Information Privacy Computer And Information Sciences

Information Privacy Aaliyah Hibbler Department of Mathematics, Computer and Information Sciences Mississippi Valley State University 14000 Highway 82 West, Itta Bena, MS 38941, United States aaliyah.hibbler@mvsu.edu Abstract This paper describes and informs the reader of material about Information Privacy. It gives a background as to what Information Privacy is, and educates the reader on more about the subject. This paper includes definitions, past and present examples and details about the subject, and Laws relating to the subject. I. Introduction What is Information privacy? Some may think that information privacy is pretty much not an important or even an irrelevant topic. But little do they know there are laws specifically made for such a topic. Information privacy is not just keeping your information a secret. Are you aware there are people who do not care about information privacy, called hackers? Hackers are a person(s) who uses computers to gain access to data without permissions. Now that you have been informed of that detail let’s do a breakdown of what is information privacy exactly. Information privacy can also be referred to as data privacy, it is practically information that is stored on a computer based system that the user can decide on whether to share with a 3rd party or not. Reference [1]states that information privacy is the combination of communications privacy (the ability to communicate with others without those communications being monitored byShow MoreRelatedThe Privacy Preserving Data Mining1046 Words   |  5 Pagesproviders. Previously there is no interaction between the customer and the data provider. And when the client sends a query, the mediator forwards the information to all data holders and via exchange of the acknowledgements, the mediator generates the connection with the data providers[4]. 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We are arriving at a time in history when our government is forming an alliance with science and technology. As our generation increasingly embraces technological advances, we continue to witness the ongoing neglect of our personal liberties and private lives. The

The Effects Of Media On Young Children And Teens - 1751 Words

Children and the Media In today’s society, the media has a strong effect on young children and teens. Kids and the media tend to be an ongoing concern. Young kids in our society tend to overdose on the television, music, and video games. The media’s presence in children’s lives is very pervasive. Television, which once controlled children’s media utilization habits, is now merged with video games, cell phones, computers, and other connected devices. As a result, children are fully submerged in the media at a young age. This is making it hard for parents and law enforcers to regulate the impact these shows, games, songs, etc. has already placed upon the children in our society. Everything looks and feels easier to do with social media. People who use social media are somehow limiting their abilities to make real interpersonal connections. Some teenagers are socially awkward in general, they seem really weird in person but on Facebook they seem to come off as pretty cool people. Technology is able to affect the teenagers of America in many ways, lowering their communication standards, which make them socially awkward. â€Å"The most recent nationally representative surveys of the Pew Internet Project show how immersed teens and young adults are in the tech environment and how tied they are to the mobile and social sides of it. Some 95% of teens ages 12-17 are online, 76% use social networking sites, and 77% have cell phones. Moreover, 96% of those ages 18-29 are Internet users, 84%Show MoreRelatedThe Effects Of Technology On Teen s Brain Development1708 Words   |  7 Pageselectronics. As the use of technology increases, concerns are growing about the amo unt of screen time teens should be exposed to, and if the use of technology can affect a teen’s brain development. The American Academy of Pediatrics, or the AAP, is considering raising the two hour screen time limit to four hours because of the growing use of electronics in our day and age. 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The True Authorship Of The Shakespearean Works Essay Example For Students

The True Authorship Of The Shakespearean Works Essay Ask anyone who Shakespeare was, and he or she will immediately rattle off at least three different plays that were required readings in English, not to mention a few blockbuster movies bearing his name. Many revere the works of Shakespeare as paramount in the world of literature, dedicating entire books, classes and festivals to the study and celebration of his work. Although the ancient language is a common stumbling block for even the most seasoned readers, his varied tales of love, hate, fear, betrayal, laughter, defeat and victory are just as fitting today as they were four hundred years ago. He is amazingly timeless. Yet, while we might know what Shakespeare is, will we ever really know who Shakespeare was? Ah, theres the rub!Much about the Bard is a mystery to even the most scholarly enthusiasts. The hard facts that are actually known about him could fill one neatly handwritten page, but what is speculated and complete legend could fill volumes of books. So, what is fact and wh at is fiction? According to the little documentation that chronicles his life, Shakespeare was not even a true Shakespeare at all; he was born in April 1596 and entered in the baptismal record as Gulielmus filius Johannis Shakspere. Even his actual date of birth is somewhat of a mystery. While we do know that he was baptized on April 26th, 1564, there is no existing record of his birth date. We can assume that he was born on April 23rd judging by the customary three-day period that most families waited before baptizing their children, but this is only speculation. Since the records of the Stratford grammar school have not survived, we cannot prove that Shakespeare attended school. In all actuality, we have no evidence that he was even literate. His father had no educational training, so it is quite possible that he also lacked in schooling, but thats only guesswork. The next piece of hard information that we come across in our search is a register entry showing a Wm. Shaxpere being granted a license to marry Anne Whateley on November 27, 1582. The very next day this same register records a marriage bond issued to William Shagspere and Anne Hathwey. Six months later Anne gave birth to their first child, daughter Susanna Shakspere, and then in February 1585 she gave birth to twins, Hamnet and Judith. It is presumed that Shakespeare made it to London around 1595 to begin his career in the theatre, but the exact date is not known for sure. Just as mysterious is his reason why he left his wife and children alone in Stratford. Sadly, Hamnet died in August of 1596, and from that point forward we have no more information regarding his family until 1616, the year of his death. There are enough legal documents and theatre records, though, to know that Shakespeare goes on to possess a generous amount of real estate, hold shares in an acting company that built the Globe Theatre, and become a principal player in the acting group The Kings Men (A Midsummer Nights Dream xxx-xxxi). There are many theories and stories floating around that seem to fill in the gaping holes in his timeline, but since this information doesnt appear in a register or on a playbill, we dont know what is fact or fiction. On January 25th, 1616, Shakespeare signs his will in three places leaving the majority of his estate to his eldest daughter, Susanna, and his second-best bed to his wife (All Shakespeare). He died three months later on April 23rd, and was buried in Stratford, yet his name does not appear on the stone over his grave. According the the web site All Shakespeare, his supposed tombstone reads:Good friend for Iesus Sake forbeareTo dig the dust encloased heare:Blest be ye man yt spares thes stonesAnd curst be he yet moves my bones. It doesnt sound very Shakespearian, does it?Seven years after his death his collected plays were published as Mr. William Shakespeares Comedies, Histories, Tragedies (the work now known as the First Folio) (Midsummer Nights Dream xxxii). Everything beyond this is myth and legend, which most certainly adds to the attraction of his works. His brilliant writing can only be enhanced by the mystery surrounding his life. The question is, was it really his brilliant writing? Many theories exist regarding who the author really is, with over eighty Elizabethans put forward since the middle of the eighteenth century as the true Shakespeare, including Queen Elizabeth herself. Only four have merited serious consideration, though: Sir Francis Bacon, Christopher Marlowe, William Stanley (Sixth Earl of Derby), and Edward de Vere, the 17th Earl of Oxford (Shakespeare-Oxford). For the sake of space, (and personal preference), this paper will focus on the possibility of de Veres authorship, as well as the limitations on Shakespeares true authorship of the works. Contrasting the life of William Shakespeare, much is known about the life of Edward de Vere. He was born on April 12th, 1550 in Essex at Castle Hedingham as the 17th Earl of Oxford. As in Hamlet, his mother remarried in haste upon his fathers untimely death, making him ward of the court, and subsequently placed into the care of William Cecil (Lord Burghl ey), Lord Treasurer of England. As a teenager a Latin scholar (whose English translation of Ovids Metamorphoses is the second most influential work for Shakespeare, next to the bible), tutored him. By the age of twenty, de Vere had received two masters degrees from Queens College in Cambridge, and studied law for three years at Grays Inn. Once Cecil could wield power over the young Earl of Oxford, he broke off a previous marriage contract and instead betrothed him to his daughter Anne for the political advancement of the Cecil clan. Although the marriage produced three surviving daughters, it was not a happy one; Anne died in 1588 (Shakespeare-Oxford). De Vere is listed as the first among the poets of the Elizabethan period, and was also an active dramatist at the time. He maintained a band of tumblers as well as two theatre companies, Oxfords Boys and Oxfords Men, throughout the 1580s. He held an ardent interest in learning, and had 33 works of literature dedicated to him. He had a passion for travel, was a patron to the arts, and generally was a favorite in the court. In short, he was well educated and traveled, and had a strong knowledge of the inner workings of the court. So far, he seems to be at least qualified to have written the works of Shakespeare. England Government: 1500-1789 EssayIn a 1589 book of poetry and poets, there is a mysterious reference to men of the court who have suffered it to be published without their own names to it and goes on to mention Edward de Vere as the best of these courtier poets if only his doings would be found out and made public with the rest. When Oxford passed away in 1604, King James had eight Shakespeare plays produced at court as a final tribute. When his widow died nine years later, fourteen Shakespeare plays were produced in tribute. Then in 1623, when two brothers put Shakespeares First Folio together, one of the men happened to be de Veres son-in-law. There are also many similarities between the works of Shakespeare and the life of de Vere. For example, in 1573 de Vere and several of his friends would play pranks and tricks on travelers along the same road between Rochester and Gravesend where prince Hals companions from the Boars Head Tavern did likewise in Henry IV, Part 1. (As a side note, its interesting that the Vere family crest featured a boars head on it.) Another more obvious example is the striking similarities between Hamlet and the actual life of the Earl of Oxford. Its practically an autobiography. Scholars have agreed that William Cecil inspired the character of Polonius, and the death of the King quickly followed by the Queens marriage reflects de Veres own parental circumstances. The similarities also exist in the Shakespearean Sonnets as well. In Sonnet 37 and 66 he speaks of a frustrating lameness, not once, but several times. William Shakespeare might have been many things, but nowhere has it been documented that he was injured in a way that would have rendered him lame. On the other hand, de Vere was involved in a knife fight with a man named Knyvet who was seeking revenge on an illegitimately borne child by his cousin Ann Vavasour. The fight did produce a gaping wound on de Veres leg, and the illegitimate child created a temporary fall from the Queens grace and time served in the Tower of London. The most recent and compelling evidence that has been found supporting the Earl of Oxford lies in the studies of a graduate student Roger Stritmatter. He has spent the last five years researching the Shakespeare authorship question, and in the process discovered de Veres hand-annotated copy of the bible. It contains more than a hundred verses marked by de Vere that are also recognized by scholars today as primary biblical references in Shakespeares work. For instance, In Hamlet, Act 3, Scene 3,hamlet states that He took my father grossly, full of bread. The words full of bread have long been recognized by scholars as a reference to Ezekiel chapter 16, verse 49. Over a span of over 300 verses in the book of Ezekiel, he marks only one: Ezekiel 16:49. Another example is in King Henry IV, Part Two, the character Falstaff delivers the insult whoreson Achitophel! This is a direct reference to II Samuel 16:23, which de Vere underlined. In The Merry Wives of Windsor Falstaff brags, I fear no t Goliath with a weavers beam. Not only is has de Vere marked the scriptural source; he also underlined the words weavers beam within the biblical verse (Van Duyn). Granted, quoting Jesus from the scriptures is not exactly remarkable, but these are not common scriptures- they are ones that are arcane. Its beyond coincidence. Ironically, his bible was found in the great Folger Shakespeare Library in Washington, and has been there since 1925. While it might be easy for many to accept Edward de Veres authorship of the Shakespearean works, the more difficult question to answer is why he wouldnt sign his own name to the works. Many theories exist regarding this, one of which is that the subject matter in his works (killing a king and queen, for example) made it necessary to distance the writer from the work. Another is that it was unacceptable for courtiers to produce written works, so he paid Shakespeare to allow him to use his name on de Veres manuscripts. Alas, this is a small but important fact that we will probably never know. But there again lies the beauty of the Shakespeare mystery. Although the subject of the true authorship of Shakespeares literature will probably never be laid to rest, it will always contribute to the enjoyment of studying his work. Students of the subject are compelled to read and re-read the plays and sonnets in an attempt to gain a better understanding of who was holding the pen. Debates involving fact and fiction keep the name Shakespeare in constant movement, reminding us that we have not outgrown him, not even after four hundred years. The writing of Shakespeare, whomever Shakespeare is, is a gift for us to continue unwrapping, and pass down to our children to appreciate as well. One must hope that the mystery will never be solved, so that it may never lose its magic. WORKS CITEDCharters, Ann. The Story and Its Writer. 5th ed. Boston: Bedford/ St. Martins, 1999. Mowat, Barbara A. and Werstine, Paul, ed. A Midsummer Nights Dream The New Folger Library. New York: Washington Square Press, 1993. Shakespeare Oxford Society. 27 Jun. 2001. a href=http://www.shakespeare-oxford.comhttp://www.shakespeare-oxford.comDuyn, Barbara. Edward de Vere, 17th Earl of Oxford. 5 Aug. 2000. a href=http://www.calvin.edu/academic/engl/346/proj/barb/http://www.calvin.edu/academic/engl/346/proj/barb/All Shakespeare. Allstudyguides.com. a href=http://www.allshakespeare.com/index.phphttp://www.allshakespeare.com/index.php

