Paula Rego Essay Example | Topics and Well Written Essays - 1000 words

Paula Rego - Essay Example At this stage, the drawing is linear and stark. The quality of the line is determined by the length of time it stays in the acid, the longer in the acid, the darker the line becomes. This whole process is described by professor Paul Coldwell. Drawing is central to the painter's work, being the way in which her works are born. The Portuguese painter found her source of inspiration in fairy tales like Fantasia, Snow White and Pinocchio. And she made her pictures resemble the children's drawings. But as compared to the representation of beautiful figures, illustrating the good characters of the fairy tale, Paula Rego's characters are far from being described by the adjective "beautiful" in the sense we understand the meaning of the word "beauty". Taking as example the painting entitled "Swallows the poisoned apple" we notice how different the Snow White we are shown here is from the image of the young and delicate charater of Grimm's fairy tale. It's definitely not a beautiful young girl what we see. On the contrary, the female character in the painting looks old and ugly. She doesn't appear as it would in a common drawing, lying artistically on the floor, but she is half on the floor, half on the sofa, in a position that conveys pain realistically. Although dressed like a princess, the background against which she is painted is a modern decorated room and not the fairy tale dwarves' house. There is a combination of myth and reality in this painting that makes us think of the combination myth-reality we find in our own lives. We thus, could see these paintings as symbolical representation of our own lives.Represented in another painting, with a stag's head on her lap, Snow White doesn't look more beautiful than in the other painting described. The painting is called suggestively "Snow white playing with her father's trophies." Seated in an armchair, she has an indelicate and unaesthetic position, with her legs spread. Just like in the previously analyzed painting, Snow White looks older than she is supposed to be and her appearance is not as delicate as we are used to imagine it. There is no trace of happiness or at least serenity to be noticed on the face of the two Snow White figures. If in the previous painting, pain would appear as understandable, the character being shown in a critical situation, in the second the grief is not so explicable. Although traditional by subject, the fairy tales inspired drawings cannot be considered traditional. The way of treating them is startling and this makes their contemplation the source of mixed and confusing feelings. This kind of illustrating fairy tale images can be viewed as a sort of debunk. Myth is given certain realistic features and at the same time, re ality is transformed. Nursery Rhymes (from 1989) show a girl - although we could not really use the word girl for her as she looks aged and three strangely big and frightening mice. The painting looks at the same time funny and horrible. The exaggerated size of the mice as well as the way they look is scaring. Yet, there is something amusing in their behaviour, as they look like whimsical children. We notice a synthesis of opposites that the painter achieves in her paintings, be that a synthesis between comic and scaring, young and old, myth-reality or beautiful and ugly. As frightening or at least confusing

The Virgin Komi Forests Essay Example | Topics and Well Written Essays - 1500 words

The Virgin Komi Forests - Essay Example However, there are a number of threats to the Forests, including illegal logging and gold-mining, which could cause irreversible damage to the area and the loss of species. This paper aims to illustrate the natural diversity of the area to convince you to provide money for the support of conservation programs in the Virgin Komi Forests. The Diversity of Life As previously mentioned, the Virgin Komi Forests are an incredibly large virgin forest, and encompass a number of important and iconic species. The grey wolf (Canis lupus) inhabits the area, and was once the world’s most widely distributed mammal but is now extinct in a number of areas. Most significantly, the grey wolf used to inhabit a huge amount of territory in Europe, and thus a safe ecological zone within Europe may be of great benefit in protecting this species. The wolverine (Gulo gulo) is also present in the Virgin Komi Forests. Although the wolverine is classified as ‘least concern’ by the IUCN Red L ist, this may be in part due to the fact that it is still common in North America. In Europe, however, trapping and habitat fragmentation have reduced the range of the wolverine and they are now absent in many of the areas in which they were once present. Again, a European protection area for this animal may be of great benefit (Bobretsov & Yakushev, 2008). Although these species are important, there are a number of further species which are classified as rare or endangered by the IUCN Red List. The Ural Mountain anemone species Anemone uralensis is also under threat in the area, mostly because of flooding and human agricultural efforts. The artic sorrel plant is also declining in the area, in part because of its use in Russian soups and in part because of the changing environment of the Forests. The Ecology of the Forests The aforementioned wolverine and grey wolf are just two of the important animals in the area, both of which have been greatly affected by the habitat fragmentatio n common in other parts of Europe. Protection of the Virgin Komi Forests should, therefore, not just focus on saving this creatures but the habitat in which they live, including a number of tree species which are necessary for their livelihood. The black woodpecker (Dryocopus martius) is an example of a bird species in the area. These birds rely on tree species in the Virgin Komi Forests, such as the fir (Abies sibirica) and the Siberian larch (Larix sibirica) for their nesting sites and food (Kuuluvainen, Syrjanen & Kalliola, 1998). The black woodpecker also plays an additional ecological role, in that they abandon the holes they have made in the tree bark, which can then become important nesting sites for the smaller birds in the area. The Eurasian beaver (Castor fiber) is also found in the Virgin Komi Forests. Beaver species are often important keystone species within their environment for a number of reasons. Firstly, beavers are involved in the creation of wetlands which can he lp to increase biodiversity, as well as providing a suitable habitat for other species. Beavers are also involved in tree coppicing, which again alters the natural habitat and provides tree cover for other species. Finally, beavers also play in important role in protecting fish species because their dams trap sediment and improve water quality (Gawthrop, 1999). Although the Eurasian beaver is of

