected them to be moving around quite randomly. He was surprised to find that every galaxy was moving away from us. This means that the universe could not be static or unchanging in size, rather it is expanding. This can be described by the e xpanding balloon model: â€Å"The situation is rather like a balloon with a number of spots painted on it being steadily blown up. As the balloon expands, the distance between any two spots increases, but there is no spot that can be said to be the center of the expansion. Moreover, as the radius of the balloon steadily increases, the farther apart the spots on the balloon, the faster they will be moving apart. For example, suppose the radius of the balloon doubles in one second. Two spots that were previously one centimeter apart will now e two centimeters apart (as measured along the surface of the balloon.)† In chapter eight, the big bang is explained, using reference to extreme temperatures, like one second after the big bang, when â€Å"the universe would have expanded enough to bring its temperature down to about ten billion degrees Celsius. This is about a thousand times the temperature at the center of the sun.† In addition, a black hole is explained as a collapsing star with a gravitational field so strong that light cannot escape. Therefore, these â€Å"black holes† are just black voids in space, stars massive enough where the escape velocity is higher than the speed of light. According to the theory of relativity, nothing can travel faster than light. Therefore, if light is not able to escape, how could anything else be able to? Black holes are very common – one satellite discovered fifteen hundred black holes in just one small area of the sky. If an astronaut was on the surface of a collapsing star, the change in gravity between his feet and the one o r two meters up to his head would literally â€Å"stretch him out like spaghetti or tear him apart before the star had contracted to the critical radius at which the event horizon formed.† Sometimes, when a very massive star collapses, parts of the star may be blown off in an explosion called a supernova. A supernova explosion is so gigantic that it can radiate more light than all the other stars in its galaxy combined. In chapter nine, quantum mechanics are used to describe the unavoidable element of unpredictability or randomness into science. The particles in this uncertainty behavior behave in some respects like waves. They do not have a definite position but are â€Å"smeared out† with a probability distribution. A nice way of visualizing this wave/particle duality is the â€Å"sum over histories† introduced by Feynman. Instead of a particle moving in one single path, it is supposed to go from point A to point B by every possible path. With each path between point A and point B, Feynman associated a couple of numbers – one represents the size of a wave, the other represents the position in the cycle. Quantum theory has been an outstandingly successful theory and underlies almost all of modern science and technology. Chapter ten, titled â€Å"Wormholes and Time Travel,† touches on the science-fiction aspects of true science. It is stated that traveling to the future is possible, if one accelerates to the speed of light. The first indication that traveling to the past might be possible was when Gà ¶del discovered a new solution to Einstein’s equations; that is, â€Å"a new space-time allowed by the theory of general relativity.† His space-time had the curious property that the universe was rotating. There is a problem, however, with breaking the speed-of-light barrier. The theory of relativity states that the rocket power needed to accelerate a spaceship gets greater and greater the nearer it gets to the speed of light. Particles so far can be accelerated up to 99.99% of the speed of light, but they cannot get them beyond the speed-of-light barrier. There is a possible way out of this predicament – a wormhole, which is a think tube of space-time that connects tw o nearly flat regions far apart. In chapter eleven, force-carrying particles are grouped into four different categories, the first being the gravitational force. This force is universal, and every particle feels the force of gravity according to its mass or energy. The second is electromagnetic force, which interacts with electrically charged particles, and is much stronger than the gravitational force. The third category is called the weak nuclear force. We do not come in direct contact with this force, however it is responsible for radioactivity – the decay of atomic nuclei. The last category, and the strongest of all forces, is the strong nuclear force. This is another force with which we don’t have direct contact, yet it is responsible for holding most of our everyday world together. Without the strong force, the electric repulsion between the positively charged protons would blow apart every atomic nucleus in the universe (except those of hydrogen gas.) This chapter also touches on the str ing theory. In string theories, the basic objects are things that have length but no other dimension, and they either have ends (open strings) or they may be joined up with themselves in closed loops (closed strings.) String theories lead to infinities, but it is thought that in the right version they will all cancel out (though this is not known for certain.) Also, these theories seem only to be consistent if space-time has either ten or twenty-six dimensions instead of the usual four. There are many problems with more than three space dimensions. In four dimensions, the gravitational force would drop to 1/8th, in five to 1/16th, and so on. The orbits of planets around the sun would be unstable. People have searched for the underlying theory, but so far, it has been without success. In Newton’s time, it was possible for an educated person to have a grasp of the whole human knowledge; today that clearly is not true. The goal of science is to get a complete understand ing of the events around us, and of our own existence. Research Papers on A Briefer History of Time ReportThe Hockey GameEffects of Television Violence on ChildrenMind TravelThree Concepts of PsychodynamicCapital PunishmentThe Spring and AutumnHarry Potter and the Deathly Hallows EssayRelationship between Media Coverage and Social andUnreasonable Searches and SeizuresLifes What Ifs