Racism Essays (619 words) - Community Organizing,

Racism There have been many great civil rights activists in our history, fighting against the oppression of blacks. I think Martin Luther King Jr. said it best in his essay ?Three Ways of Responding to Oppression?. Mr. King believed the best defense and offense against oppression was the way of nonviolent resistance; ?seeking to reconcile the truths of two opposites-acquiescence and violence-while avoiding the extremes and immoralities of both?. Mr. King stated that there are three characteristic ways oppressed people deal with their oppression, one way is acquiescence: the oppressed resign themselves to their doom. They adjust themselves to oppression and become conditioned to it. Some of the oppressed prefer to remain oppressed; it's just easier to accept it than to resist it. Mr. King believed that this was not the way out, to passively accept an unjust system is to cooperate with that system. I can see how this type of negative thinking gets nothing accomplished for the oppressed; it tells the oppressors that his actions are morally right. A second way that the oppressed sometimes deal with oppression as stated by Mr. King, is to resort to physical violence and hatred. Mr. King believed that violence often brings about momentary results and does not solve any social problems, but merely creates new and more complicated ones. He believed, the saying; ?an eye for an eye? leaves everybody blind. Mr. King stated; ?violence as a way of achieving racial justice is both impractical and immoral?. It is impractical because it ends in destruction for all, and immoral because it thrives on hatred rather than love. He believed that giving into violence in the struggle for freedom was leaving a legacy for future generations of endless and meaningless chaos. I don't believe that violence is ever the answer either, although sometimes necessary, but usually avoidable. The third and final way Mr. King believed oppressed people used in their quest for freedom was the way of nonviolent resistance. With nonviolent resistance, no individual or group need submit to any wrong, nor need anyone resort to violence in order to right a wrong. Mr. King believed this was the way to fight oppression; ?The nonviolent register agrees with the person who acquiesces that one should not be physically aggressive toward his opponent, but he balances the equation by agreeing with the person of violence that evil must by resisted?. Through nonviolent resistance you can make a lasting contribution to the moral strength of the nation and set a high example of courage for generations yet to come. I agree with Mr. King's idea of nonviolent resistance; to rise above the oppressors and demand equality in a peaceful manner. At the end of this essay Mr. King states; ?The problem is not a purely racial one, with Negroes set against whites. In the end it is not a struggle between people at all, but a tension between justice and injustice. Nonviolent resistance is not aimed against oppressors but against oppression. Under it's banner consciences, not racial groups are enlisted. If the Negro is to achieve the goal of integration, he must organize himself into a militant and nonviolent mass movement?. I find it ironic that Martin Luther King Jr. who was a well known civil rights activist, and who strongly believed in fighting oppression in a nonviolent manner, died in such a tragic, violent way; all in the name of equality. I believe that his method of fighting oppression in a nonviolent manner was the best method because the long-term goal was to achieve equality for blacks, and eventually peace. If this battle were fought in a violent manner, the outcome of peace would have been pushed farther away Social Issues

Recognizing Impressionistic Art essays

Recognizing Impressionistic Art essays In terms of style it is relatively easy to recognize an Impressionist painting. There are certain characteristics that make this form of art stand out, such as the rough brush strokes and colors that often tend to blend into one another. However, in order to identify an Impressionist painting, who has to be aware of the underlying philosophy and intention of this style of art. In essence Impressionism was both a new style in the development of art and a new approach to the interaction between the artist and the subject. The most obvious characteristic that distinguishes an Impressionist painting from other styles and types of art can be derived from the word impression. The term Impressionistic was a description of this style which was intended as a critique by earlier critics. The first characteristic of an Impressionistic work of art is its deviance from the more objective and representational forms of art. The philosophy behind Impressionism was that the artist should capture a fleeing impression of nature; which was translated into art through a more casual and less photographic copy of nature or an object. Therefore an Impressionist painting is an attempt at creating a painting that captures the mood or feeling of a certain subject, rather than an exact copy. This also implies that Impressionistic art is more subjective in its approach and focuses on the interaction between the object being painted and the artists feelings or impressions. The Impressionists also tended to focus on scenes from nature, especially landscapes, and they tended to paint not in the studio but in the open air. In order to achieve these ideals the Impressionists used certain distinguishing techniques and this led to the artistic style that we associate with Impressionism. One of the first aspects that distinguish an Impressionist painting is the loose and short brush strokes. This is indicat...

When to Use Already and Yet in English for ESL Students

When to Use Already and Yet in English for ESL Students The words  already  and  yet  are common words in English that generally refer to an event that has or has not happened before another event in the past or present: She hasnt finished her assignment yet. - The event has not been completed up to the present moment in time.Jennifer had already eaten by the time he arrived. -  The event occurred before another event took place. Already and Yet -Present Perfect Both already and yet refer to  activities that have or havent occurred before the present moment in time. In bother cases, the adverb  recently  could be substituted with the same meaning: I have already finished my lunch. Ive recently finished my lunch.Have you seen Tom yet? Have you seen Tom recently?They havent visited Rome yet. They havent visited Rome recently. Already - Referring To a Past Event Already is used to indicate that something that happened before the moment of speaking. However, it refers to something that affects the present moment in time. Lets take a look at a few examples: I have already finished the report. This sentence could be used to express the idea that I finished the report and it is ready to read now. She has already seen that film. This sentence might express that the woman saw the film in the past, so she has no desire in the present moment to see the film. They have already eaten. This sentence would probably be used to state that they are no longer hungry. The key to using already is to remember that an action that has happened in the past - often in the recent past - affects the present moment or a decision about the present moment in time. Therefore, already  and  yet  are  used with the present perfect tense. Already - Sentence Placement Already is placed between the auxiliary verb have  and the participle form of the verb. It is used in the positive form and should not be used in the negative: Subject have / has already past participle objects I have already seen that film.Mary has already been to Seattle. NOT!! I have seen already that film. Already is generally not used in the question form. However, when expressing surprise in a rhetorical question it is sometimes used in informal conversations and added to the end of the sentence: Have you eaten already?!Have you finished already?! Yet - Asking Questions Yet is used to check whether something has occurred up to the present moment: Have you seen that film yet?Has Tim done his homework yet? Yet  is generally used to ask about something closer to the present moment. Yet is often used when someone expects something to have occurred before the moment of speaking: Have you finished that report yet? - In this case, a colleague expects the report to be finished soon. Yet - Question Placement Yet is always placed at the end of a question. Notice that yet is not used with question words as questions with yet are yes/no questions: Have subject past participle objects yet ? Have you finished that report yet?Has she bought a new car yet? Yet - Negative Form Yet is also used in the negative to express that something that is expected has not yet happened. In this case, yet is placed at the end of the sentence. Subject have not / has not past participle objects yet She hasnt finished the report yet.Doug and Tom havent telephoned yet. Already - With the Past Perfect Already can also be used with the past perfect to express that something had happened before something else: She had already eaten when he arrived.Jackson had already done his homework when he was asked for help. Already - With the Future Perfect Already is also used with the future perfect to express that something will have been completed before something else occurs: She will have already finished the paperwork before the meeting.Frank will have already prepared the report by the time the boss asks for it. Yet - Coordinating Conjunction Finally,  yet  can also be used as a coordinating conjunction with the same meaning as  but  to connect two simple sentences into one. Place  yet  after a comma to introduce a dependent clause: Theyd like to go to that new restaurant, yet they cant get a reservation.Hed already bought tickets to the play, yet he wasnt able to attend the performance.