Culturally Inclusive Classrooms Essay Example for Free

Culturally Inclusive Classrooms Essay How to build culturally inclusive and resilient ELEMENTARY classrooms and what types of supports are in communities that can facilitate student efforts to overcome cultural gaps in the home and in the school (elementary/secondary school level) A culturally inclusive classroom may consist of extremely diverse ethnic composition of students. With new immigration, more and more students are entering school, with little or no knowledge of English and have diverse educational and cultural backgrounds. A recent study on 400 school children in California shows that only 4% of enrolled children come from a single racial group (Chang, 1993). This has resulted in making of classrooms that have students coming from various nationalities, languages, social and economic backgrounds. The growing diversity is not only a problem to the teachers who are not adequately equipped to handle them, but also to parents, who are not sure whether the child’s adaptation will help him or alienate him from his community. Efforts are made to give prominence to the learning of the children with diverse backgrounds. Anti-bias curricula, use of home language and culture of the child, is recommended by National Assessment for Education of Young children, to foster learning of English and basic skills. It aims to make the first school experience a positive one. The forum on the Future of Children and Families held a workshop in 1993 in order to frame a sketch, to assess the scope of adequacy of research in early education of culturally diverse children. It tried to assess the most important factors in the early childhood education of a diverse group of students. Efforts were made to understand the influence of culture on human development and emphasis was laid on examining differences within culture and outside culture. Claude Goldenberg warned against treatment of culture as ‘straitjacket that predetermines the learning experience that children benefit from’ ( Goldenberg . C. 1987). It was observed and accepted that exposure at home influenced the adaptation of the children to school norms and environment. The workshop structured three questions that came up as a result of in depth study. These were- †¢ What role was played by the culture and home experience in shaping learning opportunities? †¢ How the cultural and linguistic background of children affects the knowledge skills and expectations they bring with them? †¢ How should the nature of instruction vary with learning and motivation from various backgrounds? A child has to learn the rules of two environments home and school from his pre school days i. e. , age of 3-4 years. Children who face a language and culture thoroughly different at home and school face a lot of conflicts about behavior which might result in incompatibility. Researchers have found that inconsistency in home and school make learning difficult and adjustments uneasy. The children who do not have some insightful understanding of alphabets and numbers are likely to be left behind in class. Sharon, Griffin and her colleagues (Case and Griffin, 1990, Griffin, Case and Siegler 1992) noticed striking difference in the understanding of maths in low income groups. Claude Goldenberg his colleagues designed an intervention to improve the early literacy achievement of Spanish speaking children in Kindergarten. Timothy Shanahan and his colleagues designed the FLAME project to enable parents with limited expertise in Spanish to improve literacy achievements of their children. Both the projects on evaluation showed significant positive effects on the children’s literacy achievement, Goldenberg reported that control group which received structured instructions outperformed those with informal intervention. Research shows that guided learning at home can effect children’s adjustment in classrooms. Children who remain unaware of such guidance become incompatible in learning, may retreat from learning and even become disruptive. It also showed that there was no proof to suggest that children are constrained by culture in their learning abilities. Social Setting of learning constituted teaching, learning and performance. Research with Hawaiian families showed that ( Gallimore, Boggs and Jordan, 1974) children were accustomed to learning in peer interactions and indirect supervision from teachers exhibited a decline in disruptive and inattentive behavior. Classrooms fostering independent learning seemed alien to these students. Study made on Navajo children (Vogl, Jordan and Tharp , 1987) brought in the fact that peer group study was less prevalent in this culture. Effective classrooms brought out best performance when the children were allowed to work independently- as they did in their communities. Culture shapes conversations and paces response patterns. Pueblo Indian children give more elaborate responses and have spontaneous participation when given enough response time. (Winterton, 1977). Native Hawaiian students when given long waiting time are inhibited in participation. (White Tharp, 1988). Claude Goldenberg found that children learn in accustomed way of entering into a speech- guided by their culture. Latino –American students corroborated this experience, whose mothers use highly directive pattern of communication. Research evidence points to the fact that certain amount of compatibility between home and school culture is required to improve classroom activities. Goldenberg says â€Å"with the exception of same studies of cooperative learning and bilingual education, the experimental evidence linking cultural compatible instructions scholastic outcome can be very tenuous†. Constancy in school environment may not be always wanted. Yet some parents seek it so that the child is exposed to different educational experiences. For a child, the process of adjustment to varied environment at school and home may prove beneficial in future years of schooling and multicultural environment. Differences in the two environments