Breach of Confidentiality Essay Example | Topics and Well Written Essays - 2000 words

Breach of Confidentiality - Essay Example It is intended to make sure that a person in possession of confidential information only uses it for purposes for which it was transmitted to him in the first place. The law of confidence can - as opposed to copyright, which is only concerned with the protection of the form in which information, idea or thought is expressed - protect the content of the information, idea or thought. The main function of the law of confidentiality, or an action for breach of confidence, is the prevention of the illegitimate use of confidential information by a recipient of information. A good conceptual springboard to the understanding of the justification for the protection extended to those items which fall within the ambit of confidence, is the notion that something which people are prepared to pay for must be worth protecting and therefore ought to be protected. However, the courts will only enforce properly identified rights that fall within recognised categories known to law. Some of the items that are protected under the law of confidence are those which do not consist of any specific intellectual property rights under patent, design and copyright or even trade marks law. Traditionally, this has been classified into personal information, governmental secrets and trade secrets. (Catherine Colston and Kirsty Middleton Modern Intellectual Proprty Law 2nd Edition) Obviously, the information, in order to receive the protection of the law, must be confidential. To be such, it must not be something which is public property or knowledge. Therefore, information which is in the public domain cannot be confidential. However confidential the circumstances of communication, there can be no breach of confidence in revealing to others something which is already common knowledge. For example, an employer cannot restrain his ex-employee from revealing a secret process to his new employer if that secret process has already been patented by the employer prior to the revelation by the ex-employee, for it is by then already in the public domain (Mustad v Dosen [1963] RPC 41). All that is required, however, is relative, and not absolute (as in the case of a patent specification, where novelty is required) secrecy. The information must be information the release of which the owner believes would be injurious to him or of advantage to his rivals and others. The owner must believe the information is confidential or secret, i.e. not already in the public domain. The owner's believe must be reasonable. The information must be judged in the light of the usage and practices of the particular industry concerned. On the other hand, it is equally clear that the mere fact of the publication of information does not detract

To what extent does the word 'violence' have meaning shared across all Essay

To what extent does the word 'violence' have meaning shared across all human cultures - Essay Example Since looking at an intercultural perspective offers a broad image of violence, this paper will examine the definition and explanation of violence in sociology, since the uniqueness of societies and its norms are the ones initiating it and are also directly affected by it. Although it takes on different forms of which it is dependent on culture, the universality of violence would refer to the reaction of humans to deal with certain deprivation and as an act of fitting to the situation. Defining ‘Violence’ The World Health Organization (WHO) (n.d., p. 3) described violence as a â€Å"part of human experience† where â€Å"its impact can be seen in various forms, in all parts of the world.† The specified ‘human experience’ is already broad in its sense, but when referring to violence, it is mostly coming from negative perception. Through this definition, the World Health Organization agrees to the claim that ‘violence’ covers varied i ssues where the definition would surely undergo revisions; yet, all of which would be considered correct. The cultural view of violence depends on the specific ‘human experience’ and is entirely unique in one aspect or another, which makes the definition of violence more complex. Steger and Lind (1999, p. 24) improvised a way on defining violence without disregarding even one cultural background by categorizing it according to three disciplines where violence might have stemmed: Philosophical, Political and Sociological. A philosophical view of violence which is also called a â€Å"wide† definition is centered on structural violence. This has been expounded by Garver (n.d., cited in Steger & Lind, 1999, p. 24) wherein his definition of violence is about the unreciprocated needs of the society, or if there were alterations in the normal social process, specifically termed as ‘quiet violence.’ Quiet violence would exist if â€Å"people are deprived of choices in a systemic way by the very manner in which transactions normally take place† (Garver, n.d. cited in Steger & Lind, 1999, p. 24). Somehow, Garver’s definition is congruent to Galtung’s (1969, p. 169) assertion about what violence is. According to him, violence occurs when â€Å"the potential is higher than the actual is by definition avoidable and when it is avoidable.† In other words, violence, according to Galtung is when an action is entirely preventable and yet, no one is able to stop it from happening. A firm example posed is the case of a tuberculosis patient. Years ago, when tuberculosis inflicts death among people, the severity of the disease would not be considered violence since there were no effective medications available against it. However, if it has occurred now, such situation is considered violence because treatments for the said disease are available, and therefore, such deaths would have been preventable. In addition to Steger and Lind’s (1999) classification, sociological definition of violence might have to be the most overseen among the ones mentioned, since it deals with the acceptable and unacceptable types. In one way or another, sociological violence is politically driven especially when pertaining to the â€Å"illegal or illegitimate use of force† (Steger & Lind, 1999, p. 24). For example, the acts of the military men during war cannot be considered violence in this sense since they are permitted by the state to do so,