Macroeconomic Aspect of Thomas Gregory Toles Cartoon Article

Macroeconomic Aspect of Thomas Gregory Toles Cartoon - Article Example The usage High Finance is an obvious reference to the subprime lending which involved high risk and a higher amount of interest. The balloon is portrayed to be flying in an ample height with reference to the clouds, which is an indication of the magnitude of the risk involved in the derivative finance market . It also symbolizes the uncontrolled number of handovers of the loan from the actual source which was the characteristic sign of liberalized derivative market. The balloon is shown in an over-inflated state and the basket has a label on it saying ‘Actual Economy’. This very well criticizes the trial of the government for some years to have a fake magnification of the economy. This should be read together with the fact that, though the economic indicators of employment, industrial production, real sales and real income as defined by the National Bureau of Economic Research (NBER) had reflected a clear sign of recession since January 2008, the Government was highlighting the mere 0.6 percent increase in the Gross Domestic Product (GDP) in order to hide the actual state of recession and to represent a promising economy. The artist also would have intended to represent inflation through the inflated state of the balloon. Thomas Gregory Toles leaves a hint towards the indifference of the Bush administration on the state of economic crisis as he has caricatured a character of authority, still sitting in a relaxed mode within a blasted balloon. The character’s statement that they would see what would be the impact of the blast on the actual economy also adds to the hint of apathy.

Research In Business Management Essay Example | Topics and Well Written Essays - 1500 words

Research In Business Management - Essay Example In this literature review, various works of literature on racism in the retail industry of the United Kingdom shall be critically reviewed. The aim of the researcher shall be to analyze the opinion of various reviewers on what racism is and how it started, laws that protect people against racism and discrimination, effects of racial discrimination on the growth of the United Kingdom retail industry and how racism in the retail industry of the United Kingdom can be stopped. Racism explained Several reviewers see and explain racism just from a perspective of ethic or racial background. To this effect, they make the discrimination against people based on their skin color as the major definition of racism. In this function, Ellis-Christensen (2011) explains racism as the discrimination against people based on their race after explaining that â€Å"commonly, but not always, people are categorized into one of five races: White, Black, Latino or Hispanic, Asian, and Indigenous or Native.â €  Racism however goes beyond the discrimination of people based on their race or ethic background. In fact, limiting racism to discrimination against people based on their race would mean that racism cannot take place among two people belonging to one of the six sects mentioned by Ellis-Christensen (2011). ... With his explanation, it can established that two people may be of the same skin colour or race but by the mere fact that one is from a different national or ethic origin can result in one of the fellows showing acts of racism against the other. Laws guiding against racial discrimination at the workplace Since racial discrimination is a human rights issue, various countries have laws that guides against it. In the United Kingdom, there are national laws that guide against racial discrimination at the workplace. These laws are very necessary because as noted by the Chartered Institute of Personnel and Development (2011), â€Å"everyone should have a right to equal access to employment and when employed should have equal pay and equal access to training and development.† In this regard, Section 1 of The Race Relations Act 1976 (Amendment) Regulations 2003 gives emphatic scenarios that constitute racial discrimination at the workplace and by extension in the retail sector. As a l aw, the breach of the binding rules comes with daring consequences to offenders (The National Archives, 2003). The researcher is however concerned with the implementation of the laws as the provisions of the law can never be enough if enforcement is not ensured thereof. In 2005 for instance the Abercrombie & Fitch lawsuits sent â€Å"award checks to the over ten thousand class members who submitted valid claim forms in accordance with the process set forth by the Court in the April 2005 settlement order†, most of which had to do with racial discrimination (Alvarez, 2005). This not withstanding, Barmes and Ashtiany (2003) report of how various retail companies have their own laws and regulations that guides against racial discrimination. Effects of racial discrimination on the UK retail industry

