Reading Response 2 Essay Example | Topics and Well Written Essays - 500 words - 1

Reading Response 2 - Essay Example ling is overcome, when it appears that it is a normal thing that happens daily, with people exchanging the old cars they do not want with other new ones, which is the business of Avis Rent-a-Car, a dealership company. However, the most unique element of the company is the mode of advertisements it places for the trade-ins, which almost always makes individuals ready to exchange their cars with those offered by this company, due to the luring nature of the advertisements. For the company, sexuality takes a center stage in the advertisement, while infidelity is the most apparent and common feature displayed by the advertisements. However, this exchange is aligned to the husband-wife infidelity, making anyone who gives out or receives a car from the company feel a bit uncomfortable about the exchange. The thesis of this reading revolves around the discomfort of car trade-ins, where giving up an old car that have served an individual well over the years for a used-new car is not a good idea. There are many comma splices, sentence fragments and run-ons, which affects the smooth flow of the reading, making it not enjoyable and even difficult to understand. There is a limited application of conjunctions and punctuations that would have made the reading enjoyable and comprehensible. However, the most admirable and worth appreciating thing about the reading is the fact personification has been applied so well in the reading, making the old cars elicit feelings in the reader, as they do to the car trade-in participants. The complains that the old cars wage against their owners for disposing them in exchange for other ones makes the reader feel the pain of betrayal and abandonment (Fish, 1). This feeling can easily be related with an experience I had of abandoning my friends when I had t o join college. This experience was one full of mixed feeling, since I enjoyed advancing with my studies and thus felt happy and excited to leave my locality to join college. There was also a

The benefits associated with exercising Essay Example for Free

The benefits associated with exercising Essay 1. Exercising lowers your risk for disease There’s no question losing weight is good for your health, and kicking your fitness up a notch has even greater benefits. Regular exercise has been shown to boost mood and banish anxiety, and lower your risk for stroke, Type 2 diabetes and certain types of cancer. It can also help you fall asleep quicker, and into a deeper sleep (just don’t exercise too close to bedtime). All great reasons to get your body moving on a daily basis! * It burns off blood sugar Recent Czech research showed that three months’ strength training improved insulin sensitivity in men with insulin resistance. A British study confirmed that exercise was linked to reduced metabolic syndrome—and that people who were unfit to start with benefited even more from the physical activity than those who were reasonably fit when they started. * It controls weight Exercise burns calories so you lose, or at least don’t gain, weight. A recent study showed that among people whose BMI averaged 41 (that’s morbidly obese) those who lost just 7 percent of their body weight through regular exercise regained healthy blood pressure and triglyceride levels, and the inflammation in their arteries dropped by between a quarter and a third, even though their BMI still averaged 38 (still too high). Numerous studies have confirmed that you don’t need to be skinny to be physically fit. * It cuts total cholesterol The major and most important effect of exercise is to raise levels of â€Å"good† cholesterol, thus reducing total cholesterol levels. An international review of multiple studies revealed that adding exercise to a weight-loss diet not only raised the good cholesterol but also increased the benefits of the weight-loss program and reduced triglycerides and blood pressure. * It reduces your heart rate Every 60 seconds, the average couch potato’s heart beats 70 to 75 times. An active person’s heart, on the other hand, is so strong that it can pump the same amount of blood in only 50 beats. That’s 36,000 fewer beats every day and 13 million fewer by the end of just one year. Exercise strengthens your heart and saves it having to work at a higher rate all the time. * It breaks bad habits In a study of 280 women, U.S. researchers found that those who gave up smoking were twice as likely to stay smoke-free—and gained half as much weight—as those who gave up without exercising. * It lifts stress and sadness The positive effects of exercise on mood were demonstrated in a British study where sedentary adults were randomly assigned to moderate intensity aerobic exercise, stretching exercises or none at all, for 12 weeks. Those in the moderate intensity group reported reduced tension, anxiety and confusion. The others did not. Additionally, a Berlin study revealed that just 30 minutes a day of exercise can be more effective than antidepressant drugs in treating depression. Exercise stimulates the brain to produce endorphins—the body’s â€Å"feel good† hormones. It has two other advantages: it acts immediately and has few harmful or dangerous side effects. * It could save your life According to the World Health Organization, inactivity causes 2 million deaths worldwide annually and is a major factor in breast and colon cancer, diabetes and heart disease. The World Hear Federation believes that inactivity is as bad for you as smoking a pack of cigarettes a day. 2. Be a good role model Child obesity is becoming a serious problem. Approximately 26 percent of Canadian kids aged 2-17 are overweight or obese. Even scarier, stats show that for the first time ever, today’s children will have a shorter life expectancy than their parents. With school gym programs being reduced and  screen time on the rise, we need to be our kids’ fitness role models. Encourage fitness by taking family walks after dinner, or trying out the Family Circus class. 3. Exercise boosts energy Winded by grocery shopping or household chores? Regular physical activity can improve your muscle strength and boost your endurance. Exercise and physical activity deliver oxygen and nutrients to your tissues and help your cardiovascular system work more efficiently. And when your heart and lungs work more efficiently, you have more energy to go about your daily chores. 4. Fully enjoy the things you love The more fit you are, the easier it will be for you to take part in the activities you enjoy. Whether it’s going for a hike and experiencing the outdoors, or playing with the kids, you’ll find yourself more able to keep up, and less short of breath. 5. Ease back pain and improve your posture A daily regimen of stretches and exercise can also do wonders for your back. By strengthening your core abdominal muscles, you’ll increase your overall strength, taking the pressure away from your back and helping to alleviate any existing back pain. 6. Take some time for yourself Whether it’s an early morning jog, an afternoon cycle class or a late night walk with the dog, solo exercise gives you the opportunity to have a few moments of peace and quiet, think about future goals, and take some much-deserved â€Å"you† time. It’s also the perfect excuse to listen to your favourite soundtrack while you work out!

How William Faulkner Constructs His Characters in Absalom, Absalom! Ess

How William Faulkner Constructs His Characters in Absalom, Absalom! Who says what - and how and when - may be the most compelling way William Faulkner constructs his characters in Absalom, Absalom! Storytelling is not just an act in which the saga of the Sutpens is recounted, revised, and even recreated; it is a gesture of self-disclosure. Each revelation about the past provides a glimpse into the present state of the narrating character's mind. The rhetoric, the digressions, the strange (and often obsessive) fixations of each character's account are the products of a range of personalities and view points, unable to agree on a definitive version of the story. There are, to be sure, overlaps; these are the events in the stories that transcend the proclivities of each narrator and are probably, though not certainly, the basic facts of what happened. We know there was a man named Thomas Sutpen; who came to Jefferson, Missippi; who married Ellen Coldfield; who had two children with his wife; whose son befriended and later killed a man named Bon; whose daughter was Bon's betrothed; who fought in the Civil War; and who longed for a male heir to carry on the Sutpen legacy. The passion of the storytellers makes us forget that these are the only uniformly corroborated elements of the story. Neither Bond's identity nor Sutpen's mysterious past, though they seem so essential to our understanding of the novel, are indisputable. It is not impossible, indeed, that they are inventions of the narrators, perhaps unconscious embellishments of the story in order to do away with all its troublesome lacunae. Like the reader, the characters have had to infer a nd imagine a great deal to arrive at a plausible rendering of how things really happened. These discrepancies, as bewildering as they often are, do not exist to indict the narrators for taking creative liberties with history. Faulkner does not see them as liars or manipulators and we should not either. Indeed, there is no "authentic" version of the Sutpen story, and so, within the bounds of the basic facts we have established, there can be no wrong version. This is not objective reporting; what we have instead are personal interpretations. What we also have are expressions of personality. The story Quentin tells says as much about Quentin Compson as it does about the Sutpens and their travails. He brings his own ... ...ve involvement in the story, Quentin and Shreve overcome both narrative and temporal convention and finally, after much exhaustion, bring the story a close. At least, that is, for now. Quentin is very little comforted by the end of his and Shreve's narrative. Shreve, retreating back to his ironic, macho posturing of before, chases the post-story silence away by exclaiming, "The South. Jesus. No wonder you folks all outlive yourselves by years and years and years." Quentin retains his brooding, pensive silence, lying rigidly in the cold dorm room and thinking to himself "Nevermore of peace. Nevermore. Nevermore. Nevermore." The story of the Sutpens has ended, but there has not been (nor will there be) any sort of resolution. Miss Rosa, Mr. Compson, Sutpen, Quentin and Shreve have all tried to bend the story into the shape they most desire, be it a gothic romance, a classical tragedy, a heroic epic, a mystery, or a Southern farce. It is pliable enough, but the story cannot resist being "re-bent" by any narrator who happens upon it. The story, alas, will never be in the exact shape of history. It can, however, be a very close approximation of the patterns of the narra tor's mind.