may compliment and reinforce their learning. A culturally inclusive environment requires mutual respect, effective relationships, clear communication, explicit understandings about expectations and critical self –reflection. (Flinders University). In a culturally inclusive environment a student will be allowed to express his opinion freely, participate in classroom’s activities, experience stress free classes with no fear of unfair treatment or abuse. It also facilitates that teachers are approachable and open to concepts and ideas from different culture, allow diversity and promote a relaxed setting of learning. When teaching students from diverse background, a teacher needs to plan out his instruction with attention and care, with skills and strategies, specialized with an array of educational aids and materials. He has to keep in mind certain facts about his students, their experience in school, home and outside school and design the curriculum in accordance with their exposure. It should also be guided by the strengths and weaknesses of their experience. Teachers need to connect to the experience of his students. Reading about flowers, fruits, animals children are not familiar with in their culture or may not have been exposed to, makes it meaning less for the child. Readings to build vocabulary and comprehension are meaningful, when the child can connect to it. He also understands that his views are being respected, making him feel secure . Children are intelligent to sense if the support for diverse culture is superficial or genuine. Ysseldyke, Algozzine Thurlow point out that a teacher needs to ask himself if the curriculum is tailored to the interest of the student, are the study materials used in any way reflective of cultural or ethnic diversity. He also needs to be aware of the learning styles adapted by his students. The curriculum needs to be complete and accurate and have materials for all the students. It should avoid being symbolic and should not make the underrepresented group feel ‘the other’. Check should be made to see that the curriculum does not discriminate. Teaching materials used should be unbiased and un-oppressive (male centric, race centric etc). The content must explore a large angle of variety, be accurate and complete. Students need to be made aware about the issues of social justice. Lessons on racism, sexism, classism and other forms of oppression need to be facilitated and discussed in class, to enhance the awareness. In the assessment student feedback should be encouraged. Teachers should work with each other and critically appreciate each others work . Teachers could introduce various awareness activities in the class. Participants can introduce themselves and share their ethnicity, similarities and diversities with other members of the group Students may be encouraged to speak on their multi-cultural experiences . Some activities may include students sharing their identity through a poem. Sharing experiences of prejudices or discrimination as a sufferer or doer, personal experience of gender-bias may be discussed. Students can be encouraged to relate aspects of their personality, identity. Feeling of inclusion or exclusion in a learning process and multicultural awareness quiz etc may be conducted. A model developed by Australian Ministries of Education, aimed at education of educational equality of indigenous people, focused on three areas- community, school and classroom. Parents, Teachers, care givers, and previous school needed to be involved in a common understanding and adopting new approach to teaching of students from multicultural backgrounds. Strong partnerships between school and homemakers made the study supportive. School officials had the duty to look after and assist each student in the development of essential skills and attitude of the students to work independently, cooperatively and responsibly. The programs monitoring and assessment provided vital clues to the future direction of the curriculum. It stated the importance of assessment made as a joint effort between students, parents and community members who provide important input in the assessment. The data collected by various workshops and research points out to the fact that there is more room for study to be made on improvising culturally inclusive schools, classrooms. Very few teachers are trained and equipped to handle such diverse culture classes. Coordination between community and schools are wanted, to make a complete, homogeneous education to students from diverse cultural background. . References Case, R. , and S. Griffin 1990 Child cognitive development: The role of central conceptual structures in the development of scientific and social thought. In C-A. Hauert ed. , Developmental Psychology: Cognitive, Perceptuo-Motor and Psychological Perspectives. Amsterdam, The Netherlands: Elsevier. Chang, H. 1993 Affirming Childrens Roots: Cultural and Linguistic Diversity in Early Care and Education. San Francisco, Calif. : California Tomorrow. Gallimore, R. , J. W. Boggs, and C. Jordan 1974 Culture, Behavior, and Education: A Study of Hawaiian-Americans. Beverly Hills, Calif. : Sage. Goldenberg, C. 1987 Low-income Hispanic parents contributions to their first-grade childrens word-recognition skills. Anthropology and Education Quarterly 18:149-179. In press. Promoting early literacy development among Spanish-speaking children: Lessons from two studies. In E. Hiebert, ed. , Teaching Children to Read: The State of Early Interventions. Boston, Mass. : Allyn Bacon Griffin, S. , R. Case, and R. Siegler 1992 Rightstart: Providing the Central Conceptual Prerequisites for First Formal Learning of Arithmetic to Students at Risk for School Failure. Unpublished manuscript, Department of Education, Clark University. Howard Weiner, Adelphi University, Garden city, New York, Culturally Insulated Students : Assessing the Diversity Disposition Cap in a Predominantly White University with a New Instrument, the Culturally Responsive Educator Test. Journal of Authentic Learning, Volume 2, Number 1, September 2005. National Association for the Education of Young Children 1989 The Anti-bias Curriculum: Tools for Empowering Young Children. Washington, D. C. : National Association for the Education of Young Children. National Association for Family Day Care 1990 Helping Children Love Themselves and Others: A Professional Handbook for Family Day Care Providers. Washington, D. C. : National Association for Family Day Care.