How We Are Teaching Children to Think Inside the Box Essay Example for Free

How We Are Teaching Children to Think Inside the Box Essay When children come home from school, parents usually sit down with them, go through their homework folders and ask their child, â€Å"so, what did you learn at school today?† Twenty years ago, the child may have commented on what they learned in art, music, social studies or geography. Now, a child will comment only on what they learned in their reading circle or in their math book. The fault for this lies within the No Child Left Behind (NCLB) Act. Standardized testing has turned teachers into test proctors and schools into testing facilities. Students are no longer receiving a broad education that covers many subjects; instead, their learning is streamlined to fit the content that is on the standardized tests. The NCLB Act is not working as it was intended, and as a result the American children are falling even further behind other developed nations. In fact, American students are ranked 19th out of 21 countries in math, 16th in science and last in physics (DeWeese 2). The No Child Left Behind Act needs to be tossed out before we do irreversible damage to the education system. It is not too late – we can turn everything around by getting rid of costly standardized tests, ensure students receive a broad education that includes classes in arts and music, which will better prepare them for higher education, and give control back to the individual states. In 2002, the No Child Left Behind Act was enacted by Congress, which was intended to close the learning gap between Caucasian students and minority students. The NCLB promised to promote accountability amongst teachers and school administrators, as well as assuring that all children would be proficient – according to standards set by the individual states – in reading and math by the end of the 2013-2014 school year (Ravitch 2). In addition, NCLB stated that by the end of the 2005-2006 school-year every classroom in America would have a highly qualified teacher (Paige 2). The most reliable way that the drafters of No Child Left Behind proposed collecting the data that they needed in order to keep track of accountability and proficiency was by mandating that each state issue their  students in grades 3 through 12 a standardized test annually that covers the subjects of reading, writing and math (Beveridge 1). The test that is issued is given to all students, whether they are Caucasian, African American, Hispanic, disabled, etc. and schools are graded based on the proficiency of their students. Each state sets a yearly goal that increases each year based on the mandates of the NCLB Act, in which all students will be 100 percent proficient in those three subjects by the year 2014 (Ravitch 2). On paper, the NCLB Act looked like a blessing to schools that are located in areas of low-income, minority areas and advocates for children with learning disabilities because these tests were meant to highlight the schools that are doing poorly and ensure they receive funding and training in order to turn the scores around (Darling-Hammond 1). In a letter that is addressed to parents on their website, the U.S. Department of Education explains that the NCLB Act provides â€Å"more resources to schools† through funding and â€Å"allows more flexibility† when allocating the funds (3). According to Linda Darling-Hammond, a Professor of Education at Stanford University, â€Å"the funding allocated by NCLB – less than 10 percent of most schools’ budgets – does not meet the needs of the under-resourced schools, where many students currently struggle to learn† (2). Another way schools get their funding is through the taxes that we pay. It makes sense that schools located in an area that has higher income would receive more funds than schools located in a low-income area. What happens is that with the limited funding, schools in low-income areas need to prioritize funding to raise the standardized test scores of their students because once a school fails to show improvement in their standar dized test scores, they are placed on probation the second year and parents are given a choice to leave the failing school, taking their child and the funding attached to that child to a school that is rated better. â€Å"In the third year of a school’s failure, students are entitled to free tutoring after school† according to Diane Ravitch, a research professor of education at New York University (2). The funding provided by NCLB is supposed to help pay for the free tutoring, but, like was stated before, the funding provided is not enough. What happens when a school is mandated by law to provide resources, but it cannot find room in their budget? That’s  right, they cut funding elsewhere. In an article written by Angela Pascopella, the Austin Independent School District superintendent Pascal D. Forgione explains that â€Å"NCLB also requires that schools in need of improvement set aside 10 percent of their local Title 1 funds for professional development †¦ this creates no flexibility in budgeting† (1). When schools need to restructure their budget in order to pay for tutoring and retraining teachers, the arts and music programs are the ones that suffer most. NCLB places so much emphasis on the outcome of the standardized tests. Can you really blame the school districts for re-emphasizing the importance of standardized tests when their funding relies on it? States were put in charge of providing their own assessment tests in order to provide a more focused education to their students and ensure that the students meet the state’s standards of proficiency. Tina Beveridge explains that â€Å"in 2007, the Washington Assessment of Student Learning (WASL) cost the state $113 million †¦ [and] many districts eliminated teaching positions as a result, despite the use of stimulus money. As budgets are cut nationwide, the funding for nontested subjects are affected first† (1). The fact that the distribution of funds is based on the outcome of the standardized test scores mea ns that we are blatantly failing the inner-city schools. A school will be placed on probation if they fail just one category ranging from proficiency of Caucasian students all the way down to the proficiency of the students who are just learning the English language. Schools located in higher income areas don’t really have to worry as much about budget cuts because those schools are located in areas that are predominately white and with parents who are active in their children’s education. On the other hand, schools in low income areas have to provide tutoring and other mandated actions in order to improve their proficiency rates, all the while their students are learning in â€Å"crumbling facilities, overcrowded classrooms, out-of-date textbooks, no science labs, no art or music courses and a revolving door of untrained teachers† (Darling-Hammond 2). After a few years of a school not showing improvement through their test scores, their entire teaching staff could be fired. We just saw this happen last year in Providence, Rhode Island. The school board terminated 1,976 teachers because of insufficient results and the need to make budget cuts (Chivvis 1). The turnover rate for  teachers is already extremely high, as much as 50 percent leave within 5 years in urban areas (McKinney et al 1) and the pressure of working in a low-income school district where schools are lacking basic teaching necessities is not all that appealing. The inability of low-income schools to offer teachers incentives because of funding, and with the added stress of job security, it makes one wonder how any highly qualified teachers are in the classroom. On top of that, the curriculum for students has gotten so narrow that it has taken a lot of the creativity and individualization that once attracted the best of the best to the teaching profession. Susan J. Hobart is an example of one of those teachers who used to love doing her job because she was leaving her mark on her students, in a positive way. In Hobart’s article, she tells of a letter she received from one of her students prior to the NCLB Act. The letter explained that Hobart was â€Å"differen t than other teachers, in a good way. [They] didn’t learn just from a textbook; [they] experienced the topics by ‘jumping into the textbook.’ [They] got to construct a rainforest in [their] classroom, have a fancy lunch on the Queen Elizabeth II, and go on a safari through Africa† (3). The student goes on to explain that the style of teaching she experienced during that time is what she hopes she can do when she becomes a teacher too. Unfortunately, that student’s dream will most likely not come true because the fact is that when schools are placed on probation, like Hobart’s school, they â€Å"teach test-taking strategies similar to those taught in Stanley Kaplan prep courses †¦ and spend an inordinate amount of time showing students how to ‘bubble up’† (1). With all the time and energy being placed on teaching children to read and write, you would think that they would be proficient by the time they enroll in college, right? Wrong. â€Å"42 percent of community college freshmen and 20 percent of freshmen in four-year institutions enroll in at least one remedial course †¦ 35 percent were enrolled in math, 23 percent in writing, and 20 percent in reading,† according to the Alliance for Excellent Education (1). Scho ols are so reliant on the standardized tests in order to gauge how students are understanding material that they have slacked-off in other areas like teaching basic study skills and critical thinking skills. When most of these kids graduate from high school and enter into a college setting, especially the ones who need to take remedial courses to catch-up to where  they should be when they graduate, they’re taken completely off guard with the course load and they will either succeed in managing it or struggle for the first few semesters, but the majority will drop out without a degree (Alliance for Excellent Education 1). High school is meant to prepare students for higher education or to enter the workforce, but the government is spending millions of dollars in order to remediate students and doing what high school teachers were meant to do (Alliance for Excellent Education 3). So, who is to blame? The supporters of No Child Left Behind acknowledge that there are some faults to the Act, but those like Kati Haycock believes that â€Å"although NCLB isn’t perfect, the Bush administration and Congress did something important by passing it. They called on educators to embrace a new challenge – not just access for all, but achievement for all †¦ there are no more invisible kids† (1). Supporters feel as though benefits such as holding teachers accountable for all students, including those with disabilities, and weeding out the schools that have a long history of doing poorly outweighs the negatives and that with time, the NCLB Act can be reformed to work as efficiently as it was enacted to work. Ravitch disagrees, stating that â€Å"Washington has neither the knowledge nor the capacity to micromanage the nation’s schools† (3). We have to agree with her as concerned citizens and parents. While the NCLB Act meant well when it was passed, it’s time to acknowledge that the government has spent billions of dollars trying to improve the education of America’s youth, yet 10 years later American students are still falling behind the mark set by other industrialized nations and the 201 3-2014 school year is quickly coming upon us. Not only are we falling behind globally, but minorities are still struggling behind Caucasian students. The gap between Caucasian students and minority students, that was intended to close through the NCLB Act, has remained just as far apart. E.E. Miller Elementary School, located here in Fayetteville, NC, just released their annual report card to parents. The chart below shows the break-down of students who passed both the reading and math tests provided at the end of the 2010-2011 school year. African American children, Hispanic children, and children with disabilities are still lagging far behind their Caucasian peers. African American children passed at 49.4 percent, 25.5 percent of students with disabilities passed and Hispanic children passed at rate of  56.9 percent. Remember that the NCLB expects this school, along with every other school in the Nation, to be at 100 percent proficiency by the end of the 2013-2014 school year. Source: Education First NC School Report Cards, E. E. Miller Elementary: 2010-11 School Year, Public Schools of North Carolina State Board of Education, Web, 26 Oct. 2011. In order to put this chart more in perspective, below is the 3-year trend for E.E. Miller. [pic] Source: Education First NC School Report Cards, E. E. Miller Elementary: 2010-11 School Year, Public Schools of North Carolina State Board of Education, Web, 26 Oct. 2011. While math scores are steadily improving, reading scores (the solid line) are declining. E.E. Miller has been on probation for at least 3 years, having provided tutoring to children who were struggling last year. Even with those efforts, the end of the year test suggests those students are still struggling in reading. These mandates are not working. States are spending millions of dollars per year to fulfill all of the required obligations without any fruition. We need to put education spending back into the hands of the states with more substantial federal funding. The federal government cannot expect every public elementary school, middle school and high school in this nation to fix a problem that has been prevalent for many, many years with this one-size-fits-all approach to learning. It will not happen with No Child Left Behind, and it definitely will not happen by the end of the 2013-2014 school year. We can no longer sit and watch while students in America struggle to compete o n a global level in nearly all subjects. Teachers are not educating our nation’s students to think critically and to form their own ideas or opinions; instead, teachers in failing schools are stuck teaching a curriculum that directly corresponds to what is being tested, and we are failing to prepare them for higher education. The future citizens we are molding will be of no use to society if they cannot think for themselves, which will happen if they remain in the current system. We need to undo this one-size-fits-all curriculum and re-broaden our children’s education to include subjects that will teach them think outside the box. Works Cited Alliance for Excellence in Education. â€Å"Paying Double: Inadequate High Schools and Community College Remediation.† Issue Brief: August (2006). All4Ed.Org. Web. 30 Oct. 2011. Beveridge, Tina. No Child Left Behind and Fine Arts Classes. Arts Education Policy Review 111.1 (2010): 4. MasterFILE Premier. EBSCO. Web. 20 Oct. 2011. Chivvis, Dana. â€Å"Providence, RI, School Board Votes to Lay Off All Teachers.† AOL News (2011). Web. 28 Oct. 2011. Darling-Hammond, Lisa. â€Å"No Child Left Behind is a Bad Law.† Opposing Viewpoints. Web. 14 Oct. 2011. DeWeese, Tom. â€Å"Public Education is Failing.† Opposing Viewpoints. Web. 14 Oct. 2011. Education First NC School Report Cards. â€Å"E. E. Miller Elementary: 2010-11 School Year.† Public Schools of North Carolina State Board of Education. Web. 26 Oct. 2011. McKinney, Sueanne E., et al. â€Å"Addressing Urban High-Poverty School Teacher Attrition by Addressing Urban High-Poverty School Teacher Retention: Why Effective Teachers Persevere.† Educational Research and Review Vol. 3 (1) pp. 001-009 (2007). Academic Journals. Web. 28 Oct. 2011. Paige, Rod. â€Å"No Child Left Behind: A Parent’s Guide.† U.S. Department of Education (2002). PDF File. 28 Oct. 2011. Pascopella, Angela. Talking Details on NCLB. District Administration 43.7 (2007): 22. MasterFILE Premier. EBSCO. Web. 28 Oct. 2011. Ravitch, Diane. Time to Kill No Child Left Behind. Education Digest 75.1 (2009): 4. MasterFILE Premier. EBSCO. Web. 20 Oct. 2011.

The Passionate Shepherd to His Love and The Nymph’s Reply to the Essay

The Passionate Shepherd to His Love and The Nymph’s Reply to the Shepherd: A comparison ‘The Passionate Shepherd to His Love’ was written by Christopher Marlowe. The poem describes a shepherd’s plea to someone he loves urging them to live with him. Marlowe uses imagery to describe the scenery around the shepherd and his love. The shepherd tries to convince her how happy they will be, surrounded by â€Å"mountain yields† and â€Å"groves† in stanza one. Marlowe does not only use imagery in his poem but he also describes the aroma ‘And a thousand fragrant posies.’ He creates a tranquil atmosphere by describing the harmonious sound in the second and third stanzas. ‘Melodious birds sing madrigals.’ In the third stanza the shepherd tells his love that he will give her anything she wants if she lives with him. The shepherd names beautiful clothes in an attempt to persuade her, ‘Fair lined slippers for the cold, With buckles of the purest gold.’ In the fourth stanza the shepherd believes that he has succeeded in convincing his love to live with him. He describes what he believes to be a vision of their future, pulling wool from pretty lambs together conveying a sense of unity. The beginning of stanza five is realistic as the shepherd offers to give his love ‘a belt of straw and ivy buds’. However towards the end of the stanza he says that he will give her ‘coral clasps and amber studs’ which is completely unrealistic as he is a shepherd who would not be able to afford such gifts. In the shepherd’s desperation, he resorts to materialism as he believes this is the only way his love will be returned. The second poem ‘The Nymph’s Reply to the Shepherd’ written by Sir Walter Ralegh is the reply t... ...s beautiful scenery and clothes as a method of persuasion, whilst ‘The Nymph’s Reply to the Shepherd’ tries to express a sense of realism to the shepherd informing him that things do change like spring to autumn and youth to old age. In my opinion ‘The Passionate Shepherd to His Love’ does deserve a reply. After reading the poem the reader assumes that ‘his love’ will go and live with him as he offers her everything she may want. It is quite unpredictable that she would refuse this offer and so the reply gives the story a conclusion. Even though the reader feels empathy for the shepherd as he is prepared to do anything for the nymph, we appreciate the nymph’s point of view that nothing will stay the same forever. Although the poems are both structurally similar, they express contrasting sentiments, a contrast which I feel makes these poems a success.