Truth About God :: essays research papers

Truth About God "You are just like your fathers: You always resist the Holy Spirit! Was there ever a prophet your fathers did not persecute? They even killed those who predicted the coming of the Righteous One." - Acts 7:51-52 The Jews have always been afraid of the radicals of God. They have always dwelled in the safety and understandings of the past and fear the effects of these radicals. But when these radicals like the prophets arrive, they persecute them because they are uncertain about the truth. An example is when the Jews didn't want to believe Stephen in Acts 7:56-58, " Look,' he said, I see heaven open and the Son of Man standing at the right hand of God.' At this they covered their ears and yelling at the top of their voices, they all rushed at him, dragged him out of the city and stoned him." A lot of potshots have been taken at the Church over the years. In spite of its obvious imperfections, the Church is the means that has been chosen to carry the message of the Gospel to the world. One wonders why a better system could not have been devised. Then one realizes that any system that has people in it is going to be imperfect. Alexander Solzhenitsyn wrote in the Gulag Archipelago that it was in prison where he learned that the line separating good and evil passes not through states, not through classes, not through political parties, either, but right through every human heart and through all human hearts. When we give ourselves serious evaluation, we find things hiding in our hearts that, if we could choose, we would remove. Our hearts have been described as "a zoo of lust, a bedlam of ambitions, a nursery of fears, a harem of fondled hatreds." Yet the Church, by its very nature, must be made up of the likes of us. "Imagine yourself as a living house," wrote C. S. Lewis. "God comes in to rebuild that house. At first, perhaps, you can understand what He is doing. He is getting the drains right and stopping the leaks in the roof and so on. But presently He starts knocking the house about in a way that hurts abominably and does not seem to make any sense. What on earth is He up to?

Children Learn Best

H61012A L9914234 Pham Minh Tu Discursive Eassay Children learn best by observing behavior of addults and copying it The major disparity between adults and children is the imitating learning scientifically. Although the incidental learning facilitates the studying of children, this conventional methodology has been considered as a contentious dicourse due to its latent detrimental impacts. This essay will demonstrate the affirmative and negative arguments for the immitating learning of children regards as the best methodolody.Firstly, the imitation of the behaviors of adults is a quick learning methodology for children. It is highly doubt that this eliminates the time spending on the explanation for children since these behaviors accumulatively exert young learners on their habits, personality and the outlook. To illustrate, no confusing question impedes the fragile mind of children from the reason wasting their time. This facilitates the adults to monitor the critical skills as they will explain the vital reason for some unclear and misleading action.Secondly, this imitation creates the natural incentives for children to learn the intractable things. With the mutual basis on the interpersonal communication with adults, particularly parents, these acquaintances appear as the massive profound inspiration. Consequently, these behaviors are understood as welcoming actions by children and manipulate them, in turn shaping their future personal like the civility.For example, to instill a love of books, parents could read books for children everyday instead of using TV as a pastime. Additionally, small children pick up several new words from parents’ conversations. These are the positive arguments for this learning methodology. Next the manifold oppose arguments will be illustrated for this issue. The predominant disadvantage of this imitating methodology is the pitfall of misleading or the limits for autistic children.It is explicit since this form of learning requires the high quality from the interpersonal environment solely, not from the learners themselves. Thus, without the interaction with parents, those children with autism do not enable themselves to study. Moreover, the imitation of adults’ behaviors leads to the latent profound reduction of creativity in children. The strings attached children with surrounding environment might create the laziness and then the shortage of the ability of provoke-thinking and solving problems.Subsequently, being a passive learner in a long-term period, the creativity can be reduced in children inevitably. In conclusion, when the imitability in learning always contains its advantages and limits on children. Nevertheless, it is the natural step of human’s evolution of studying. Therefore, children could encounter the surrounding environment and new concepts to learn the best from this step, which is assumed as a launching pad fro them before entering the world of formal schooling.

rennasance overview essays

rennasance overview essays Renaissance was more than just a time period, it was a state of mind. No longer did the world think in turns of conquering, power, and the catholic church. It was a time of change politically, socially, economically, and culturally. The arts were explored, and the minds of many were expanded. The boundaries of mankind have been stretched and it was for the good. The ways of Middle Ages were replaced. The medieval scholars debated the nature of life after death. Renaissance thinkers wanted to know about now. The Renaissance began in Italy in the mid 1300s. There are many reasons for this. Italy was the center of ancient Rome which at this time was thought to be great and there was a reawakened interest in it. Old artifacts were still plentiful and reminders of the ancient culture. The northern city-states were centers of trade and at this time becoming very wealthy. The now wealthy and powerful merchant class also helped the world, starting with Italy, to explore the arts by giving large amounts of money. In the 1400s, the Medici family in Florence started a banking business. Then in 1434 Cosimo de Medici gained control of the Florence government. Cosimos grandson, Lorenzo, was a politician also. He was a big financial supporter of the arts. Poets and Philosophers visited his palace often as did many artists like Michelangelo who painted ancient Roman sculptures in his garden. The most famous artists of the time were the NINGA TURTLES! Not really but they had the same names like the famous Leonardo, who even dissected people to get a better perspective on how to draw. He was not only an artist, but also he made sketches for planes and submarines! I bet no one at this time even thought that flying was possible. Some say this man was inspired by the devil. I think he is a genious. This mans name is Niccolo Machiavelli, who wrote the book, The Prince. This book was a guide to rul ...

Sculptors of the Italian Renaissance

Sculptors of the Italian Renaissance Abstract The historical perception of the distinction between Sculptors of the Italian Renaissance and others is traceable back to the great historical artists like Donatello and Michelangelo. Advertising We will write a custom research paper sample on Sculptors of the Italian Renaissance specifically for you for only $16.05 $11/page Learn More They are arguably big sculptors of the Italian Renaissance, who were both original and catalysts for revolution. Their works have realism through implementation of versatility, emotional and psychological effects. These aspects are evident among current sculptors. Thesis/Problem Statement â€Å"Significance of Sculptors of the Italian Renaissance† This is a research investigating and analyzing the different arguments on philosophical nature of Sculptors of the Italian Renaissance, from various art histories to the current state of affairs, with the aim of providing a personal point of view regarding the subject matter. Purpose/Significance of the Study The main purpose of this study is to evaluate the consequences and key concepts involved in the development of Sculptors of the Italian Renaissance and offer personal suggestions or opinions over the issue of relationship between various historical stages. Objectives of the Study This research paper lays down the need for finding the background of the understanding of various Sculptors of the Italian Renaissance over the relationship as presented by diverse great artists. The study is equally an assessment of differences of sculpture work at different times. Significance of the Study The key topics to be covered entail the focus over Sculptors of the Italian Renaissance. This is in the aim of finding the reasonable conclusion on this type of work. The Procedure of the Study/Research Methodology Advertising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More The paper highly utilizes the literature reviews to enable better understanding of the topic. Preparation of the research over the chosen topic will enhance and quantify the research as a study topic and prepare for respondents. Information collected will equally tabulate and assist in ranking the findings from various eras, and help to narrow the scope to the objectives of the research. The analysis of findings will then draw conclusions from generally analyzed data in the literature review. Literature Review Historical Overview The Sculptors of the Italian Renaissance is arguably one of the most reflective and productive period regarding the history of art. Some of the outstanding fields of Italian art include architecture, sculpture and painting. The early nineteenth century marked the revolution of art history. Good example of the sculptural work was by Donatello (Meyer Konody, 2010). The Italian renaissance saw a great combination between science and art. Today we cele brate heroic artists like Michelangelo and Titian who had genius personality that currently emphasize the need for enhanced creativity in artwork. According to Woods (2007), â€Å"Some men were both artists and scientists, notably Leonardo da Vinci and Piero Della Francesca. It is doubtful whether they would have understood our distinction between art and science.† Sculpture Sculptors of the Italian Renaissance have a close connection to architects. Like the cases of paintings, there is a great rebirth or revival of other forms such as sculptures and architectural designs. According to Detroit Institute of Arts (1995), traditionally, painting was a revival and the need for revert to appreciation of nature, reinforcement of architecture was in the course of the pressure for ancient histories or classical influences and renaissance of the sculptures was because of both the paintings and architecture. The revival of sculptures is traceable to the sixteenth century when art hist orians like Giorgio Vasari promulgated art. In line with Detroit Institute of Arts (1995), sculptors lack distinctive accuracy due to historical classical influences. Advertising We will write a custom research paper sample on Sculptors of the Italian Renaissance specifically for you for only $16.05 $11/page Learn More Arguably, Nicola Pisano and the son, Giovanni Pisano were Italian architects and sculptors who form the basis of renaissance sculptural work. The art presents great ancient monuments such as the Roman Sarcophagus that gives the historical tale concerning Phaedra and Hippolytus in Pisa (Detroit Institute of Arts, 1995). Nicola work gave a combination of classic with Gothic elements, while the son, Giovanni had some reactions against classical tendencies and the reaction is evident in current international Gothic styles (Detroit Institute of Arts, 1995). Although the themes in Giovanni’s work are highly medieval, he has good advancement toward faithfulness to nature (Detroit Institute of Arts, 1995). The successors included paint artists such as Giotto, thus the Italian Renaissance present him as a fighter from the classical approaches through his own renditions and personality. According to Cox (2009), â€Å"The inscriptions he left on his work, especially the pulpit in the cathedral of Pisa, show an extraordinary sense of his own worth.† Artists have the tendency to leave behind self-praising unique signature on their works but Giovanni had a unique style of exalting his personal style compared to other artists of his style and time. Italian Renaissance has outstanding designs of simplicity and clarity. The artists carry on the aspects of individuality and self-consciousness. They present individual concepts or traits as a signature and expression of showing importance. The sculptural work is a huge revolution from the simple and direct work to enhance the illusions of space, charm and elegance for insta nce the grouping of objects to achieve architectural effects. Italian Renaissance is a conceited in Today’s advancement of sculptural work such as Dale Chihuly’s glassware. His contribution to artwork extends to greater heights today. The sculptor is reputable for enhancing change of glass art gallery from their original premise of solemn studio environment to better establishments where the lifestyles of art world involve the collaborative endeavours and a dissection of work forces within creative environments. He embraces the strategy of pulling a team of artists together with exceptional practice of glass blowing skills that is the foundation for complex multipart sculptures. His artwork places him to the leadership position concerning advancement of the blown glass from the confines of small, precious objects to highly structured sculptures and environmental arts.Advertising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Taragin (1995), Dale Chihuly was an art student at Florence who turned to be a prolific artist whose work balances content to properties of the glass material such as transparency or translucency. Today, sculptors of Italian Renaissance also use different material and style as a paramount strategy of enhancing creativity. Style emerges and gets it influences through the captivating processes that get over the boundaries, which separate all forms of arts. A good example of uniqueness is Dale’s room-sized installations of organic/plant like, freestanding sculptures that stylistically explore colour, contours and, assemblage fitting both indoor and outdoor. The artwork ranges from single and general structures to site specified or customized installations. Some of his unique but best and famous artworks include small designs or large sculptures placed on various surfaces to bring out the natural effects. The current styles incorporate the plastic polymers for the outdoor environments. Future trends Today, the sculptural Italian Renaissance has a wide vocabulary of exiting new elements depicting creativity. The blown forms have styles in terms of type of material, colour, texture and shapes. The artwork on paper reflects new interests due to incorporated prominent line element in majority of his styles. Some of the sculptural works such as blown glass depict optical moulds, thus producing surfaces with repeated ribbed designs. Another significant part of the style is the elongated sculptures with linear forms. We are able to enjoy a wide range of Italian Renaissance today especially in our lifestyles such as chandeliers, towers in our streets, and through art paperwork demonstrating similar linear qualities. Whether a sculptor communicates through pencil, painting or blown glass, the same style of attenuated lines still dominate the composition. Conclusion A person mesmerized by Italian Renaissance sculptural artwork cannot miss distinctiv e by unique styles as well as signatures. The artwork is formal, elegant, and extravagant. It also has a variety of dramatic emotional and visual effects due to incorporated colour themes, baroque, dazzling, and enormous appeals that traditionally lacked in majority of the art forms. Evidently, the imagery style of an artist is strongly evident even when there is some historical decorative aspiring in an art form. Initially, the aspect of harmonizing distinctive element to form decorative artwork was not evident in majority of the artworks. For a glass blower such as Dale Chihuly, the diversity of form in terms of colour, design complexity and interplay with glass transparency the outcome is a very different world of design. Italian renaissance has always had a strong engagement to nature and thus has brought out the engagement with nature in such a perfect and impressive way. References Cox, K. (2009). Old Masters and New. South Carolina, SC: BiblioBazaar LLC Publishers. Print De troit Institute of Arts. (1995). Italian renaissance sculpture in the time of Donatello: An exhibition to commemorate the 600th anniversary of Donatellos birth and the 100th anniversary of the Detroit Institute of Arts. Michigan, MI: Founders Society, Detroit Institute of Arts. Meyer, A. Konody, P. (2010). Donatello. South Carolina, SC: BiblioBazaar LLC Publishers. Print Sayre, H. (2007).A World of Art. Fifth Ed. New Jersey, NJ: Pearson, Taragin, D. (August 1995). Racine Art Museum: Curator. The  Detroit Institute of Arts, Toledo Museum of Art. Vol. 56, No. 8, p. 10-14. 4 Nov 2010. Woods, K. (2007). Making Renaissance art. London, UK: Yale University Press. Print