Networking :: Free Essay Writer

Networking For my independent study, I have created a network in my house. A network by definition are more than one computer that are linked together electronically via a protocol (common language) so the computers can communicate and share resources. This network improves the day-to-day life by adding value and usefulness to the computers. The processes and ideas that I have learned thru this experience can be applied directly into today’s rich electronic business environment. Identifying the needs of the user is the first step for building a well-designed Network. A professional installation was needed to maintain the aesthetics of the rental house. Most of the wires are run in the attic and then down plastic conduit attached to the wall. The conduit is run all the way to the wall boxes where the Ethernet ports are located. Every wire is clearly labeled and included in an easy to read schematic of the house. This way future tenants will have the ability to utilize the network. Next, every room needed to have access to the network. In order to minimize the overall use of wires, hubs were placed in strategic locations. An 8-port 10/100-megabit auto-sensing hub is located in the computer room and a 5 port 10-megabit in the sound room. There, needed to be docking stations, so laptop users or visiting computers could easily plug into the network and utilize the pre-existing monitor, keyboard, and mouse. These are the basic needs that have been put int o the design of the network. Each computer setup is unique with certain strengths and weaknesses. The network takes advantage of the strengths of each individual computer and makes them available to all users. A network essentially expands the capabilities of each computer by increasing functionality thru resource sharing. In the house, there are a total of four computers and two laptops. Processing speed and an abundance of ram is not essential for a server with such low traffic. Thus the most antiquated computer was elected for this function. Between all the computers, we have several extra pieces of hardware such as a zip drive, CDRW, DVD ROM, scanner, and multiple printers. Each piece of hardware is dispersed between the computers. There were several immediate efficiencies that occurred when the network went operational. The zip drive is located on the server while the CDRW is located on one of the individual workstations. Networking :: Free Essay Writer Networking For my independent study, I have created a network in my house. A network by definition are more than one computer that are linked together electronically via a protocol (common language) so the computers can communicate and share resources. This network improves the day-to-day life by adding value and usefulness to the computers. The processes and ideas that I have learned thru this experience can be applied directly into today’s rich electronic business environment. Identifying the needs of the user is the first step for building a well-designed Network. A professional installation was needed to maintain the aesthetics of the rental house. Most of the wires are run in the attic and then down plastic conduit attached to the wall. The conduit is run all the way to the wall boxes where the Ethernet ports are located. Every wire is clearly labeled and included in an easy to read schematic of the house. This way future tenants will have the ability to utilize the network. Next, every room needed to have access to the network. In order to minimize the overall use of wires, hubs were placed in strategic locations. An 8-port 10/100-megabit auto-sensing hub is located in the computer room and a 5 port 10-megabit in the sound room. There, needed to be docking stations, so laptop users or visiting computers could easily plug into the network and utilize the pre-existing monitor, keyboard, and mouse. These are the basic needs that have been put int o the design of the network. Each computer setup is unique with certain strengths and weaknesses. The network takes advantage of the strengths of each individual computer and makes them available to all users. A network essentially expands the capabilities of each computer by increasing functionality thru resource sharing. In the house, there are a total of four computers and two laptops. Processing speed and an abundance of ram is not essential for a server with such low traffic. Thus the most antiquated computer was elected for this function. Between all the computers, we have several extra pieces of hardware such as a zip drive, CDRW, DVD ROM, scanner, and multiple printers. Each piece of hardware is dispersed between the computers. There were several immediate efficiencies that occurred when the network went operational. The zip drive is located on the server while the CDRW is located on one of the individual workstations.