Health Psychology Essay

Health psychology concerns itself with understanding behavior, biology and social context and their influences on illness and health. Health psychologists work with professionals in clinical areas and also conduct research as well as teach in universities. Health psychology aims at changing the health behavior of individuals to help them maintain optimum health and assist patients in adhering to treatment regimens. Adherence to medical regimens and shorter hospitalizations are indicators of effective health services. Health psychologists use cognitive behavior therapy and analysis of applied behavior to achieve this. Discussion The duty list is composed of activities that are aimed at improving the access of services to patients and also to improve the overall healthcare of patients. In assignment of duties to the various health professionals some health psychologists will receive more than one duty on the list. This is because of some of the duties which are closely related making it more reasonable for these duties to be carried out by one person. The list however has very many activities which if work load is considered makes it necessary to have a fifth job title. The fifth job title would be a communication skills counselor. The duties will then be allocated as follows, the substance abuse counselor will be responsible for coordinating the use of recovery programs and structured programs for substance. He/she will be working in conjunction with the social worker. The rationale behind this assignment is that the substance abuse counsellor is the person most appropriate for dealing with substance abusers in assisting them to get rehabilitated. The nature of substance abuse is such that it has social and psychological components to it so the collaboration between the substance abuse counsellor and the social worker is necessary. The patient load in substance abuse programs is high because of the intensive nature of behavioural change programs that are used, hence the substance abuse counsellor will only have this duty assigned to them. The inpatient-only psychologist will be assigned to the duty of providing treatment for chronic pain. The psychologist will be performing this duty only. This will be because of the large number of patients who have chronic pain. Managing these patients adequately means that the psychologist may not have enough time to attend to other duties. The child psychologist has two duties assigned to them. These are providing psychological preparation methods for children prior to medical procedures and collaboration with local schools. These are two duties which are closely related. By being involved with local schools the psychologist will already be familiar to the children making it easier for them to get children to cooperate when in the hospital. The adult psychologist will have the duty of providing psychological preparation methods for the adults prior to medical procedures and surgery. The workload for this psychologist is expected to be high since most of the patients are adults, hence the adult psychologist will only have this duty. The fifth job is that of communications counsellor, who will be carrying out duties of utilizing various methods to facilitate adjustment and coping skills amongst the patients. This psychologist will also have the role of diagnosing stress disorders and providing aid in stress relief interventions. The rationale behind this assignment is that the two duties are also closely related. The effect of poor adjustment to a condition and inability is often stress (Broome, Llewelyn and Llewelyn, 1994). Sometimes the relationship is vice versa, with high stress levels causing poor adjustment to one’s condition (Lyons and Chamberlain, 2006 ). The substance abuse counsellor will contribute to improved patient healthcare by provision of services geared towards behavior change that will enable the patient to be completely rehabilitated. The HBM (Health Behaviour Model) proposes that behavior change occurs when an individual perceives that the benefits of behavior change outweigh the costs or barriers that are associated with the behavior. (Friedman and Silver, ). The substance abuse counsellor will use such a model to predict the possibility of behavior change for the substance abuser. The usefulness of the HBM has been seen in its predictive value of whether individuals will adopt behavior such as safe-sex practices, breast self-examination and exercise (Friedman and Silver, ). The substance abuse counsellor will use cognitive behavioral therapy to educate substance abusers about the need to steer clear of drugs. Those with alcohol and other drug addiction problems will be helped to identify problems and behaviors that are related to their substance abuse. This will often be done in a group setting and occasionally on an individual basis (Occupational Outlook Handbook, 2008). Group settings are used mainly because many people feel encouraged by the fact that they are not alone in the addiction problem. Other activities that the substance counsellor will be involved in include assisting family members to cope with the addictions of their spouses, children or siblings. Since health psychology places emphasis on prevention of illness,the substance counsellor will have the responsibility of initiating, planning and conducting programs which are aimed at the prevention of addictions. This will help in the achievement of overall better health since it is often easier to prevent a condition rather than to cure it. The rehabilitation process for drug addicts has been known to be a difficult with many of them falling off the wagon. Thus a lot of time and patience is required, making prevention the better option. The emphasis on prevention is aimed at reducing the number of patients who will need to use substance abuse programs and also at reducing the rate of relapse. This contributes to decreased stay at the hospital. The child psychologist has a role of helping children to respond to the physician in a positive and cooperative manner at the time when a procedure is being done. This will involves the use of methods that allay the fears and anxieties of the child, such as providing distractions. The counsellor will also explain to a child who is old enough to understand the nature of the procedure they will undergo and what to expect in language that they can understand. The child counsellor will also have the responsibility of identifying cases of child abuse and other problems in the family that may hinder proper child development (Occupational Outlook Handbook, 2006). In addition, it is the role of the child psychologist to educate the parent(s) or the guardian of the child on the developmental milestones of the child and to encourage parents to bring their children to hospital if any of these milestones are missed. At the local school, the child psychologist will continue to observe children for any behavioral, social and personal problems. This will contribute to improvement in child health as it will result in early detection of problems and therefore early management and possibly shorter stays in hospital. The adult psychologist will be preparing adults psychologically for medication by telling the adult patient what to expect. Before surgery, the adult psychologist will visit the adult patient and discover what fears they may have. The adult psychologist can allay this by explaining the changes that the patient may expect following surgery or after a medical procedure. The adult psychologist can also communicate the patient’s worries and fears to the physician, surgeon and other health professionals directly involved in patient care. This will ensure that the medical professionals allay these fears and are conscious of them as they take care of the patient. This contributes to better healthcare because a less anxious patient is more cooperative and the patient is more likely to have greater adherence to their medication regimen. Management of chronic pain is a role which will include activities like administration of the McGill Pain Questionnaire to patients. This tool assists in description and measurement of pain (Marks, Murray, Evans et al, 2005). It provides a set of words describing pain from which the patient can choose from. These will assist the doctor to determine the intensity and depth of the pain that the patient feels. The McGill Pain Questionnaire makes diagnosis of pain easier and depending on the type diagnosed the appropriate medication can be prescribed, reducing the patient’s hospital stay. Another activity that the inpatient only psychologist will be involved in is confirming that a patient is safely using patient administered analgesia. This information can be elicited through conversations with the patient which will reveal their use of the analgesics that they have. Cognitive Behavioral Therapy (CBT)and biofeedback are other techniques of treating pain amongst inpatients. CBT involves the use of distraction and relaxation techniques (Scott and Briere, 2006). The use of CBT where the patient is advised to note pain relieving and pain aggravating factors also help in the management of pain. These are useful in managing pain and when the inpatient psychologist has taught these successfully to the patient then it becomes easier for the patient to handle the pain and stick to their medication. The overall effect of these is a shortened hospital stay. The communications counsellor will have a role in educating physicians on the importance of maintaining patient-centered consultations. These consultations as opposed to doctor-centered consultations make the patient to feel as though they are part of the treatment process. The doctor- centered consultation is perhaps preferred by the elderly but is disliked by most people due to the sense of ignorance that it seems to inspire. A patient-centered consultation focusses on the needs of the patients and allows the doctor to listen to the patient, involve the patient and finally make a diagnosis and choose treatment. Health psychologists believe that treatment that is arrived at like this has a higher chance of being adhered to (Marks et al, 2005). The communications counsellor will therefore make this known to the medical professionals to enhance adherence to medication regimens. This is important as often the way a patient is handled by the medical professionals influences their adjustment to a condition they have especially when the condition is chronic. Adherence to medication is an indication that the patient is well adjusted and is coping well. Most patients who have suffered traumatic conditions or who have chronic conditions are predisposed to management of stress disorders. Development of a stress disorder in addition to their chronic condition makes their health even worse and increases their period of stay in hospital. The communications psychologist will identify these patients and plan for and implement interventions that will help to relieve their stress. Some of these interventions include CBT, which can be done individually or in a group. The communications psychologist may also introduce biofeedback. Biofeedback involves the measurement of the functions of a subject such as heart rate, blood pressure, skin temperature and muscle tension as well as sweat gland activity (Scott and Briere, 2006 ). Often when a patient stress levels are increased these parameters tend to increase. When measured and an increase is found, the patient’s awareness is raised and the patient then can consciously begin to control the unconscious physiological activities. Adherence to this practice can help patients avoid thoughts and feelings which increase their stress. The communication psychologist will also encourage the patients to verbalize their feelings of anxiety and stress and what they think are the sources of the stress. She/he will then explore with them the things that they can engage in to help take away their stress. These include physical activities, board games, conversations with other patients. Some stress issues may be related to the family especially where a mother is sick. She may worry about the care of her household and children. To assist this mother, the communications psychologist may need to help the mother work out a plan for care of her household with other family members. Once the stressors have been identified and done away with the patient is more likely to heal faster and be more committed to their treatment regime. The role of the communications psychologist is very important in detecting patients who may go into depression as a result of stress associated with their conditions. Conclusion Some of the jobs of the health psychologists may seem to overlap. These include the jobs of the inpatient psychologist and the communications psychologist since both seem to be dealing with chronically ill patients. They also seem to have a similar objective in that they want to ensure that the patient adheres to their treatment regimen. There are similarities between both jobs, but the focus of the inpatient psychologist is the patient who requires pain management. Overlap is reduced by the fact that should the patient develop stress as a result of poor pain management then they can be referred to the communication psychologist. The communication psychologist will then go on to identify the stressor and put in place appropriate interventions. The overlap is not an entirely bad thing as it will result in some of the workload being shared among the psychologists since there is likelihood of patients being more in one psychologist’s speciality. The health psychologists described above will all be working towards improving the care of their patients. Most of the interventions that they will put in place will lead to either decreased hospital stay or greater adherence to medication. This effectively results in improved health among the patients.