Famous Japanese Fish Proverbs

Famous Japanese Fish Proverbs Japan is an island nation, therefore seafood has been essential to the Japanese diet since ancient times. Although meat and dairy products are as common as fish today, fish is still the main source of protein for the Japanese. Fish can be prepared grilled, boiled, and steamed, or eaten raw as sashimi (thin slices of raw fish) and sushi. There are quite a few expressions and proverbs including fish in Japanese. I wonder if this is because fish are so closely related to Japanese culture. Tai (Sea bream) Since tai rhymes with the word medetai (auspicious), it is regarded as a good luck fish in Japan. Also, the Japanese consider red (aka) as an auspicious color, therefore it is often served at weddings and other happy occasions as well as another auspicious dish, sekihan (red rice). On festive occasions, the preferred method for cooking tai is to boil it and serve it whole (okashira-tsuki). It is said that eating tai in its full and perfect shape is to be blessed with good fortune. The eyes of tai are especially rich in vitamin B1. Tai is also considered as the king of fish because of their beautiful shape and color. Tai is only available in Japan, and the fish that most people associate with tai is porgy or red snapper. Porgy is closely related to sea bream, while red snapper is only similar in taste. Kusatte mo tai (è… Ã£  £Ã£  ¦Ã£â€šâ€šÃ© ¯â€º, Even a rotten tai is worthwhile) is a saying to indicate that a great person retains some of their worth no matter how his/her status or situation changes. This expression shows the high regard the Japanese have for tai. Ebi de tai o tsuru (æ µ ·Ã¨â‚¬ Ã£  §Ã© ¯â€ºÃ£â€šâ€™Ã©â€¡ £Ã£â€šâ€¹, Catch a sea bream with a shrimp) means, To get a big profit for a small effort or price. It is sometimes abbreviated as Ebi-tai. It is similar to the English expressions To throw a sprat to catch a mackerel or To give a pea for a bean. Unagi (Eel) Unagi is a delicacy in Japan. A traditional eel dish is called kabayaki (grilled eel) and is usually served over a bed of rice. People often sprinkle sansho (a powdered aromatic Japanese pepper) over it. Although eel is rather costly, it has been very popular and people enjoy eating it very much. In the traditional lunar calendar, the 18 days before the beginning of each season is called doyo. The first day of doyo in midsummer and midwinter is called ushi no hi. It is the day of the ox, as in the 12 signs of the Japanese zodiac. In the old days, the zodiac cycle was also used to tell time and directions. It is customary to eat eel on the day of the ox in summer (doyo no ushi no hi, sometime in late July). This is because eel is nutritious and rich in vitamin A, and provides strength and vitality to fight against the extremely hot and humid summer of Japan. Unagi no nedoko (é ° »Ã£  ®Ã¥ ¯ Ã¥ ºÅ , an eels bed) indicates a long, narrow house or place. Neko no hitai (çÅ' «Ã£  ®Ã© ¡ , a cats forehead) is another expression that describes a tiny space. Unaginobori é ° »Ã§â„¢ »Ã£â€šÅ  means, something that rises rapidly or skyrockets. This expression came from the image of an eel that rises straight up in the water. Koi (Carp) Koi is a symbol of the strength, courage, and patience. According to Chinese legend, a carp which courageously climbed up waterfalls was turned into a dragon. Koi no takinobori (é ¯â€°Ã£  ®Ã¦ » Ã§â„¢ »Ã£â€šÅ , Kois waterfall climbing) means, to succeed vigorously in life. On Childrens Day (May 5th), families with boys fly koinobori (carp streamers) outside and wish for boys to grow strong and brave like carp. Manaita no ue no koi (㠁 ¾Ã£  ªÃ¦  ¿Ã£  ®Ã¤ ¸Å Ã£  ®Ã© ¯â€°, A carp on the cutting board) refers to the situation that is doomed, or to be left to ones fate. Saba (Mackerel) Saba o yomu é ¯â€"ã‚’è ª ­Ã£â€šâ‚¬ literally means, to read the mackerel. Since mackerel are a common fish of relatively low value, and also rot quickly when fishermen offer them for sale they often inflate their estimate of the number of fish. This is why this expression has come to mean, to manipulate the figures to ones advantage or to offer false numbers intentionally.​

Should Handguns be Banned in San Francisco Essay

Should Handguns be Banned in San Francisco - Essay Example In a point by point counter argument Guy Smith quotes a wide range of validated research (based on the theories of Florida criminologist Gary Kleck) to point out that ï‚ § the victims of most gun crimes are known felons, ï‚ § that crimes of passion are statistically rare ï‚ § the New England Journal of Medicine research Supervisor Daly relies upon is known to be seriously flawed ï‚ § there is not necessarily a causal relationship between the availability of handguns and suicide rates ï‚ § there is research evidence to suggest that criminals are less likely to target someone they know to be armed ï‚ § the police force are unable to prevent crime effectively and in any event have no legal duty to protect a specific individual One wonders how useful it is to compare and contrast San Francisco with a country like Japan which has developed very differently in terms of defining a criminal and the status of handguns. For example one is aware that there is nothing like the personal honor code of the Japanese in the US. One cannot simply compare suicide rates in the way that Smith has done without examining why the Japanese commit suicide in the first place. All that can be deduced from the research on suicide that Smith quotes is that successful suicides do not require handguns - - they will find other means. The problem with these figures is that they are taken out of context. It is not clear what percentage of crime involves the use of firearms.