Space Shuttle Columbia Disaster

The Space Shuttle Columbia was the second space shuttle disaster and the first shuttle lost on land happened on February 1, 2003. In this mission, six American astronauts and Israel's first spaceman died when the space shuttle Columbia disintegrated 200,000ft above Texas. They are David Brown, Rick Husband, Laurel Clark, Kalpana Chawla, Michael Anderson, William McCool and Ilan Ramon. Rick husband is the Columbia's commander was a US air force colonel recruited to the space program in 1994. He made his first flight in 1999; last week's was his second.William McCool is the Columbia pilot was on his first flight. A naval commander and test pilot, he was selected for the space program in April 1996, and trained at the Johnson space centre. Michael Anderson is one of only a handful of African-American astronauts, Anderson had logged 211 hours in space before the Columbia disaster. A USAF lieutenant-colonel, he joined Nasa in 1994. Kalpana Chawla is an experienced astronaut who made her f irst flight on STS-87 in 1997. David Brown was a military flight surgeon before joining the astronaut corps.Laurel Clark joined Nasa in the same year as Brown, and was trained as a space flight surgeon. Lastly is the Ilan Ramon, an Israeli air force colonel, Ramon was his country's first astronaut. He took part in the 1973 Yom Kippur war and the 1981 bombing raid that destroyed an Iraqi nuclear reactor. With the Columbia accident, not only has the nation lost a four-billion-dollar shuttle, seven outstanding astronauts and priceless experimental results, it has also lost confidence in manned space flight and space exploration. February 1, 2003 was a sunny day.It was the perfect day for the Columbia shuttle return to earth. Everyone at NASA was excited for their return because the shuttle would bring back a lot of useful information from the 16 days mission. No one suspected tragedy will happen. At around 9am, the shuttle lost contact with NASA. The mission controllers thought it was a temporary problem because of the shuttle reentry into the atmosphere and also the temperature sensors on the inboard and outboard elevons (A control surface on an airplane that combines the functions of an elevator and an aileron. on the left wing had stopped functioning minutes before. NASA start to recognize something unusual happened when several 911 calls were made by the residents in Texas, Arkansas and the Louisiana area. The space shuttle Columbia and her seven crewmembers were lost. Immediately after losing of the shuttle and the seven crewmembers, NASA stopped all shuttle operations at Kennedy Space Center. They collected all the remains piece of the Columbia shuttle and grid on the floor of the Reusable Launch Vehicle Hangar.The Columbia Reconstruction Project Team attempted to reconstruct the bottom of the orbiter as part of the investigation into the accident. The engineers found that a 20-inch piece of hardened insulation foam breaking off the main fuel tank and hitti ng the shuttle’s left wing during the launch on January 16th. They asked the top shuttle managers for outside agency assistance, but the request was denied. This is because the shuttle managers concluded that there was no safety concern due to the foam’s impact and decided to let the mission continue. Other possible causes were pilot mistake and space debris.After investigations continued in the next few weeks, some molten aluminum debris from the shuttle’s wing structure, as well as molten steel debris, had been found. When the engineers eliminated the other possibilities, they began to focus on the foam from the external tank only. When the shuttle reenters the atmosphere, the temperature on its surface can reach nearly 1649oC. So the Thermal Protection System (Various materials applied to the outer structure protect the orbiter from excessive heat) on the shuttle is critical. There are four different materials in the space shuttles Thermal Protection System ( TPS).There are high-temperature reusable surface insulation (HRSI) , low-temperature reusable surface insulation (LRSI), felt reusable surface insulation(FRSI), and reinforced carbon-carbon composite (RCC). The HRSI cover the high surface temperature reaches between 649 and 1260oC. The LRSI cover the low surface temperature reaches between 371 and 649oC. For another 2 materials are used in small amounts. Due to the temperature during reentry exceeds 1260oC at the nose cap, chin panel, forward external tank, and wing leading edge panels and T-seals, the RCC was break down.For reuse purpose and to prevent oxidation, the outer layer of the RCC is converted into silicon carbide in a furnace filled with argon with a temperature cycle up to 1649oC. The main reason of the shuttle to break down is because the foam from the bipod of the external tank was shed, and struck the shuttle’s left wing during the launch. It had damaged the wing’s leading edge RCC structures which allow ing reentry plasma to penetrate and disintegrate the underlying aluminum, damaging the wing’s structure.The foam of the bipod ramp is BX-250, polyurethane foam applied with CCF-11 which is used to cover outside of the tank to prevent ice and frost on the surface. The foam is to reduce the weight so it made by light material. The engineers couldn’t believe that such a light material could damage the wing of the shuttle. Thus, some research had done by the Southwest Research institute. They used a compressed air gun to fire a foam block of similar size and mass to that which struck Columbia and at same estimated speed.To represent the leading edge of Columbia's left wing, RCC panels from Enterprise and from NASA stock, along with fiberglass mock-up panels, were mounted to a simulating structural metal frame. In the final round of testing, a block fired at the side of an RCC panel created a hole 41 by 42. 