Educating Essay

â€Å"Individuals venturing into new experiences may encounter obstacles but may also gain significant rewards†. â€Å"Do you agree with this perspective?† In your response, refer to your prescribed text and atleast one other related text of your own choosing. Individuals venturing into new experiences may encounter obstacles but may also gain significant rewards. This is present in the text ‘Educating Rita’ written by Willy Russell and the film ‘The Help’ written by Kathryn Stockett. In this text we see a fairly un-educated woman blossom and find herself through education; the obstacles she faces on her way to knowledge are the stepping stones in finding herself and entering the new world of education. Rita is a typical uneducated woman; her life is already planned out for her consisting of children, cooking/cleaning, pub trips and the overall expectation to be content with this life and not expect any more. However throughout the text we see Rita break away from this lower class/restricting stereotype to blossoming and finding herself in the world of education. The opening scene portrays to us the two completely different worlds in which Rita and Frank live. Rita has enrolled in an Open University course as she sees education as a way of moving out of her world; she feels out of step with her working class background and wants to discover herself first before having a baby and tying herself down for life. Rita’s constant desire to ‘know everything’ makes Frank feel that he is an appalling teacher because he feels he has nothing to offer her. Frank is Rita’s course tutor; he is a very negative and dismal man who is heavily reliant on alcohol to dull his boredom and frustration. Although being a jaded alcoholic he is also a very precise, formal and educated professor who is just on a downward spiral in his life. Throughout the text we see Rita and Frank’s relationship grow as Rita makes him feel as if he has hope again, therefore his drive comes back. In scene one we observe Rita struggling to open the door into Frank’s office; this symbolises her struggle to enter that world, it’s a barrier, however she’s determined to get what she wants – in this case education – therefore almost breaks the door in order to get in. â€Å"You’re the first breath of air that’s been in this room for years† quoted by Frank symbolises the opening up of a new world for him, he’s now got someone new and different to experience. This is a good change for Frank. Scene two beings with Rita oiling Frank’s office door, then handing the oil to Frank. This is symbolic of giving him the key/tool to open up to another world. Rita still doesn’t portray herself as a ‘proper student’ and her self esteem/confidence is still very low. She doesn’t think she is capable of achieving the great essays that the other students write and doubts herself that she will even finish the course. This scene really reveals the cost that trying to change herself is likely to have on Rita. She is dissatisfied with her life and has a desire to change it, yet it would be easier in her opinion to simply stay as she is and continue her boring life of hairdressing and different flavoured beers. Frank assigns Rita 3 novels to read as her hunger for knowledge is starting to grow extremely. The slow change in Rita is starting to become evident as she can read/take on any book presented to her, â€Å"it feeds me inside†. Her hunger is growing and making her slowly discover who she is, â€Å"it makes me stronger comin’ here†. Although Rita feels as if she’s finally accepted in the university and has a place/fits in with the ‘proper students’, she still has barriers to face in her personal life that are important determining points in her progress and choices as an individual. Rita’s husband Denny isn’t accepting nor happy about her doing this ‘whole learning thing’ and forces her to choose between him and education as he doesn’t understand that this is the first time she’s happy and felt a sense of purpose in her life. Denny has made her constantly feel stupid for even considering getting an education and therefore burns all of her books. The burning of the books is symbolic of Denny trying to prevent Rita from moving away. â€Å"You’d think I was havin’ a bloody affair the way he behaves† â€Å"And aren’t you?† symbolises Rita’s affair with education. Although she may not be cheating on Denny, she still desires to educate herself more than spend time with her husband and is happy with this choice as it is her own choice and no one else’s. In scene six we start to see a notable change in the relationship between Rita and Frank. When Rita bursts into Frank’s office excited to tell him that she saw one of Shakespeare’s plays â€Å"it was bleedin’ great†, Frank thought that something serious had happened – which indicates that he is beginning to care for her. After inviting Rita to a dinner party at his house Frank feels closer to Rita – this invite symbolises the change in the basis of their relationship from teacher and student to a more personal one. Throughout the text we have seen Rita grow and shape herself as an individual, no matter what obstacles and new experiences she has encountered with on her way she has got through them with determination and strength, and as a result has been great personal gain. Towards the end of the text Frank presents Rita with a dress; this is symbolic of a dress for an educated woman, she is now one and can wear the dress with pride. Frank decides to leave the university, as he does not feel it is the right career for him anymore and would prefer to spend his time doing something else. Rita and Frank have both grown and found themselves throughout this text which is also evident in the film ‘The Help’ written by Kathryn Stockett. The Help is set in Mississippi during the 1960s, main character Skeeter (Stone) is a southern society girl who returns from college determined to become a writer, but turns her friends’ lives – and the Mississippi town – upside down when she decides to interview the black women who have spent their lives taking care of the richer upper class families. Davis, Skeeter’s best friend’s housekeeper, is the first to open up and be interviewed – to the shock of her friends in the close black community. Despite Skeeter’s life long friendships hanging in the balance, she and Davis continue their partnership and soon more women come forward to tell their stories – and as it turns out, they have a lot to say. Along the way, unlikely friendships are forged and a new sisterhood emerges, but not before everyone in town has a thing or two to say themselves when they become unsuspectingly/unwillingly caught up in the changing modern times. This is relevant to the text Educating Rita as the women find the courage and self confidence to venture into new experiences to help better either themselves or their community.

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buy custom Admission Services essay Liberal art is the most intriguing field that I have come across. With a passion for this field, I have taken positive and significant steps to pursue my interest in this field. While at Covenant University, Nigeria, my ability to work hard and learn quickly enabled me to make a starling performance not to mentioning earning several awards in my department. Despite my graduation from college, I realized that was some depth of knowledge that required more exploration beyond what I had achieved. This realization was confirmed when I joined a Nigerian bank as an intern. Working as inter earned me a vast and a unique experience because of my interactions with top management and attendance of regional conferences, but it also made me see the missing link at the business level. From my perspective, many graduates exemplified the ability to view complex business problemsa products of graduate programs, which narrowed a students perspective in a single discipline. Nonetheless, I am confident that my pursuit of the masters degree in communication will acquire more knowledge and skills by going through a broad, idealistic and liberating education. My decision to pursue a Masters in Communication stems from value of communication graduate in solves problems in various disciplines. Increasingly, it is becoming necessary for graduates to slve problems facing various institutions by looking at the big picture from various perspectives. With my acceptance into the program, I look forward to acquire skills and knowledge on how to draw conclusions with information from a variety of source, and communicate them effectively. This way, my skill set as an employee will be of immense value that will attract potential employers to me. The accreditation of Winthrop University is one of the reasons that motivate my application for consideration in the Masters in Communication program. In the recent survey by the WiseChoice Research, Winthrop University inclusion in the Top Ten Value Schools signals the University's commitment to offering quality and tailor-made education. In addition, the recognition of the university as a states top-rated university underscores the universities committal to accountability at all ranks. Indeed, I feel compelled to be part of this institution where I can glean from the best practices in the University, as well as earn a degree that will garner a wide acceptance upon my graduation. With my desire to meet high standards of learning and academic performance, I see Winthrop as a perfect match for me. I am convinced that Winthrop has the best curriculum that has been tailored to show the changing industry trends. A curriculum taught by qualified faculty members not to mention incorporating latest skills and industry trends. Being part of the masters student in Winthrop will give me an opportunity to acquire up-to-date knowledge that will enhance my competency in the field. Upon my completion of course, I see myself in a workplace where I solve complex problems that challenge my intellect and psyche my imagination. With a background where I have demonstrated industriousness in academic, I believe that I am well equipped to glean from all teaching and learning interactions that will transpire during my tenure at Winthrop. As Aristotle noted, "We are what we repeatedly do. As a student in Winthrop University, I am positive that startling performance will transcend the classroom level. To be specific, I am eager to work with students and faculty members from diverse ethnicity and contribute towards the diversity of the university. In addition, I look forward to horn my communication skills by engaging in meaningful interaction with the school community. Equally important, I am confident that my interpersonal and human skills will allow me to take on various leadership positions that may arise during my tenure at Winthrop. Ultimately, I am confident that I will graduate a unique employee with skills and experience that are being sought by employees. Because of this, I cannot wait to be part of the universities community. Buy custom Admission Services essay

How to Measure Precipitation

How to Measure Precipitation Average annual precipitation is a vital piece of climatic data - one that is recorded through a variety of methods. Precipitation (which is most commonly rainfall but also includes snow, hail, sleet, and other forms of liquid and frozen water falling to the ground) is measured in units over a given time period. The Measurement In the United States, precipitation is commonly represented in inches per 24-hour period. This means that if one inch of rain fell in a 24-hour period and, theoretically, water wasnt absorbed by the ground nor did it flow downhill, after the storm there would be a layer of one inch of water covering the ground. The low-tech method of measuring rainfall is to use a container with a flat bottom and straight sides (such as a cylindrical coffee can). While a coffee can will help you determine whether a storm dropped one or two inches of rain, its difficult to measure small or accurate amounts of precipitation. Rain Gauges Both amateur and professional weather observers use more sophisticated instruments, known as rain gauges and tipping buckets, to more precisely measure precipitation. Rain gauges often have wide openings at the top for rainfall. The rain falls and is funneled into a narrow tube, sometimes one-tenth the diameter of the top of the gauge. Since the tube is thinner than the top of the funnel, the units of measurement are further apart than they would be on a ruler and precise measuring to the one-hundredth (1/100 or .01) of an inch is possible. When less than .01 inch of rain falls, that amount is known as a trace of rain. A tipping bucket electronically records precipitation on a rotating drum or electronically. It has a funnel, like a simple rain gauge, but the funnel leads to two tiny buckets. The two buckets are balanced (somewhat like a see-saw) and each holds .01 inch of water. When one bucket fills, it tips down and is emptied while the other bucket fills with rain water. Each tip of the buckets causes the device to record an increase of .01 inch of rain. Annual Precipitation A 30-year average of annual precipitation is used to determine the average annual precipitation for a specific place.  Today, the amount of precipitation is monitored electronically and automatically by computer-controlled rain gauges at local weather and meteorological offices and remote sites around the world. Where Do You Collect the Sample? Wind, buildings, trees, topography, and other factors can modify the amount of precipitation that falls, so rainfall and snowfall tend to be measured away from obstructions.  If youre placing a rain gauge in your backyard, make sure that it is not obstructed so that rain can fall directly into the rain gauge. How Do You Convert Snowfall into Rainfall Amounts? Snowfall is measured in two ways. The first is a simple measurement of the snow on the ground with a stick marked with units of measurement (like a yardstick). The second measurement determines the equivalent amount of water in a unit of snow. To obtain this second measurement, the snow must be collected and melted into water. Generally, ten inches of snow produces one inch of water. However, it can take up to 30 inches of loose, fluffy snow or as little as two to four inches of wet, compact snow to produce an inch of water.