History Assignment Example | Topics and Well Written Essays - 500 words - 1

History - Assignment Example Nevertheless, the current act encompasses various social insurance programs as well as social welfare. These social securities are funded through payroll taxes called FICA (Federal Insurance Contribution Act tax) or SECA (self-employed Contribution Act tax) The 1935 was very instrumental in ensuring that the public is given the best health care within a minimum budget line. Additionally, the act was meant to assist states furnish their financial assistance. The project was also funded by the taxpayers (Folly and Palmer 2010). The early, 1920s was characterized by shooting, lynching and whipping. The majority of the victims were Jews, blacks Catholic or immigrants. The populist movement roaring 20s was a period when widespread economic and social change occurred. During this period, discrimination was based on popularity. Everything, including political movements, social welfare was based on race. White southern leaders were mobilizing black voters in ways that saw narrow cooperation through the element of color (Folly and Palmer 2010). Jim Crow laws were a name given to a ruling after states that were in the South that passed the Anti-African American Legislation. These laws were including laws that were discriminating African American to attend public schools and more importantly the usage of public facilities such as hotels, public bath, cinemas, restaurants among others. This was the same period when African Americans were segregated from the usage of trains and buses. During the Cold War, the terms various terms were used to refer politician. Hawks and Doves were used to refer to politicians so that they can categorize their views on the war from foreign policies. These labels were meant to make them accessible and understandable to the public. Nevertheless, sometimes these labels were inaccurate and therefore they could be quite ambiguous if their integrity is not verified (Folly and Palmer 2010). World War I Neutrality Battle

Database Management System Essay Example | Topics and Well Written Essays - 1500 words

Database Management System - Essay Example It is essential or the organization to develop an effective database system. Database is defines as a system, used to record and maintains data. The most important point to understand database is that database contains data and not necessarily information. The database is a collection of interrelated data, which can be used by one or more applications that it can be integrated and is stored in a shared and organized way so that it has a controlled redundancy, consistency and integrity with a provision of data independence. The database is used to store and process data for providing useful organization. The database must have the following basic objectives i.e., centrally controlled which facilitates data can be stored, processed, modified or accessed in a organized way. Database must be organized in such a way that the redundancy and inconsistency can be avoided as much as possible. Database must be centrally controlled so that its integrity, security and privacy can be maintained d atabase must be logically organized, integrated, designed to multi used application and provision for data independence whether physical or logical. So a database system is a system, which defines, interprets, manipulates and maintains a collection of database, which is entirely separate in structure. Database management system (DBMS) is the major component of the database system. The DBMS is the foundation of almost every modern business information system. Database management system is defined as a system so software that organizes and maintains the data in a database for providing the information. A DBMS is a very complex piece of system software. A single DBMS can manage multiple databases each one usually consisting of many different tables full of data. The DBMS includes mechanism for application programs to store, retrieve and modify this data and also allows people to query it interactivity to answer specific questions. DBMS can be divided into four major components i.e. Database, Database administrator (DBA), Database users and database programs specialists known as DBA's control the operation of the DBMS and are respon sible for the creation of new data bases and the definition of the table structures used to store data. One of the most important features of the DBMS is its ability to shield the people and programs using the data from the details of its physical storage. Because all access to stored data is mediated through the DBMS, a database can be restructured or moved to a different computer without disrupting the programs written to use it. The DBMS polices access to the stored data, giving access only to tables and records for which a given user has been authorized. The DBMS evolved from a more humble class of programs known as file management systems, created within the unglamorous world of corporate data processing to simplify the creation of programs for routine administration. The database management system conflated the managerial concept of the database with the specific technology of the file management system. In practice, the DBMS worked well as technical system to aid application programmers but disappointed as a managerial panacea (Haigh, 2006). The corporate database has originally been conceived as a repository of all-important managerial information; actual DBMS technology supported only the kind of highly structured regular records with which earlier file management s

Economic Issues Relating to The Tourism Industry of France Essay

Economic Issues Relating to The Tourism Industry of France - Essay Example ndustry of France Tourism adds to the vitality of the national economy and creates almost one million employments, which mainly comprises of young people. Atout France is the national agency that is working as the main body in promoting the tourism industry of France. From the year 1960 till 1980 tourism has lead to the creation of huge numbers of infrastructure and large developmental programs both in the mountains and the coast, which has extended mass tourism, creation of winter sports, attraction to the coast and sundrenched area. Due to the infrastructural developments and the facilities created that was a major subject under the national plan has lead to the economic development of these areas. The tourism industry has also caused development of the transportation facilities to enhance the convenience of the tourists. Thus the tourism industry has done a major contribution towards the economy of France (Blanke and Chiesa, 2013; Euromonitor International, 2013). Tourism industry has been seen to be successfully exploiting the collective marks. France is not an exception in this case. An association of hoteliers are tied together with the motto to promote the privately owned hotels that are operating in rural settings under the same label â€Å"Logis de France† which is the registered trademark. The main objective of such a concept is to provide quality food and services that has a local flavor in them. They wanted to prevent the rural area from getting abandoned and create new product that adds value by attaching a label, which compels the hotels to adhere to the strict criteria. There are nearly 3000 hotels that are registered under this association and are operating not only in France but have expanded their business outside France too. The hotels are grouped as... This essay is one of the best examples of the modern analysis of the French tourism industry. France is a country that has highest density of museums, monuments and festivals. Since 1990s it has been placed at the number one position in ranking of tourist destination. Due to the infrastructural developments and the facilities created, tourism industry was a major subject under the national plan has lead to the economic development of these areas. The tourism industry has also caused development of the transportation facilities to enhance the convenience of the tourists. Tourism industry has been seen to be successfully exploiting the collective marks.. An association of hoteliers are tied together with the motto to promote the privately owned hotels that are operating in rural settings under the same label â€Å"Logis de France† which is the registered trademark. The main objective of such a concept is to provide quality food and services that has a local flavor in them. France continues to attract tourists from various parts of the world by its rich cultural heritage and creative industries. Along with this the country also excels in infrastructure of ground transports that include both roads and railways as well as excellent infrastructure in air transport. But a recent report published by World Economic Forum shows that France lack competiveness in the global tourism industry. In recent times the overall regulations and rules framed by the government are not supportive and helpful in promoting the industry.

How Could Leader Be Ethical Essay Example | Topics and Well Written Essays - 1500 words

How Could Leader Be Ethical - Essay Example The best leaders are the ones who have a well understanding of ethical behavior and values, and exhibit them fully, day to day, in their words and actions during their leadership. Therefore, ethical leadership is important as this is what differentiates between a capable leader and an incompetent one. But what exactly is ethical leadership? Most of us simple define it as ‘being led by a leader with good character’. But in reality, there is more to it than just that. The respect for values, a strong character, ability to listen, understand, mentor and navigate along with integrity and courage are just some of the basic qualities a leader should possess (Ciulla, 2007). Only then can he set an example for others to follow and seek guidance from. The most essential job for a good leader is to develop the atmosphere of trust and understanding among his people. Workplaces lacking trust face huge difficulties in working in a peaceful and coordinated environment. Trust can only be created if the leaders stick to the promises they make with their people. Dr. Duane C. Tway calls trust a ‘construct’, because it can take years, possible ages, to build but a minute to shatter (Ciulla, 1998). Therefore, even a minor conflict, element of hypocrisy or breaking of promises will result in the development of mistrust among the people and thus, cause productivity to suffer. Leaders can narrate morally rich, success stories to their followers but true ethical leaders live by their words and lead by self examples. This indeed is no ordinary job in today’s cruel world of business tycoons and political turmoil. So often, we have heard sky banging claims of leaders making promises to their electorates in the election campaign. However, their balloons get flat when they get to the throne – non ethical behavior. Likewise, CEOs in any organization are public figures, under close supervision of their subordinates (Ciulla, 2007). Every word uttered mu st be fulfilled, failing which their trust worthy model and front leading role will be destroyed forever. To judge the ethics of leaders, it is important that we analyze the circumstances in which they have to work. Leaders, strictly speaking, are part and parcel of their organization management taken as decision and policy makers. Thus, they must have a broad vision, sense of purpose and the ability to judge things beforehand. This allows them to navigate and guide their people through the hurdles and emerge at the end, successful and prosperous. But, it is to be noted here that guiding does not mean regarding them as followers, and are to be dictated. Rather, a good leader must understand that they and their people all have a mutual vision and purpose, and therefore, must aspire to develop a feeling of consensus among the workplace (Ciulla, 1998). Concurrently, a successful leader must keep both ends of communication channel open and available round the clock. Sharing different vi ews, opinions and values with colleagues and subordinates does enhance the understanding of common goals set for all. This way, a leader raises the ethical standards far above the individual’s level to higher organization level. Everyone feels loyal to the company, an unfathomable trust that is not deterred by change of faces. Our history is full of successful leaders who are known as the icons of ethical values for their followers. Roger Enrico,

Economic Issues Relating to The Tourism Industry of France Essay

Economic Issues Relating to The Tourism Industry of France - Essay Example ndustry of France Tourism adds to the vitality of the national economy and creates almost one million employments, which mainly comprises of young people. Atout France is the national agency that is working as the main body in promoting the tourism industry of France. From the year 1960 till 1980 tourism has lead to the creation of huge numbers of infrastructure and large developmental programs both in the mountains and the coast, which has extended mass tourism, creation of winter sports, attraction to the coast and sundrenched area. Due to the infrastructural developments and the facilities created that was a major subject under the national plan has lead to the economic development of these areas. The tourism industry has also caused development of the transportation facilities to enhance the convenience of the tourists. Thus the tourism industry has done a major contribution towards the economy of France (Blanke and Chiesa, 2013; Euromonitor International, 2013). Tourism industry has been seen to be successfully exploiting the collective marks. France is not an exception in this case. An association of hoteliers are tied together with the motto to promote the privately owned hotels that are operating in rural settings under the same label â€Å"Logis de France† which is the registered trademark. The main objective of such a concept is to provide quality food and services that has a local flavor in them. They wanted to prevent the rural area from getting abandoned and create new product that adds value by attaching a label, which compels the hotels to adhere to the strict criteria. There are nearly 3000 hotels that are registered under this association and are operating not only in France but have expanded their business outside France too. The hotels are grouped as... This essay is one of the best examples of the modern analysis of the French tourism industry. France is a country that has highest density of museums, monuments and festivals. Since 1990s it has been placed at the number one position in ranking of tourist destination. Due to the infrastructural developments and the facilities created, tourism industry was a major subject under the national plan has lead to the economic development of these areas. The tourism industry has also caused development of the transportation facilities to enhance the convenience of the tourists. Tourism industry has been seen to be successfully exploiting the collective marks.. An association of hoteliers are tied together with the motto to promote the privately owned hotels that are operating in rural settings under the same label â€Å"Logis de France† which is the registered trademark. The main objective of such a concept is to provide quality food and services that has a local flavor in them. France continues to attract tourists from various parts of the world by its rich cultural heritage and creative industries. Along with this the country also excels in infrastructure of ground transports that include both roads and railways as well as excellent infrastructure in air transport. But a recent report published by World Economic Forum shows that France lack competiveness in the global tourism industry. In recent times the overall regulations and rules framed by the government are not supportive and helpful in promoting the industry.