5 centimeters (16 by 17 in) in the protective RCC panel. The tests clearly show that the foam could cause visible crack on the tested RCC panels. These cracks could lead the shuttle breakup during reentry. The final report of the Columbia Accident Investigation was released on August 26th, 2003.It concluded that this tragedy was caused by technical and organizational failures. The foam problem of the bipod area has existed for years, and NASA engineers have looked at a variety of ways to correct it. The report indicated that the space shuttle should not have been launched with this problem extant. The report further proposed that, although the shuttle had always returned to earth safely after the foam hit the wing during previous shuttle flights, the managers at NASA should not have rejected the engineers' requests to make sure Columbia's wing was not damaged this time.Finally, it suggested that NASA should have had a backup plan for fixing the shuttle in space and insuring the crew's safety if they found out the wing was badly damaged. On 26th Jul y 2005, a shuttle discovery was launched. NASA had formed an independent Return to Flight (RTF) panel to monitor its preparations. There are 7 out of the 26 RTF panel members issued a minority report prior to the launch. They questioning if Columbia’s lessons had been learned and also expressing concerns about NASA’s efforts.During launch, a large piece of foam separated from the external fuel tank, but fortunately did not strike the shuttle, which landed safely 14 days later. The shuttle fleet was once again grounded, pending resolution of the problem with the external fuel tank insulating foam. Reference: Columbia space shuttle disaster 2003. World news. http://www. guardian. co. uk/gall/0,,888045,00. html Space shuttles thermal protection system (TPS). US Centennial of Flight Commission. http://www. centennialofflight. ov/essay/Evolution_of_Technology/TPS/Tech41G2. htm Final report of Columbia Disaster. Columbia Accident Investigation Board http://caib. nasa. gov/ N ASA’s Space Shuttle Program: The Columbia Tragedy, the Discovery Mission, and the Future of the Shuttle. Marcia S. Smith Resources, Science, and Industry Division. Updated by January 4, 2006. fas. org/sgp/crs/space/RS21408. pdf Lessons Learned from the Columbia Disaster. Center for Chemical Process Safety (CCPS). www. aiche. org/uploadedFiles/CCPS/†¦ /Presentation_Rev_newv4. ppt

Porter Five Forces Analysis for Siemens AG Free Essay Example, 3250 words

It is evidently clear from the discussion that in the industrial electrical equipment industry, buyers are generally commercial users, engineering companies, and governments of different countries. Products are highly technical in nature and specialized knowledge is required in order to evaluate purchased items. Generally, buyers need to sign the contract with companies in order to purchase equipment. Bargaining power of buyer has been reduced by three factors which are, 1- an absence of electrical equipment sellers who can meet a specialized need of buyers, 2- high switching cost and 3- a need of buyers to maintain the relationship with sellers throughout the project lifecycle for implementation of technical equipment. Large electrical equipment companies buy electronic parts and raw materials from the variety of suppliers situated in different geographic locations. Due to the presence of multi-channel sourcing model and abundance of sourcing partners, companies do not rely on any particular supplier. On the other hand, many MNE electronic and engineering companies have their own production facilities to produce technical components that can be used in manufacturing complex electrical systems. Therefore, these MNE electronic and engineering companies have little dependency on suppliers. We will write a custom essay sample on Porter Five Forces Analysis for Siemens AG or any topic specifically for you Only $17.96 $11.86/page Within last 10 years, many small level companies and entrepreneurs have established the market for green technologies that can be classified as the potential substitute for electrical equipment being offered by existing companies.

Physical Education In Higher Education - Free Essay Example

Sample details Pages: 8 Words: 2401 Downloads: 2 Date added: 2019/06/13 Category Education Essay Level High school Tags: Physical Education Essay Did you like this example? Abstract The purpose of this research paper is to discuss the importance of having physical education in higher education for students to be successful by having a mandatory PE courses. Physical education is a requirement of most K-12 programs, but by the time a student enters their first year of college it is no longer required. Students are more worried about grades, and the courses the students need to graduate, but the students forget their own health issues and the benefits of PE course can provide which students will be overwhelm and get health issues as young adults. Don’t waste time! Our writers will create an original "Physical Education In Higher Education" essay for you Create order This research paper wo;; explain the benefits and the need for a physical education requirement, the implication and contributions that the universities will impact if physical education classes are part of the curriculum. This research paper has taken other studies and research then selecting the importance of having courses in college for students. All the studies and research are showing the benefits of having a physical education program required for college students. Introduction Is physical education courses valuable in college curriculum? There are many studies that suggest that physical education can improve the well being of a young adult in college. Adams, Graves and Adams (2006) suggest that higher education curriculum offers a valuable opportunity for improving the level of health-related physical fitness knowledge of students and providing them support to more successfully develop lifestyle wellness behaviors, including exercise. In the early 1920s, all U.S. college students was required to take physical education and exercise requirements; today that number is at an all time low of 39 percent. The research shows the benefit of this in the curriculum for college students and that all young adults should be informed but also be active during this stressful time in their education career. The researcher in this paper has also included the implication and contribution for the PE in higher education that can benefit students in college. The curriculum that involve knowledge and physical activity can keep young adults healthy and safe during the college years. HRF (health related fitness) levels influence