Reverse Heaven And Hell By Kimberly Van - 2106 Words

Reverse Heaven and Hell By Kimberly Van Preface â€Å"A vash hall of light, received not along from the windows on all sides but from the dome, the point of which was a hundred feet above †¦ The walls were frescoed in mellow tints, to soften without absorbing the light that flooded the interior †¦Ã¢â‚¬  -- Edward Bellamy, Looking Backwards Street View Muted by bustling Metro buses and citizens of James Ellroy’s favorite city wander by a simple, bricked five storied building sits on Broadway and Third. A polluted film creates a gradient backdrop behind this hidden gem. At the ground level of the building an odd sight meets you. A Sprint and Subway store has burrowed into the outer faces of the establishment. The commercialization of these two shops†¦show more content†¦Los Angeles Times Architecture critic, Christopher Hawthorne’s words float in my mind reminding me to look up – the atrium takes my breath. â€Å"It has the most striking interior in L.A.† The glazed bricks of the first floor fade into wonderful and haunting woodwork. Countless black iron rods shoot out of the warm honey tones and seem like they can touch the ceiling. The rods twist and turn within the structure, creating grates and railways. Two parallel, open elevators shafts sit opposite from each other – the silent, hyd roelectric elevator boxes whiz up and down, as if someone was gently tugging on the cables. Steel rods combine into a lace-like trellis, fitted with appropriate iron flowers, fencing in the shaft. Perpendicularly, the pair of geometric staircases frames the Bradbury’s open lobby. The atrium’s sunlight is slowly filtering down the five different floors, giving a slight under water aura. The intricate aspects overwhelm you at first. The LA Times article writes â€Å"When it was completed in 1894, for a total cost of $500,000, it contained Italian marble, Mexican floor tiles, delicate water-powered bird-cage elevators from Chicago, 288 radiators, 50 fireplaces, 215 wash basins and the largest plate-glass windows in Los Angeles.† The Elevators Every employee and tenant I spoke to advised me the best way to see the building is take the elevator to the fifth floor and then take the stairs down. I vowed to follow the instructions,

Cixouss The Laugh of the Medusa Against Showalters...

Cixouss The Laugh of the Medusa Critiqued Against Showalters Essay Feminist Criticism in the Wilderness nbsp; nbsp;nbsp;nbsp;nbsp;nbsp; In learning about feminist theory this semester, one idea that arose from class discussions was the notion of essentialism.nbsp; Essentialism, a theory that stresses essence as opposed to existence, was discussed at length and while some classmates found it to reductionary and clich#233;, it is a question that I assume must be asked of ecriture feminine writing.nbsp; Does ecriture feminine writing essentialize women?nbsp; If it does, is essentializing women problematic?nbsp; nbsp; One critique of ecriture feminine by the feminist critique and gynocricitics is that the†¦show more content†¦nbsp; nbsp;nbsp;nbsp;nbsp;nbsp; These two oppositional positions cause much argument within feminist theory.nbsp; Feminist critique sees

Emotion and Music essay Example For Students

Emotion and Music essay Writing a Good Paragraph Write a paragraph. Include all your work from steps one through five below for your teacher to see. 1. First, choose the topic that you wish to develop. Select a topic that is suitable and narrow enough for a one-paragraph development. Topic: Why Music changes peoples mood. 2. Second, list and number the ideas you will use to support and develop the main idea. Supporting ideas: 1 . When people are sad they usually listen to sad songs. 2. When someone is angry they will usually listen to metal or rock music. 3. Music can change your emotions by what genre youre listening too. 4 3. Third, arrange and re-number the supporting and developing ideas in the most logical order. State the method which you are using to develop the main idea. Rearrangement of Supporting ideas: 1 . Music can change your emotions by what genre youre listening too. 2. When people are sad they usually listen to sad songs. 3. When someone is angry they will usually listen to metal or rock music. 4 Method of arrangement: 4. Fourth, state the topic sentence, and write a good clinching sentence. Topic sentence: Music can change people emotions or how they feel based on what their listening too. Clinching sentence: You should be careful what you listen too because it can be harmful or beneficial. 5. Now, finally, write a coherent, unified paragraph based on steps one through four. Paragraph: Music can change peoples emotions or how they feel based on what their listening too. When youre in a happy mood you usually listen to upbeat music or music that has a happy vibe to it. When youre upset you listen to sad music or music that has a blue feeling. You can be really happy and you can hear a song that sounds depressing and it can put you in a depressed mood, it effects how you feel or your emotions. You should be careful what you listen too because it can be harmful or beneficial.