Unit 2 Discussion Big Ideas in science Research Paper

Unit 2 Discussion Big Ideas in science - Research Paper Example d spent; calories consumed in food; number of glasses of water (or other fluids) drank per day; number of hours spent to rest and sleep; weight decreased (or maintained) through exercise; and pages of books that were read; among others. As such, the measurement units include: seconds, minutes and hours (time); cups (fluids); calories (food); units (hygiene – bar of soap, gram of toothpaste); pounds (weight); dollars (money) and kilometers (distance travelled). Measurement is crucial within one’s daily life to ensure conformity to schedules and to adhere to appropriate units or volume of resources spent or consumed within a budget. It is necessary to avoid exceeding the use of resources or spending beyond what one can control. If measurements were inconsistent, there would be deviations from plans and it would prove to be costly in the long run. For instance, if time and distance to travel is not appropriately measured, one would be perennially late and would take a toll in academic performance. Yes, technology could help perform this measurement differently and with greater accuracy and precision. For instance, one of the wearable gadgets (Nakashima, 2014) could now measure more effectively calories burned after regular exercise. Before, the weighing scale would be used to measure weight before and after exercise and physical fitness activities. In rural or third world countries, other crude tools of measurement could still be used. For instance, time and distance could be measured by observing the sun and counting trees or lamp posts, as needed. †¢Compare your measurement to something used within scientific research. Use the assigned reading for this unit and publisher resources to provide a specific example for comparison, or feel free to share examples from another source. What type of device is used, what does it measure, and why is it an essential tool for measurement? In an article entitled â€Å"Reconsidering the Effectiveness of Scientific Tools for

Reference to two South African examples Essay Example for Free

Reference to two South African examples Essay In at least one point in the day, every-one finds themselves tuned into one broadcast station or another, be it radio or television Be it for entertainment, relaxation, to be informed or merely a means of escapism. For whichever reasons it is, radio and television play an active role in our everyday life whether we are aware of it or not. Using South African examples, this assignment seeks to discuss two radio and two television genres. It is virtually impossible to discuss the issue genre before defining this term. Both the Oxford dictionary as well as Creeber (2001), defines genre as type or kind. Genres allow for the types or kinds of things to be categorised. For example in radio broadcasting, there are various different programs aired, such as talk shows, music shows, news broadcasts, drama shows and so on. Each of these shows are categorised into a particular genre based on their characteristics. The two radio genres that will be discussed are talk shows and music shows. The phenomenon of genre is not exclusive to radio and television alone. In fact according to Greeber, it [genre] has played an important role in the study of literature, theatre, film, television and other art and media forms (Creeber, G: 2001 pg. 1). Radio-Talk Genre Radio stations like SAFM and 702 are almost entirely dedicated to the genre of talk show however almost every radio station incorporates this genre if not at least for a few minutes. The success of talk shows lie in participation by the audience. The audience is urged to call into the radio station and either view their opinion on the topic of discussion or pose questions to either an officiator or a panel. On SAFM for example, there was a program entitled The Life and Times of Dr. Bayers Nordea. The show was as the title implies, discussing and talking about Dr. Nordeas life. The show hosted family, colleagues and friends, who spoke about his life. Listeners also got the opportunity to add their comments, thoughts, as well as pose questions to the panel. The show was also officiated by the host or disk jockey (D. J) of the show, who not only directed most of the discussion, but also made sure that the show, ran smoothly. The nature of talk shows is such that the audience phones in either agreeing or disagreeing to the topic or question being discussed. This opens the door for others to voice their opinions. According to Barnard (2000), phone-in encourages a free flow of opinion and conversation within the safety of an artificially created community (Barnard, S: 2000). With out this element, the talk show would be deemed unsuccessful. Talk shows do not follow a particular protocol, meaning that any topic can be addressed. The mere action of a D. J. posing a question relating to any topic and receiving feedback from the audience constitutes the genre of talk show to be exercised. As any topic makes way for talk shows, it is common to find small inserts of talk show, even within a primarily music radio station. Highfeld Stereo is an example of a South African music radio station. It is common to find a situation where a D. J. poses a question and opens the lines to receive feedback. The D. J is thus officiating a talk show, within a music show. Listeners of talk shows however, are required to concentrate on the discussion if they are to understand what is being discussed, thus ones attention cannot divert from one thing to another. For example, one cannot talk to a friend on the phone, as well as remain focused on the discussion. Radio-Music Genre. Although there is audience participation in the music genre, it differs from that of the talk genre. Regarding music radio, the audience is urged to call in to send dedications to friends or loved ones, choose songs they wish to hear, or vote for their favourite song rather than voice their opinions on a matter. Music as a genre is not so clear-cut like talk shows. Within the music genres, there are sub-genres, where by music is categorised according to style. Rock, rave, hip-hop and pop would all be examples of sub-genres of the music genre. The music genre requires less attention from the listener to be focused on the show. Namely, the listener can do various other activities without loosing out on the entertainment. For example, while driving a car and focusing on the road, or while working at ones desk, one can continue to listen to his or her favourite song and not be side tracked. Unlike the talk genre where if one was driving a car and focusing on the road they would more than likely loose track of what was being discussed-alternatively, they would possibly have an accident. As the genre implies, the emphasis in music shows is in fact music. Therefore it is common to find very little talking by the D. J. and more music being played. The show usually consists of popular songs in the specific sub-genre being aired. This genre also usually has a top 40 show, where the 40 most popular songs are aired. This is commonly known as contempory hit radio (Tomaselli/de Villiers: 1998). 5FM radio station for example has the Coca-Cola Top 40 music show which is aired every Sunday morning from 10:00- 14:00. Other radio stations like East Coast Radio host the Top 10 at 10 show, which airs the 10 most popular songs every Tuesday night at 22:00. These songs which make it onto the top 10 or top 40 lists, are songs which have been voted for by the public. Jacaranda FM in contrast to the mainstream radio stations of say 5FM for example would air music of a different sub-genre, however one would still find the most popular tracks of that specific sub-genre being aired, as well as top 10 shows occurring. In the music genre, the D. Js primary job is to play music and possible talk a little bit about the artist of the track, rather than being an officiator or a mediator of discussion, as is found in talk radio. Television-Documentary Genre. As the term documentary implies, these shows are usually fact based and require research to be done on the particular topic being showed. Events are documented by a team of researchers and aired to the public. An example of a documentary would be found in the SABC 2 show 50/50. This is a documentary program that focuses on various aspects of the wild life. Documentaries however could focus on a variety of topics, including an event, person or idea. As the emphasis of documentaries is on information, enlightenment and facts, viewers usually watch documentaries as a means of being informed, rather than being entertained. The nature of documentaries is such that each episode is fully formed and has a definite conclusion even if left as an enquiry for the viewer to think about what they have just viewed. This allows the viewer to evaluate their knowledge of the topic against that of the show. Documentaries are also not usually serial form, as would be the case in a sitcom for example. Rather, they tend to be self-contained episodes with definite endings. Documentaries usually also adopt a narrative structure psychological relationship of the viewers to the program. The viewer is often addressed directly, in order to persuade the actual person watching at home that he or she is the you to whom the addresser is speaking (Allen,C: 1992 pg. 118). This also keeps the viewer interested in the show as well making them feel as if they actively involved in what is going on. Due to the fact that documentaries are not entertainment focused and are rather a means of transferring information, events, people or animals being documented are portrayed as realistically as possible. Animals, which are filmed in the 50/50 program, for example are filmed in their natural environments, rather than in zoos, in order to give the viewer the most realistic experience. As they are based on real occurrences, documentaries, unlike entertainment programmes such as sitcoms, do not focus as much on a specific plot. Television-Soap Opera As soap operas were originally targeted at the female audience (Brown, M: 1994), it is not surprising to find that many of the central characters within this genre are women. More importantly, they are strong, powerful and influential characters, rather than the stereotype housewife women. SABC 3 airs the soap opera Isidingo. Charel de Villiers and Leigh Haynes are two examples of strong, powerful and ambitious characters that play central roles in the show. It is important for these kinds of characters to exist, in order for the audience to which the show is targeted at to be able to relate. They [women] recognise some of there own identity in this product created by the media (Brown, M: 1994). People watch soap operas for a number of reasons. The fact that they are entertaining, allows the viewer to unwind, relax or escape from the stresses from every day life, for the duration of the show, as the audience get lost in the reality of the program (Anderson, M: 2004). Viewers could also be using the decision-making techniques and outcomes of the soap opera to work through their own issues (Anderson, M: 2004). Isidingo is an example of a program that deals with AIDS-an issue that the whole of South Africa is facing; it also provides solutions in the form of Nandipe-a married women infected with HIV. Her positive attitude allows her to live a productive life. Viewers may see Nandipe as a role model. Those viewers infected with HIV may in fact even echo her actions in order to try and increase productivity in their own lives. Characters in soap operas are usually found in the form of multiple characters (Brown, M: 1994) meaning that characters emphasize the group over the individual (Brown, M: 1994 pg 53), thus many people can relate to one specific character. This also makes way for viewers to find similarities between themselves and various other characters rather than one particular character. Brown believes that rather than relating to characters in soap operas, viewers implicate themselves to various characters, meaning that the viewer will see similarities between a particular character, or even characters, but when the character acts in a way that the viewer does not agree with, or feel comfortable with, the viewer will distance him or herself from the character (Brown, M: 1994). Soap operas adopt a visualization style, which gets the viewer to focus and identify with a specific character (Brown, M: 1994 pg. 53). On a radio talk show for example, a TV viewer called in with the opinion that the Isidingo villianess, Cherel de Villiers should be punished, as if the viewer could not differentiate between reality fiction. (Anderson, M: 2004). Apparently actors who play villainous characters are shunned offset by the public (Anderson, M: 2004). It is not only the relatable characters and entertaining style of soap operas that keep the audience hooked. It is also the continuous open-ended nature of episodes, set in the present and containing a number of alternating story lines which gives the audience sense of continuous pleasure (Brown, M: 1994, pg. 58). The fact that soap operas resists narrative closure, meaning that the story is continuous and never ending, means there is always hope for the future (Anderson, M: 2004). Thus viewers will continue to watch future episodes in order to come closer to seeing what will happen at the end (which never really comes). John Davies (1984) suggests about soap opera viewers that once hooked, they vacillate between their need to know, or the pleasure of anticipation that keeps viewers watching (Brown, M: 1994). In discussing two radio and two television genres with reference to two South African examples, it is evident that the complexities and intricacies of various broadcasts and genres are not as simple as one would imagine. As seen above, various genres and broadcasts draw in different audiences, and evoke various different responses in the viewer or listener. As technology continues to move forward, where will these broadcasts find themselves in the future? For now though, radio and television will continue to play an active part in almost all of our lives. BIBLIOGRAPHY Allen, Robert C. 1992. Televisions modes of address the social context of T. V. viewing. In Channels of Discourse, reassembled. 2nd ed. Edited by Robert C. Allen. London: Routledge. Anderson, Muff. Soapies mirror SAs soul. Mail Guardian. 24 March 2004. Barnard, S. 2000. Studying Radio. New York: Arnold Hodder. Brown, Mary Ellen. 1994. Ch. 3: Soap opera and womens talk: The pleasure of resistance. Thousand Oaks: Sage. Creeber, G. (ed. ). 2001. Introduction: What is genre? In Creeber, G (ed),The television genre book. London: British Film Institute, 1-7. Teer-Tomaselli, R and de Villiers, C. 1998. Radio: Theatre of the Mind. In De Beer, A (ed). Mass media toward the Millennium. Pretoria: Van Schaik, 147-175.