not only health conditions, but also productivity, workday loss, mood, and performance but since college students are the future workforce, it is important to ensure that they have a sound health condition to be productive (Liu, J., Shangguan, R., Keating, X. D., Leitner, J., Wu, Y. 2017). It is found that PE programs will help students improve internally (feeling good with themselves) and externally (fit and fighting obesity) for students that attend college. This type of course can promote not only an improved understanding of concepts such as energy balance and proper nutrition, but also the characteristics and practices of optimal health, thereby aiding students in exerting healthful behavior change (Williams, S. E., Greene, L., Satinsky, S., Neuberger, J. 2016). The PE curriculum is valuable for college and should be a mandatory. Physical education course mandatory to assure students are being healthy and active throughout the students stayed at the university. Higher education is believed to have the potential to require to recommend students to master the knowledge and skills needed to establish a healthy lifestyle (Masksymchuk, I., Maksymchuk, B., Frytsiuk, V., Matviichuk, T., Demchenko, I., Babii, I., Savchuk, I. (2018). Many young adults will increase in physical health benefits of regular moderate physical activity and exercise are numerous including a decreased risk of cardiovascular disease, some forms of cancer, non-insulin-dependent diabetes, osteoporosis (a condition in which bones become weak and brittle), and early mortality, as well as improved weight management, performance, stamina, and quality of life (Blair et al., 1996; Blair, Kohl, Barlow, Paffenbarger, Gibbons, 1989; Blair et al., 1995; Calfas et al., 2000; Leslie et al., 2001; Paffenbarger, Hyde, Wing, Hsieh, 1986; Sailors et al., 2010; HHS, 1996, 2000, 2008, 2010). Exercise is also associated with improving other aspects of health including psychological, intellectu al, and social dimensions (Wankel Bonnie, 1990; Warburton, Crystal, Bredin, 2006). In fact, young college and university adults may stand to benefit the most, given their transitional stage of growth and development as they embark on their independent lives (Williams, S. E., Greene, J. L., Fry, A., Neuberger, J., Satinsky, S. (2018). Literature Review The purpose of this research was to determine whether university students who participated in conceptually based physical education (CPE) would achieve greater positive improvements in their physical fitness level, compared to students in traditional activity- and skills-based physical education (ASPE). Method: This was a pilot study based on an experimental (Williams, S. E., Greene, J. L., Fry, A., Neuberger, J., Satinsky, S. 2018). The results of the studies prove to all be beneficial for physical education programs. Most of each research shows that there was a higher outcome when participants were involved with the studies from physical activity than the participants that were not involved. A conceptual physical education course and college freshmenrs health-related fitness and other studies in this paper showed great outcomes and proven that having knowledge with healthy lifestyles and being physical activity can improve a student lifestyle and success academically. Benefits In one of the research studies the researchers examined the effect of a new physical education program that aimed at improving social skills for new university students. There was an experimental group and two control groups. The social skills is for companionship, self control, self disclosure, and adaptation. Students social skills increased after the new PE program. Specifically, the researchers found that after PE lessons, it was easier for students to engage in social contact with others, independently problem-solve, and introduced themselves to others (Wang, X., Sugiyama, Y. 2014). Students were more likely to apologize immediately after they made mistakes. In contrast, the control group showed almost no change. The researchers suggest that the new PE program was effective in improving social skills. PE provides an opportunity to improve students social development. In the research with Williams, Greene, Fry, Neuberger, and Satinsky it was found that the physical health benefits of regular moderate physical activity and exercise are numerous including a decreased risk of cardiovascular disease, some forms of cancer, non-insulin-dependent diabetes, osteoporosis (a condition in which bones become weak and brittle), and early mortality, as well as improved weight management, performance, stamina, and quality of life, the study is to prove the benefits of the health knowledge and physical activity (Blair et al., 1996; Blair, Kohl, Barlow, Paffenbarger, Gibbons, 1989; Blair et al., 1995; Calfas et al., 2000; Leslie et al., 2001; Paffenbarger, Hyde, Wing, Hsieh, 1986; Sailors et al., 2010; HHS, 1996, 2000, 2008, 201). Implications and Contributions The researchers, Liu, Shangguan, Keating, Leitner, and Wu discuss the importance of physical education course should be recommended as a mandatory for college students. One of the statements the researchers all discuss is that physical education course instructors should provide students with highly individualized interventions while taking into considerations of students background such as sex, majors, previous lifestyles and HRF (health related fitness) levels. Implementing knowledge based lectures alone may not be sufficient to enhance HRF levels. Assignments and activities that lead to behavior changes such as goal setting, PA planning, and PA assessment may be utilized to help students enhance or maintain HRF levels (Liu, J., Shangguan, R., Keating, X. D., Leitner, J., Wu, Y. (2017)). In higher education it will further prevent adulthood obesity by educating and promoting a healthy lifestyle for students. Considering the design and setting in which the PE course will be conduct to many other large universities in US, it is likely that many universities could achieve the above goal by offering CPE (conceptual physical education) courses credit as a degree requirement. The highly individualized interventions in CPE courses are essential in enhancing college freshmenrs health related fitness levels and will