Personal Hazard Plan Research Proposal Example | Topics and Well Written Essays - 1750 words

Personal Hazard Plan - Research Proposal Example However, while just reading will not automatically force you to form new habits, knowledge of practical safety tips, if applied, could save you much pain, even your very life. Surely, you do not need to burn your fingers on the stove to establish that the stove is hot. Through the pain and suffering of thousands at the hands of that rough teacher Experience, safety rules have been established. As for the author of this paper, clumsiness may not at all be an issue, however considering that he needs to attend to several activities in different areas everyday, it could be noted that he is then not free from meeting accidents along the way. Hence, within the discussion that follows, it could be observed that personal hazard plans needs to be established to assure that the author would be well prepared in handling possible accidents that may occur. However, to be able to create a plan that would be most effective for the author's safety, it is first important to know how safety rules are created based from the historical reports pertaining to the development of the said process of safety preparation. Possible dangers: since it is a university, it is expected to be established with high buildings with either stairs or elevators as means of manual or automatic transport around the area. For this reason, it is necessary that the author be able to understand how to deal with certain natural occurrences such as earthquakes. Safety Measures to Consider: It is advised that when in school, there is a need to keep safe at all times. When a slight shock of earthquake happens, it is important to take immediate cover. Follow the different escape areas, to do so, knowing the map of the building for the different exists around the area is indeed essential. (b) Second is Qualcomm Stadium- Chargers Stadium (address is: 9449 Friars Rd, San Diego, CA 92108). Possible dangers: Since the area is a wide-open space, only huge natural hazards could be expected to happen, such as storm and earthquake. With these occurrences happening in the middle of highly populated occasion, it is important for one to be ready for an exit from the area. Safety Measures to Consider: When in a crowded area, be sure to situated in a location where it is easy to exit from the place in case of any emergency situations occurring. It could be noted that through this approach to the situation, one could assure himself that he would be able to get out at once and avoid any possible stampede just incase emergencies happen during an event. (c) home( address is: 3939 Georgia Street, San Diego, CA 92103). Possible dangers: Even though the home seems to be the safest place for everyone. However, even though this is the case it is still important to handle safety effectively even within one's own house. Safety Measures to Consider: The house itself should be safe from falling out with simple shocks of low-end earthquakes. It should also be prepared for possible thunderstorms. Exit points should always be ready when emergencies occur. (d) work(address is: 7170 Miramar Rd, San Diego, CA 92121). Possible dangers: At work, technical and natural dangers should be well expected and prepared for. It is through this that one is protected from the possible occurrences that would break in

Supermarkets in United Kingdom Essay Example | Topics and Well Written Essays - 2000 words

Supermarkets in United Kingdom - Essay Example Although the supermarkets claim to provide a wide range of options for their shopping but the prices that they charge on their products and the pressure given to the suppliers has created certain predicaments in the market. The four giants in the UK supermarket are Tesco, Sainsbury’s, Asda and Morrison. In addition to the planning controls by the government for taking care of the pressures felt by the suppliers in the retail industry, it has restricted the expansion plans of the four giants in the market (Grugulis, Bozkurt and Clegg, 2). Despite the recession happening in the country and decrease in the consumer’s spending, the food and retail industries are showing exponential growth; the main credit goes to the four giants in the supermarket industry who are opening numerous stores at an accelerating rate (Neate, 1). The report by Corporate Commission has indicated that Tesco, Sainsbury’s, Asda and Morrison have been successful in getting permission from the co ncerned authorities to expand into other areas by opening up new stores. The report also highlighted the threat the expansion of these large supermarkets posed to the convenience stores, local grocery stores and specialty stores. The study of Clerren et al. revealed that the large supermarkets are doing expansion on such an increasing rate so that they can get more market share as compared to their competitors and it is expected that the trend will continue so because of the support that they are receiving by the UK government (470-471). Grocery Market of UK The IGD research has shown that in the past ten years, the grocery market of UK has been growing at an exponential rate and the number of large supermarkets has risen to an exceptionally high figure (Li, 2). In 2008, the grocery market had reached ?146.3bn from ?93.3bn in the year 1998. Afterwards, the market has seen numerous uncertainties in the form of less consumer spending power, high rate of unemployment, financial crisis and many more. As of 2008, the UK grocery store has been divided into four major sectors i.e. convenience store; hypermarket, superstore and supermarkets; online channel and traditional retail. Among all the sectors, the huge market is of hypermarket, superstore and supermarkets and these comprise of more than 73% of the entire sales of the grocery market, followed by convenience stores’ sector that has 21% of the total sales; however, traditional retail faces stiff competition from the aforementioned two sectors and it has declined to 5% (Michaels, 1). According to the Corporate Watch, the four biggest supermarket chains in the UK market comprise of Tesco, Sainsbury’s, Asda and Morrison and they collectively constitute of about 68% of the complete grocery market (3). Tescopoly has shown that the grocery market share can be distributed as the traditional retail stores and supermarket chains; the market share is divided as 30% of Tesco, 15% of Asda, 14% of Sainsburyâ₠¬â„¢s, and Morrison of 10%. Other supermarket chains that are included in UK grocery market are Marks and Spence, Iceland, Waitrose, Whole Foods Market, Aldi, Lidl and many more (Vasquez-Nicholson, 3). Porter has reported that the disclosed sales figure of the four large supermarket chains in the last financial year are as follows, Tesco ?3.8billion, Asda

Wegman's Supermarkets Essay Example | Topics and Well Written Essays - 1000 words

Wegman's Supermarkets - Essay Example This makes it easy for the supermarket personnel know their various roles and responsibilities. Owing to its fewer layers of leadership, it also gives employees an idea of who to answer to (Berkun 78). Because projects are carried out within one department, it is easier for the unit to supervise the whole project. Departments are given the autonomy to determine the project targets and are, therefore, able to exercise complete control on the outcome of these projects. Berkun argues that enables the various projects to be designed according to departmental needs (78). In addition, the feeling of having absolute control over projects encourages creativity and offers a favorable work environment (Kloppenborg 103). Research indicates that decisions can be made quicker when people share similar perspectives than when they differ fundamentally. This model, therefore, leads to faster decisions and leaves little room for antagonism since the decisions are always made by an authoritative figure at Wegman’s supermarkets. Because this model clusters people of similar professions and ideals together, it encourages free communication between them. This leads to knowledge and skill sharing among the supermarket’s staff (Kloppenborg 104). Rather than spend unnecessarily on expensive capacity building workshops, the supermarket uses its experienced senior managers and supervisors to offer apprenticeship trainings to the less experienced employees. This leads to a more comprehensive and solid project execution. Wegman’s Supermarkets follow a functional structure because it gives the other team members a definite and clear corporate ladder for the supermarket’s employees to pursue. Because project managers are mostly drawn from a pool of experts in various domains, these managers are exceptionally gifted in their fields and this makes it easy for them