Assessment Strategies: Paramedic Education

Assessment Strategies: Paramedic Education Paramedics have, historically, been algorithmically led through all clinical procedures and decisions which do not directly centre on clinical decision making. It has been indicated that this system of paramedic training concentrated on life threatening conditions with protocol driven practice, based on limited underpinning knowledge (Williams, 2002). They have undergone front-loaded, fit-for purpose courses which has suited the operational need of the Ambulance Service. Over the last ten years United Kingdom (UK) ambulance services have become increasingly aware that there is a need to evaluate their educational provision. It became evident that paramedics needed to move on from surface to deep thinking strategies and develop a greater thinking repertoire. The paramedic profession is currently at a major crossroads in its development with the transition from a training paradigm to one of higher education (British Paramedic Association, 2006). This evolution in paramedic education he ralds a shift away from a training ethos of surface learning and expository teaching, best described by Ausebel (1968) as the presentation of the entire content of what is to be learned in its final form. This commentary will discuss the current assessment strategies used within paramedic education by higher education institutes (HEIs) including the assessments implemented in the clinical practicum. The various methods and delivery of assessment will be explored including, formative, summative and feedback. My own personal experiences and involvement with the assessment of paramedic students will also be discussed. This discussion will attempt to highlight the validity and reliability of certain assessment strategies such as objective structured clinical examinations (OSCE), portfolios, work-based assessment. The concept of role models for paramedic students during their time on clinical placement will also be explored. In the UK, the Institute for Healthcare Development (IHCD) is the awarding body for paramedic qualifications and have been involved in prescribing the curriculum, content, and assessments for all paramedic training throughout the UK. IHCD produce multiple choice questionnaires, short answer and clinical assessment tools which have been seriously challenged by the British Paramedic Association (BPA) which is the professional body overseeing paramedic practice and education. The assessment strategies employed by IHCD have been criticised for their errors of format and content relevance (Cooper, 2005). They were also seen as a tick-box exercise for the employers legal liability. IHCD assessment processes were criticised for their validity, reliability, and feasibility, with the BPA highlighting a clear need to identify alternative methods of assessment such as objective structured clinical examinations with links to competency frameworks (British Paramedic Association, 2006). The use of a variety of different assessment methods has now become a characteristic of paramedic education within HEIs. Currently HEIs employ a plethora of assessment methods including simulation, standardised patients, written examinations, oral examinations (viva voce) and reflective portfolios. During their time in the clinical practicum paramedic students are also continually assessed with regard to their clinical competencies. Pugsley and McCrorie (2007) state the need to have valid, reliable, fair and defensible assessments due to increased litigation from students are adding new dimensions to educator roles. With the ongoing change within paramedic education there has been a need to move away from standard assessment methods such as written examinations. Historically, educators have used the same assessment methods for all of the competencies of a paramedic, even when they were ill-suited to the task. For example, it is critical for a paramedic to be able to communicate effectively with patients but an assessment of this aspect of competence is not tested well by written examinations or a viva voce in which the student-patient encounter is unobserved. To correct this problem, several methods of assessments which are new to paramedic education are being implemented with ongoing development. These new methods focus on clinical skills, communication skills, procedural skills and professionalism. An importan t role of the teacher relates to assessing students competence. This hold great relevance within pre-hospital environment as life, health and welfare of patients is potentially at risk if students are not accurately assessed which may lead to future paramedics with low levels of clinical competence. Stuart (2007) states that assessment can be formative and summative with Boud (2000), claiming that both forms of assessment influence learning. Formative assessment can guide future learning, promotes reflection and provide reassurance (Epstein, 2007) whereas summative assessment tends to take place at the end of module or program of study and is used to provide information about how much students have learned and to what extent learning outcomes have been met (Stuart, 2007). Many of the assessment strategies can be used as either a method of formative and summative assessment (see table 1). Any particular method of assessment will have its strengths and its intrinsic flaws. The use of several different assessment methods may partially compensate for the intrinsic flaws in any one method (Epstein, 2007). Validity and reliability are deemed as critical for determining the usefulness of a particular method of assessment (Van der Vleuten, 1996). Validity is the extent to which the assessment measures what it was designed to measure (Quinn Hughes, 2007). Reliability indicates the consistency with which an assessment method measures what it is designed to measure (Messick, 1989). OSCE The teaching and assessment of clinical skill proficiency is a major part of paramedic education. Paramedic degree programs throughout the UK are using and developing OSCEs as an approach for the assessment of clinical skill performance. OSCEs have been utilised in advanced life support, trauma, medical condition scenarios as well as individual clinical skills. Newble (2004) states that OSCEs are better suited to assessing clinical and practical skills, often with a high degree of fidelity. Stuart (2007) warns that OSCEs have limitations as a method of assessment due to the performance of students under laboratory conditions may not accurately reflect their real performance in the clinical practicum. Other limitations also exist such as students finding OSCEs highly stressful (Phillips, Schostak Tyler, 2000; Brand Schoonhein-Klein, 2009). An OSCE also tends to focus more on the assessment of basic skills rather than cognitive skills (Redfern, Norman, Calman, Watson Murrels, 2002). A major limitation is the compartmentalisation of the clinical patient assessment process and students may not learn to holistically assess patients (Stuart, 2007). There is conflicting evidence throughout the literature regarding the reliability and validity of OSCEs as a method of assessment. Goaverts, Schuwirth, Pin et al. (2001) have reported high reliability and validity for this assessment strategy, whereas Phillips, Schostak and Tyler (2000) claim that OSCEs are seriously flawed due to lack of inter-assessor and intra-assessor reliability. Hodges (2003) points out that OSCEs are a social drama with students modifying their own behaviour in an attempt to convey the impression that the assessor desires. There are measures that have been reported to increase the validity and reliability of the use of OSCEs and these are listed in Appendix X. I have had some experience of assisting with OSCE assessments and have found that almost no training has been provided for the assessors which in my opinion, made them unreliable. The assessors are given objective checklists but a personalised form of scoring was sometimes used due to the lack of assessor experience or understanding of the assessment strategy. One of the OSCEs required an assessment of a students ability to perform advanced life support (ALS) with the checklist containing a total of 111 points to be assessed (see appendix X). This created problem with the reliability of this particular OSCE as the assessors found it difficult to observe the student as well as check they were performing everything on the checklist. This OSCE lasted almost 30 minutes which not only caused fatigue to the student but also to the assessor. According to Reznick et al. (1992) the heavy workload on the assessor can affect their performance. A lengthy OSCE can also cause student fatigue which may affect their performance (Rutala, Witzke, Leko, Fulginiti Taylor, 1990). As part of my ongoing development as a teacher I have started to design an OSCE for the assessment of some basic clinical skills. Some of these have already been designed for other healthcare professions but none are paramedic education specific. Simulation ALS Simulations are increasingly being used in paramedic education to ensure that students can demonstrate integration of prerequisite knowledge, skills, and affect in a realistic setting. For these aspects of competence, the use Sim-Man which is a physical simulator that models the human body with a very high fidelity is currently used extensively at my employing university. This form of simulator is very realistic and can provide an excellent assessment of skills. These simulators are used in conjunction with observed structured clinical examinations (OSCE). Standardised Patients A standardised patient is a person trained to portray a patient with a particular medical or traumatic condition. They are used to assess a students ability to collect medical history and physical examination data (Tamblyn Barrows, 1999). Following the encounter between the standardised patient and a student, both the standardised patient and an assessor make judgements about the students performance based on history taking, physical examination and communication skills. Checklists are developed for each patient scenario focusing on the students ability to collect the relevant data. Skills in summarising and interpreting the information collected are often measured following the encounter consisting of open-ended questions or short answers. I have found this to be the most realistic form of assessment outside of the clinical practicum and research has shown that reasonable levels of reliability and validity can be achieved (Norcini McKinley, 2007). However, McKinley and Boulet (200 4) warn that there is a drift in assessor stringency over time and that the standardised patients themselves become increasingly inconsistent portraying a patient. This assessment strategy is very expensive to use and has been implemented infrequently. As part of my role as an associate lecturer I have had the opportunity to take part in this form of assessment. The students were required to perform a cardiac assessment on a standardised patient. Prior to this summative assessment they were given a lecture on cardiac assessment, a demonstration of the assessment and many hours practice time with support from the lecturing team which included myself. A checklist (see appendix X), a viva-voce question sheet (see appendix X) and a short answer paper (see appendix X) were all designed. Following the patient encounter the standardised patient and I went through the checklist to ascertain the ability of the student. The viva-voce followed where open-ended questions (see appendix X) were a sked to allow the student to discuss their findings and plans for treatment which was followed by the short answer paper (see appendix X). Work-based Assessment Work based assessment of learners in the clinical cenvironment Assessment plays a major role in the process of medical education, in the lives of medical students, and in society by certifying competent physicians who can take care of the public. Society has the right to know that physicians who graduate from medical school and subsequent residency training programmes are competent and can practise their profession in a compassionate and skilful manner (Shumway Harden 2003). Miller (1990) proposed his now famous pyramid for assessment of learners clinical competence (Figure 2). Knowledge tested by written exams Application of knowledge tested by clinical problem solving etc. Demonstration of clinical skills, tested by OSCEs, clinical exams, competency testing (Competency) Daily patient care assessed by direct observation in the clinical setting (Performance) Adapted from Miller (1990) At the lowest level of the pyramid is knowledge (knows), followed by competence (knows how), performance (shows how), and action (does) The clinical environment is the only venue where the highest level of the pyramid can be regularly assessed. Assessment in the workplace is quite challenging as patient care takes top priority and teachers have to observe firsthand what the learners do in their interaction with patients and yet be vigilant that patient care is of the highest quality. Paramedic students need to retain vast amounts of information, integrate critical thinking skills as well as having an ability to solve a range of complex clinical problems often under intense pressure. In an effort to enable this I have started to acknowledge the need for alternative teaching, learning and assessment strategies. Educational literature supports the use of concept mapping as a means to promote learning and is seen as a metacognitive strategy (Novak, 1990; Pinto Zeitz, 1997; Irvine, 1995). I have explored the idea of concept mapping and have now started to use it within my teaching practice. I view the goal of concept mapping as a way to foster learning in a meaningful way, to enable feedback and to conduct learning evaluation and assessment. As a learning resource, concept maps can facilitate a students understanding of the integration and organisation of important clinical concepts (Pinto Zeitz, 1997). A group of the paramedic students I currently teach found that concept mapping encouraged them to think independently, promoted self-confidence and provided them with a greater awareness of connecting across different areas of knowledge. From my own perspective I view concept mapping as a creative activity which assists the students in becoming active learners. It is also seen to allow students to organise theoretical knowledge in an integrative way as well as fostering reflection into the learners understanding (Harpaz et al., 2004). During and following the use of concept mapping sessions numerous opportunities arose to identify student misunderstandings allowing provision of relevant feedback and clarification of content. According to Kinchin and Hay (2000) the use of concept mapping highlights the learners constructions of connections as well as a useful form of communication between the teacher and learner. As an assessment strategy concept maps can be used either formatively or summatively (West, Park, Pomeroy Sandoval, 2002) by identify ing the learners valid or invalid thoughts and links. However, Roberts (1999) warns that a suitable scoring method must be selected for each particular type of map due to their great variation in style. I have used concept mapping with individual students and small groups of students and it has been effective when dealing with the differential diagnosis of certain conditions. For example, the causes of chest pain are numerous but it is important for a paramedic student to be able to understand and differentiate between the different causative factors. A lesson was planned, delivered with handouts provided (see appendix X). Over the next two weeks the students were formatively assessed individually by using concept maps to illustrate their