be successful. Methodology The researcher methodology will be collecting surveys and questionnaires into the university of Kean students. The study will be two different groups, athletic students and normal non athletic students. The athletic students will have to be students who are into physical activity and health conditions (students who go to the gym 3x/week, students who play sports, weight training, conditioning, and any other students into physical activity or knowledge or nutrition and health). The study will contain their GPA, active on school campus, and social skills with other students for both different groups of the research. Another contribute to determine the if physical education will benefit the higher education to improve college studentrs life is having 10 students who is physically activity and knowledge of health and nutrition (five female and five male students) and the other 10 students who is not physical academic (five female and five male students) in total 20 subjects. They both will be around the ages of 18 to 26. The end of the research we will compare and contrast the results, or being successful in both physical activity and health is beneficial. If the research wants to advance in study, she will collect both groups and do studies for attention span, stress, and other components that can benefit a student successfully in college other than academically. Conclusion There is more needed research to determine all the benefits for every student will be able to receive physical education but it is believed that PE courses should be mandatory for all college students. In the research it is proven that physical education courses are beneficial for the young adults and will help the students to become successful later in life as well. College is a stressful place and can cause lots of issues with students, PE will become the outlet and help relieved students from health diseases, obesity, and stress instead of making it worse for the students. Students who work and also go to school might have the problem of having a healthy nutrition and a healthy physical activity, those students are usually the ones struggling the most with this issue. These courses will remind them to importance of their body and health. These courses can also informed the students on their sexual activity for a protective way of intercourse and interactions with other students or other young adults. Physical education is very important for college students as much as it is for K-12 students. References Allar, I., Baek, J.-H., Taliaferro, A. (2014). Addressing Inclusion in Higher Education Physical Activity Programs. JOPERD: The Journal of Physical Education, Recreation Dance, 85(9), 36â€Å"41. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=99077596site=ehost-live Bjerke, W. (2013). Health and Fitness Courses in Higher Education: A Historical Perspective and Contemporary Approach. Physical Educator, 70(4), 337â€Å"358. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=aphAN=98591093site=ehost-live Keating, X. D., Wallace, J., Schafer, J., OConnor, M., Shangguan, R., Guan, J. (2012). Analyses of Higher Education Conceptual Physical Education Courses. ICHPER SD Journal of Research in Health, Physical Education, Recreation, Sport Dance, 7(2), 38â€Å"44. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=84960344site=ehost-live Liu, J., Shangguan, R., Keating, X. D., Leitner, J., Wu, Y. (2017). A conceptual physical education course and college freshmenrs health-related fitness. Health Education (0965-4283), 117(1), 53â€Å"68. https://doi-org.kean.idm.oclc.org/10.1108/HE-01-2016-0002 Maciulevien—, E., Gedvilien—, J. (2014). Subjective Perception of the Realities of Modern Physical Education Classes among Physical Education Teachers and Students in Higher Grades. Baltic Journal of Sport Health Sciences, 95(4), 9â€Å"15. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=102132948site=ehost-live Maksymchuk, I., Maksymchuk, B., Frytsiuk, V., Matviichuk, T., Demchenko, I., Babii, I., Savchuk, I. (2018). Developing pedagogical mastery of future physical education teachers in higher education institutions. Journal of Physical Education Sport, 18(2), 810â€Å"815. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=130654900site=ehost-live Wang, X., Sugiyama, Y. (2014). Enhancing Social Skills Through College Physical Education. Journal of Physical Education Sport, 14(2), 158â€Å"163. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true AuthType=cookie,ip,url,cpidcustid=keaninfdb=s3hAN=99030636site=ehost-livescope=site Williams, S. E., Greene, J. L., Fry, A., Neuberger, J., Satinsky, S. (2018). A Study of Conceptually Based Physical Education in Higher Education. Physical Educator, 75(3), 471â€Å"497. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=130439574site=ehost-live Adams, T. M., II, Graves, M. M., Adams, H. J. (2006). The effectiveness of a university level conceptually-based healthrelated fitness course on health-related fitness knowledge. Physical Educator, 63, 104â€Å"112. Blair, S., James, B., Kohl, H., III, Barlow, C., Macera, C., Paffenbarger, R., Gibbons, L. (1996). Influences of cardiorespiratory fitness and other precursors on cardiovascular disease and all-cause mortality in men and women. Journal of American Medical Association, 276, 205â€Å"210. https://doi.org/10.1001/jama.1996.03540030039029 Blair, S., Kohl, H., III, Barlow, C., Paffenbarger, R., Gibbons, L. (1989). Physical fitness and all-cause mortality: A prospective study of healthy men and women. 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Exposing college students to exercise: The training interventions and genetics of exercise response (TIGER) study. Journal of American College Health, 59(1), 13â€Å"20. https://doi.org/10.1080/07448481.2010.483712 Williams, S. E., Greene, L., Satinsky, S., Neuberger, J. (2016). Content Analysis of Conceptually Based Physical Education in Southeastern United States Universities and Colleges. Physical Educator, 73(4), 671â€Å"688. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=119741598site=ehost-live 7 Tips for Including Kids with Autism in Physical Education | Inclusion Lab. (2018). Retrieved from https://blog.brookespublishing.com/7-tips-for-including-kids-with-autism-in-physical-education/