Theories of Leadership in Sports Coaching

Theories of Leadership in Sports Coaching Introduction Main Section The application of Chelladurai’s (2001) Multidimensional Model of Leadership The Multi-dimensional Model of Leadership (MML) (Chelladurai 1978,1990,1993,2001 cited in Riemer, 2007) is a framework which builds on research from non-sporting settings in order to analyse effective leadership in sport. MML demonstrates how success in leadership is influenced by many different factors (Riemer, 2007). The main objective of the leader/coach is to bring about high levels of performance and satisfaction in the athlete (OU 16-1, 2013). To achieve this, three ‘antecedents’ must be taken into account: situational characteristics (the environment in which the leader is performing); leader characteristics (eg personality, experience, education); and athlete characteristics (e.g. age, gender, skill level, background) (Riemer, 2007). These three antecedents produce three types of leader behaviour: ‘required’, ‘actual’ and ‘preferred’ behaviour (OU 16-1.3, 2013). MML shows that a leader/coach’s `actual` behaviour is affected both by his awareness of the athlete’s `preferred` behaviour and by the behaviour `required` of him by the coaching context. For example, an elite tennis player may question coaching methodology and seek more input into training. The coach may modify his/her behaviour accordingly. At the same time the coach will be limited by the constraints of the regional governing body regulations when selecting a county team. The coach’s actual behaviour will also be influenced by his/her character traits and skill/knowledge base (Riemer, 2007). Thus, a mature golf professional, who has recently increased her knowledge base by attending a video analysis seminar, may modify her leadership behaviour to involve the use of smart phone apps in her efforts to improve feedback to the athlete. Chelladurai (1978, 1990, 1993, 2001 cited in Riemer, 2007) states that when the three types of leader behaviour (`required`, `actual`, and `preferred`) complement and sustain one and other, athlete performance and satisfaction levels will increase. Athlete preferred behaviour is influenced by a combination of athlete characteristics and situational characteristics (Riemer, 2007). Most studies into preferred coaching behaviour have used the Leadership Scale for Sport (LSS), which was developed by Chelladurai and Saleh (1980, cited in OU 17.1, 2013). The LSS measures five leadership dimensions: training and instruction; social support; positive feedback; autocratic behaviour; and democratic behaviour. Results show that the two most valued leadership styles are positive feedback and training/instruction, with the autocratic approach being least appreciated (OU 17.2, 2013). Research into the effect of gender on athletes’ leadership preference has produced mixed results (Riemer, 2007). The OU (17.2, 2013) suggests that this may be due to the false equation of gender with biological sex, and that the differences in leadership preferences may be more related to gender role (masculinity/femininity) than to biological sex (male/female) (Riemer, 2007). Findings from Riemer and Toon, 2001, cited in Riemer 2007 suggest that some of the variance in results might be connected to the coach’s gender, rather than the athlete’s, as they showed that female athletes expressed different leadership preference in female coaches compared with male. Similarly, research has produced no significant relationship between age and preferred leadership styles (Riemer, 2007), although the author does suggest that an overview of the results indicates a shift from a preference for task behaviours to a preference for relationship behaviours as the athlete matures (Riemer, 2007). Research into how situational characteristics influence leadership preferences has also been mixed (Riemer, 2007). Chelladurai (1978, cited in Riemer, 2007) hypothesised that team/open sport athletes would prefer more training/instruction and positive feedback than those involved in individual/closed sports. Research by Terry and Howe (1984), Terry (1984) and Kang (2003), all cited in Riemer 2007) supported this hypothesis, but Chelladurai and Saleh (1978, cited in Riemer 2007) found the polar opposite. Riemer and Chelladurai (1995, cited in Riemer 2007) found that, within American football, athletes whose tasks differed from their teammates (e.g. offensive or defensive) preferred different coaching behaviours. The defensive squad operating in a more open environment preferred more democratic, autocratic and socially supportive coaching behaviours. Given the varied results of studies into athlete and situational characteristics on leadership preferences, it is unclear how coaches should adapt their coaching strategies based on member characteristics. The role of transformational leadership in coaching Chelladurai (1978, 1990, 1993, 2001 cited in Riemer, 2007) adapted his model of the MML to include transformational leadership (Open University, 17, 2013). In the previous versions of the model, leadership was thought to be transactional in its nature (Riemer, 2007). Transactional leaders have a reciprocal relationship with their athletes whereby they trade something the athlete wants (e.g. knowledge), with something they want (e.g. respect) (Riemer, 2007 cited in Open University, 16.5, 2013). Transactional leadership is built on mutual trust in which the coach must manage the changing needs of the athlete in order to be effective (Riemer, 2007). Transformational leadership on the other hand, is a charismatic type of leadership in which followers associate themselves with leaders, giving rise to greatly increased levels of performance (Yammarino, Dubinsky, Comer and Jolson, 1997 cited in Riemer, 2007). A transformational leader will exhibit five traits: charisma, an assertive and self confident quality that results in athletes connecting emotionally to their leaders, generating high levels of trust; idealised influence, which enables leaders to motivate athletes to follow their beliefs and visions for the future; inspiration, which enables leaders to instil confidence in athletes so that they are able to meet the challenging aspirations s/he has set for them; intellectual stimulation, through which leaders provoke original and imaginative thought processes; and individual consideration, by which leaders pay attention to each member of their team and are able to set specific goals for each dependant on their skill level (Bass, 1985; Bass and Aviolo, 1990; Doherty and Danylchuk, 1996; Weese, 1994 cited in Open University, 17.1, 2013). Transformational leaders affect both the situational and athlete characteristics of the MML (Riemer, 2007). Firstly, situational characteristics are affected by the coach introducing new ambitions for the organisation / team they are involved with. These ambitions are based on the coach’s beliefs and visions for the future. Secondly, athlete characteristics are changed by the coach transmitting his/her vision so that athletes embrace this as their own, and by motivating athletes to believe they will achieve this vision (Open University, 17.1, 2013). Bass (1985, cited in Riemer, 2007) suggests that not all coaches are transformational, rather that leaders will display a spectrum of transformational behaviours. Although there is minimal literature into the role of transformational leadership in sport (Riemer, 2007), the MML suggests that a transformational leader may be a more effective coach (Chelladurai, 2001 cited in Riemer, 2007). This is backed up by findings in Arthur et al’s (2011) study into athlete narcissism, coach’s transformational behaviours and athlete motivation. The study found that the dimensions of individual consideration and intellectual stimulation were linked with higher levels of athlete effort. Creating an effective coaching environment In order to further understand the complicated, intertwined relationship between coach, athlete and the conditions they work under, Smith and Smoll (1977, 1989, cited in OU 18.1, 2013) proposed the meditational model of sport leadership. This model was formulated to improve coach understanding around how to create a positive environment for children in sport (Smith and Smoll, 2007) and focuses on three variables: coach behaviour (what the coach actually does); athlete perceptions (how behaviour is understood by athletes); and athlete reactions (subsequent responses to the coach) (Smith and Smoll, 2007, cited in OU, 18.1, 2013). With a view to measuring the first of these variables, Smoll, Smith and Hunt (1977, cited in OU, 18.1, 2013) designed the coaching behaviour assessment system (CBAS). Leadership behaviour was observed and coded in coaches working with children across a collection of different sports (Smith and Smoll, 2007). Although widely used to research leadership behaviours (OU, 18.1, 2013) the statistical methodology used in the CBAS has been considered too narrow an approach to develop an understanding of the complex nature of effective coaching practice (Cushion, 2007 cited in OU, 18.1, 2013). To gain deeper insight into coaching behaviours, the origins of these behaviours need to be examined, along with how these behaviours affect perceptions and finally how these perceptions shape actions (Chelladurai, 1993; Cumming, Smith and Smoll, 2006 cited in OU, 18.1, 2013). Research by Stebbings et al (2011) explored the antecedents of autonomy supportive and controlling behaviours in coaches in regards to the coaches’ own psychological needs. Autonomy supportive environments are created by a coach offering athletes’ choice in making decisions, the opportunity for experimentation, meaningful justification for activities and a recognition of an athlete’s emotional needs (Mageau and Vallerand, 2003, cited in Stebbings et al, 2013). A controlling environment is created by a coach with an autocratic, dictatorial demeanour, giving athletes no choice in the decision making process. Punishment, criticism and tangible rewards are used to control athletes (Bartholemew, Ntoumanis and Thogersen-Ntoumani, 2009 cited in Stebbings et al, 2011). Autonomy supportive environments are thought to elicit positive responses from athletes such as increased intrinsic motivation and higher levels of performance (Amorose, 2007; Gillett, Vallerand Amoura and Baldes, 2010; Mageau and Vallerand, 2003, cited in Stebbings et al, 2011). Conversely, a controlling environment is associated with decreased motivation and increased levels of sport drop out (Pelletier et al, 2009 cited in Stebbings et al, 2011). This research hypothesised that coaches whose psychological needs were met would work in an autonomy supportive manner, whilst those whose needs were not met would exhibit more controlling behaviour (Stebbings et al, 2011). The results proved to be in line with the initial hypothesis with the pivotal conclusion being that the ‘satisfaction of coaches psychological needs can allow coaches to thrive, and to create an adaptive interpersonal coach environment for athletes.’ (Stebbings et al, 2011, p269). Lack of governing body support in terms of training, feedback and guidance were cited as possible reasons for coaches’ psychological needs not being met (Allen, Shaw, 2009 cited in Stebbings et al, 2011). However it is als o noted that further research into the effect of environmental factors on coach psychological need satisfaction would aid understanding (Stebbings et al, 2011). As coach behaviours are thought to influence athlete perceptions, and these perceptions will subsequently shape actions (Smith and Smoll, 2007), coaches must be careful not to make immediate judgements towards their athletes based on first impressions (OU, 18.5, 2013). This is to minimise the risk of creating a self-fulfilling prophecy (OU, 18.5, 2013) whereby a coach will make initial predictions of the athlete’s behaviour and performance. These predictions will affect the way the coach communicates with the athlete, which in turn will affect the athlete’s perception of themselves and their performance levels (Horn, 2008 cited in OU, 2013). Coaching behaviours and team performance In contrast to those working with individuals, coaches working with teams have to be much more concerned with team cohesion. Team cohesion is associated with the amount of unity, closeness and camaraderie displayed by a team (Carron, Eys and Burke, 2007) and is defined as a dynamic process, reflected in the tendency of a group to remain united in pursuit of its goals and objectives (Carron, Brawley and Widmeyer, 1998 cited in Carron, Eys and Burke, 2007). Cohesion has been described as the most important group property (Bollen and Hoyle, 1990; Golembiewski, 1962; Lott and Lott, 1965, cited in Carron, Eys and Burke, 2007) and involves two dimensions: task cohesion – the ability of a team to work towards shared goals; and social cohesion the degree to which team mates get along with each other (Carron, Ely and Burke, 2007). These dimensions are not mutually exclusive, and change in one dimension will effect change in the other. When formulating a coach agenda a coach should aim to achieve a balance of both appropriate for a given context (OU, 19.2, 2013). The formulation of a cooperative training environment has also been cited as benefitting team performance (Collins and Collins, 2011 cited in OU, 19.2, 2013). Coaches need athletes to work in collaboration with each other (e.g. on tactics, formations and patterns of play) and against each other (e.g. attack versus defence) in order to drive overall and individual performance levels up (Collins and Collins, 2011, cited in OU, 19.2, 2013). As part of this cooperative training environment, coaches and athletes need to be able to understand each other’s strengths and weaknesses, both as individuals and in their team responsibilities (Collins and Collins, 2011, cited in OU, 19.2, 2013). Effective teams are considered to have a high degree of shared knowledge built up through communal experience of intense training and performance situations (Bourbouson et al, 2011 cited in OU, 19.2, 2013). For example, a team may change seamlessly between a number of formations and tactical variati ons during a match at their coach’s request. Shared knowledge can also extend to off field activities. When coaches are creating and developing their coaching agenda they should examine their players in many different domains. Information should be garnered from multiple sources, such as discussions with colleagues, personal observation, formal assessments and past experiences, in order to surmount current obstacles and to plan for the future (OU, 19.2, 2013). Systems of work and team ethics need to be established so that existing and new team mates can carve an individual niche for themselves but also to see what is expected of them as part of the team (Martens, 2012 cited in OU, 19.2, 2013). When considering how a coach develops his/her team, research has suggested that team cohesion and performance are mutually beneficial, with increased task and social cohesion leading to increase performance, and vice versa (Carron et al, 2002; Cox, 2012 cited in OU, 19.3, 2013). Therefore in order to raise performance levels, coaches must attempt to create cohesion, achieved by developing motivation and a sense of personal reward. They can identify leaders to help them facilitate change but also must preserve and unite all existing members of the team (including the assistants, parents and others in the support network). Individual and group accomplishments need to be recognised, changes need to be discussed and performance regularly assessed through feedback in order to facilitate a supportive culture (Martens, 2012 cited in OU, 19.3, 2013). Allowing athletes more influence in team goal setting can also lead to increased task and social cohesion (Carron et al, 2005 cited in OU, 19.3, 2013). This increased influence also leads to greater understanding of the tasks they need to undertake, and stronger beliefs that the goals will influence team behaviour positively (Collins and Collins cited in OU, 19.3, 2013). The coach should develop individual and communal understanding of roles, and encourage team members to have confidence in each other. Through regular meetings and discussions with various team groupings, teams and coaches can build agreement, understanding and commitment (Collins and Collins, 2011, cited in OU, 19.3, 2013). This is as necessary within coaching teams as between the coach and athletes. Experimentation, questioning and argument are far more acceptable in a sharing and cooperative environment which reinforces team cohesion (Piggott, 2012, cited in OU, 19.3, 2013).