understanding of the causes of chest pain. A decision was made to use a relaxed approach in an effort to overcome any anxiety so the assessment became an informal discussion. As the students progressed through the task I was able to gain insight into what each student knows and how they arrange knowledge in their own minds. I was able to give feedback on their misunderstandings, misconceptions and errors. Paramedic educators rarely use concept mapp ing as a teaching or learning method but I see them as valuable tool in revealing students misunderstanding of concepts which could in turn lead to the identification of potential clinical errors. FEEDBACK Effective feedback may be defined as feedback in which information about previous performance is used to promote positive and desirable development. Giving feedback, whether corrective or reinforcing, is complicated but is an essential part of paramedic education. Feedback plays a central part in the support of cognitive, technical and professional development (Archer, 2010). Cognitive theorists view feedback as a comparison between actual performance and the intended performance level (Locke Latham, 1990). According to Kluger and DeNisi (1996) this will highlight the gap between a learners knowledge and the required knowledge and provide a learning catalyst. Behaviourists conceive feedback as a way of modification or reinforcement of behaviour (Thorndike, 1931). In the health care education literature including paramedic education, feedback seems to lack any form of theoretical basis (Colthart, Bagnall, Evans, Allbutt, Haig et al., 2008). Paramedic education feedback is often problematic for both the provider and recipient. The diversity of the feedback settings creates multiple challenges for paramedic educators in the provision of effective feedback. Settings such as bedside teaching, practical skills training as well as the often chaotic environment have been utilised for the provision of feedback by myself. The protection of the professional standards, the rights and safety of patients as well as the self-esteem of the paramedic student must be safeguarded. Added to this is the acknowledgement of the psychosocial needs of the paramedic students as well as ensuring that the feedback is accurate and honest (Molloy, 2009: Higgs, Richardson Abrandt Dahlgren, 2004). These challenges are an ongoing issue within paramedic education but despite this feedback has been described as the cornerstone of effective clinical teaching (Cantillon Sargeant, 2008). An important factor necessary for progress is the provision of feedback. Parsloe and Wray (2000) suggested that feedback is the fuel of improved performance, that it can provide motivation. However, they do warn that motivation can be reversed if you get the feedback wrong. Feedback should be viewed as a positive tool as even negative aspects of feedback actively encourage learners to improve practice; Bennett (2003) affirms that it can also highlight strengths and weaknesses which in turn can lead to enhanced practice. There are many types of feedback used to support learners and these can have either a directive or facilitative function. Directive feedback can inform a learner of what requires some type of corrective measure whereas facilitative feedback can involve the provision of suggestions to facilitate learners in their own revision (Archer, 2010). Feedback specificity may also be variable. Specific feedback can sometimes be beneficial for an initial change in performance but it may have a negative effect on the learners ability to further explore their performance which can lead to an undermining of subsequent performance and learning in the long term (Goodman, Wood Hendrix, 2004). Less specific feedback can lead to uncertainty for the learner that may subsequently lead to a reduction in learning (Kluger DeNisi, 1996). Verification and elaborative feedback are structural variances of directive and facilitative types of feedback. Feedback can simply indicate that an answer is correct (veri fication) or it may facilitate the learner to arrive at the correct answer (elaboration). According to Bangert-Drowns, Kulik, Kulik and Morgan (1991) the guiding principles of feedback are that it should be specific, with verifying and elaborative feedback enhancing effectiveness. I have attempted to utilise a number of types of feedback for my learners since the start of my current studies on the Post Graduate Certificate in Education (PGCE). I will now go on to discuss some of the methods of feedback utilised for the different learners I am currently supporting. I have utilised many of the types of feedback interchangeably and have slowly gained a conscious knowledge of their appropriateness. Throughout their placements paramedic students have regularly received constructive feedback which is usually delivered contemporaneously which is something that Price (2005) recommends. A large proportion of the feedback has been delivered informally and is often carried out in between emergency calls and has often been given as a running commentary during student/patient interaction. Non-verbal communication is seen as a strong method of conveying meaning and is often utilised in providing feedback (Stuart, 2007). Non-verbal communication serves several functions which can be summarised as giving and receiving information, expressing emotions, communicating interpersonal attitudes (e.g. warmth, dominance and liking) and establishing relationships (Williams, 1997). Non-verbal communication requires acute observation by the receiver for accurate interpretation of the message (Golub, 1994). Non-verbal communication includes specific behaviours that include proximity, touch, eye-contact and eye gaze, facial expression, body posture and head movements. I have used this form of communication as a method of feedback during bedside teaching sessions and when the student is involved within patient care episodes. A nod and a look of approval are seen as positive feedback which all ads to the feedback process. More formal feedback is given at the end of each shift. The timing and format of these feedback sessions are of great significance. For feedback to have maximal motivational impact on learning, it should take place while it is still relevant and points raised are therefore more meaningful and alive (Hays, 2006). During these feedback sessions the format is a blend of oral and written. A copy of the written element is given to the student to place in their portfolio. Fish and Twain (1997) believe written notes are essential in providing continuity in the monitoring of progress. Initially, the students were asked to provide a self-assessment of how they felt the shift had gone. This was an addition to the feedback cycle and encouraged learners to be more self-aware and more self-critical but gives an insight into how the student feels about their progress (Mohanna, Wall Chambers, 2004). Rather than a one-way process the feedback becomes collaborative. On further exploration of the literature I became aware that involving the learner in comparative self-assessment that places them at the centre of the feedback process will not always improve competence. Paramedic students are frequently required to self-assess their performance in an attempt to identify their own strengths and weaknesses in relation to other peoples views. Written feedback is important for learners as well as teachers. As an on-line tutor for a local HEI I provide support and feedback to paramedic science students via email. These students send me there work in progress and constructive feedback is given (see appendix X). Any negative comments made are supported to produce positive outcomes which is something that Webb (1955) advocates. According to Archer (2010), lengthy and complex feedback maybe ignored with its main messages lost. In effort to counteract this problem some of my written feedback has been deliberately left concise. In conjunction with verbal feedback students on clinical placement are provided with daily written feedback on patient encounters (see appendix X) which are supported by further written feedback monthly, quarterly and at the end of the clinical placement (see appendix X). I consider the use of feedback on student progress generated from other sources such as other paramedics and assesors as highly important as part of a systematic approach. Feedback from a variety of sources is described as multi-source feedback (Archer, 2007). Paramedic students on clinical placement are sometimes rostered to work with other Clinical Supervisors or paramedics. Early in a paramedic students placement a critical development issue was identified by one of my colleagues who had completed a set of shifts with the student. The unacceptably slow pace of the students clinical practice including patient assessment, patient management and long turnaround times at hospital following incidents had been fedback to me. As a students practice placement progresses, evidence of care activities should be gathered showing increasing speed and dexterity with increasing clinical experience (Stuart, 2007). Early support is vital in preventing the student with a learning issue from experie ncing the cycle of failure (Cleland, Arnold Chesser, 2005). Other key personnel who had observed the student in practice were consulted to ensure that the issue was as prevalent and problematic as had initially been assessed. Eliciting the opinions of other assessors also helps provide a more fair and unbiased assessment of a students abilities (Gomez, Lobodzinski Hartwell West, 1998). The issue was then raised with the student whilst they were performing a task too slowly. Stuart (2007) highlighted the critical importance of the critical role of providing feedback in learning and support. Furthermore, providing feedback of a development issue whilst it is relevant and alive is important for memory recall (Bailley, 1998: Gipps, 1994). The key to support struggling students however is to identify specific reasons for poor performance (Cleland, Arnold Chesser, 2005). Furthermore, major feedback which corrects a particular performance deficit should end with a plan of action (Branch Paranjape, 2002). During a feedback session with the student, input regarding specific areas where time could be saved was requested by the student but a specific action plan had not been prepared. Providing poor quality feedback may make the student feel they are being personally judged and can lead to defensiveness or reactivity (Katz, 2006). In order to rectify this, the student was closely observed in practice for a set of four shifts in order to identify specific areas of slow practice (see appendix X). A three month plan was negotiated with the student to rectify the problem and a ten point action plan developed which identified ten areas where the student could save time on each call attended (see appendix X). Data was collected over a three month period of the students on scene times and hospital turnaround times. The student was not informed of this in order to avoid the Hawthorne effect when working with other members of staff where a subjects normal behaviour and/or study outcomes are altered as a result of the subjects awareness of being under observation (Mangione-Smith. Elliott, McDonald McGlynn, 2002). Branch and Paranjape (2002) state that evaluation should follow efforts at remedying the learners problem. The results of the data after the three month period were therefore presented in chart format to the student (see appendix X) which provided tangible proof that the student had demonstrated real evidence of progress. Just as paramedic students are interested in their progress, so too should the paramedic educators be interested in the quality of their teaching. The measurement of teaching quality can be a very complex, multi-perspective task that may include many different approaches (Hays, 2006). One form of teaching quality assessment is student feedback. Collecting student feedback also sends messages to students that their views are welcome (Hays, 2006). With this is in mind teaching assessment tools were designed to elicit the students opinions on the teaching provided (see appendix X). Other feedback has been provided from peer observations (see appendix X). Prehospital education is changing rapidly, and as demonstrated the way paramedic education is delivered at clinical practicum level is also evolving. In order to establish quality and stability in this rapidly changing delivery of education, eliciting feedback from students is critical (Jones, Higgs, de Angelis Prideaux, 2001). A feedback questionnaire was designed to elicit the students opinions on the quality of the learning timetable and reference handbook after three months of the placement period. The students indicated a very high satisfaction rating for the timetable and particularly the reference handbook (see appendix X). Feedback was also gained via a questionnaire regarding general teaching effectiveness in areas such as quality of feedback, supervisor/student relationship, goal management and mentoring activities (see appendix X). Whilst overall the feedback obtained regarding general teaching and mentoring effectiveness was very positive, one of the students indicated some dissatisfaction with the prioritisation of goals. This was discussed further with this student who expressed concerns that it was unclear in reference to the learning timetable which goals were of a higher priority than others as the learning objectives were set out in chronological order. Patients have also been able to add to the feedback process as they can provide testimony to the students performance. This type of feedback is unique to healthcare professionals and is deemed influential in changing performance (Fidler, Lockyer, Toews, Violato, 1999). However, Archer (2010) warns that feedback elicited from patients may lack validity with Crossley et al. (2008) suggesting that there is limited correlation with other sources of feedback. This form of feedback is often utilised when a student has been driving the ambulance and the patient is asked about the comfort of the journey to hospital, which is naturally carried out in earshot of the student. Giving feedback In the clinical environment it is vital to provide feedback to trainees as without feedback their strengths cannot be reinforced nor can their errors be corrected (Ende 1983). It is a crucial step in the acquisition of clinical skills, but clinical teachers either omit to give feedback altogether or the quality of their feedback does not enlighten the trainees of their strengths and weaknesses. Omission of feedback can result in adverse consequences, some of which can be long term especially relating to patient care. For effective feedback, teachers need to observe their trainees during their patient interactions and not base their words on hearsay. Feedback can be formal or informal, brief and immediate or long and scheduled, formative during the course of the rotation or summative at the end of a rotation (Branch Paranjape 2002). Reflection on feedback Role Modelling Ambulance services in the UK are slowly becoming reliant on undergraduate paramedic education programs to meet their employment needs (JRCALC, 2000). The HEIs and ambulance services have now forged strong links and work closely with one another in the education of student paramedics with the ambulance services providing the clinical practice placements. The clinical practicum is an important component of a student paramedics development. This practicum seeks to integrate theory and practice as well as enable the development and assessment of professional competencies. During this time in practice the student will have many opportunities to develop skills and to refine these skills based on performance feedback by clinical su

Cloning :: essays research papers

Cloning humans is a threat to our society. It presents a vast number of problems that arise with each new discovery. The first is the decrease in distinct genetic make-up. Cloning also brings up many ethical points dealing with creation and psychological well being of clones. Cloning is such a new area of study that it requires a large amount of money and offers a lot of room for mistakes. The biggest problem with the use of cloning is the decline in genetic diversity. The biological definition of a clone is "an organism that has the same genetic information as another organism or organisms". This means that gene donors would obviously have the exact same DNA as their clones. If large groups of people have the same genetic information, a disease could instantaneously wipe out the entire population. Our genetic make-up is what makes us unique. It gives us a sense of individuality and distinctiveness. If many people had the same DNA, how would we preserve our diversity and sense of self? Human cloning also raises many ethical and moral issues. Different religious groups regard cloning in different ways, but most agree on one point. Cloning puts the work of God into our own hands. The creation of life then becomes a manufacturing of duplicates instead of a "creative act of God". It is also important to consider the repercussions of cloning on the cloned individual. Numerous psychological problems may arise if a person discovers that he or she was cloned. How would a child feel if they found out that they were created to be used to donate organs or replace a lost loved one? A cloned child may also feel obligated to follow the pre-determined path of their gene donor. This would bring about a lot of confusion and emotional damage for the individual. There is a great margin of error in the new technology of cloning. Because we are still developing these scientific procedures, there is a lot of room for mistakes. This means that in the process of experimenting, clones with great genetic abnormalities could be created. What would happen to these degenerate individuals? Should they live life as rejects of society or be disposed of as mistakes? Cloning is currently a very expensive process. It requires large amounts of money and biological expertise. It took 277 tries to create Dolly, the first successfully cloned sheep. New techniques are constantly being developed, but even they have a success rate of 2-3%.