Profitable Product Innovation

Question: Discuss about the Profitable Product Innovation. Answer: Introduction In case Australia has to become a clever country in true sense of the word, then the organizations should think of innovation as their core business (Hrtel Fujimoto, 2014). The discussions that were held with Mr. Tony Smith have shown that innovation is a very vital issue for the CEOs of Fortune 500. The findings have shown that even the CEOs from all around the globe have listed innovation as a significant challenge and as per them it is second only to human capital in terms of priority. However, the Australian CEOs rate innovation as a priority of the fourth order. Therefore, it is the responsibility of the entire organization to build an innovation capability. This requires a strong commitment in several areas which include strategic leadership. Additionally, three reasons contribute to the benefits that innovation provides. These are its influence on strategic planning, enhancement of productivity and competitive advantage. The capability of innovation cannot develop by itself. It has to be formulated consciously and planned, organized, controlled as well as driven into place (Hrtel Fujimoto, 2014). Hence, innovation forms the key to the challenges that are being faced by contemporary management. This report will be discussing the management challenges which will be faced by the Australian mangers in future in terms of innovation capability, the environmental factors in the external environment that will influence managerial decisions in future and the processes and priorities of the organization in the next five years. Management Challenge Presented by Innovation In any organization, innovation is a core process for renewal and until the managers are prepared for working constantly towards what is offered by renewing, how that offering is created as well as delivered, there is a high probability that the organization will not be able to survive in the turbulent environment that exists today. For firms to remain competitive innovation is essential. For enhancing success of innovation, its readiness for innovation needs to be assessed (Holt Daspit, 2015) Management of innovation is among the strategic tasks that contemporary organizations face and managers have to take into account a number of key challenges for this in the next five years and these are as follows -. Why Change? Innovation requires learning as well as unlearning and strategic direction is needed for focusing on the innovative process (Tidd Bessant, 2001). Accumulation of a large knowledge base is not enough rapid innovations are needed with the capability of the management to coordinate effectively and also redeploy external as well as internal competencies. It has been observed that though it lip service can be easily paid to this sort of challenge, evidence has suggested that firms are usually not good in terms of learning (Wladawsky-Berger, 2008). Besides this, seeing and also responding to the requirements of continuous learning is a capability that is not distributed widely and hence it innovation presents a challenge to mangers (Hamel, 2000). What to Change? Challenges may be faced in putting together an appropriate agenda for innovation even if the managers are able to recognize and also accept the need for innovating continuously. The firms need to have awareness regarding the extensive space inside which the possibilities of innovation are present and consequently attempt the development of a strategic portfolio which can provide effective coverage to this territory and balance both resources and risks (Francis, 2001). Understanding Innovation The way in which innovation is thought about by people is another challenge. Even though it is a term that is used commonly, the meaning that is attached to it by people differs and therefore their behaviour towards innovation will also differ widely (Tidd Bessant, 2001). For instance people might confuse innovation with invention. For invention to become innovation numerous steps are involved and it involves multiple resources along with problem solving. Innovation may also be thought of as being about science and technology which leads to the creation of new opportunities but at times technological possibilities fail to become innovations. Building a Culture for Innovation Innovation presents a set of puzzles which keep mutating constantly. There is no clarity regarding the rules of this puzzle and there is no one correct answer as there is a continuous change in questions. At times a particular firm might come up with an answer that might work for them. However, if other firms attempt to follow them, they may not be successful to the same extent as the previous firm was and the problems might become worse. Although innovation routines contribute to competitive advantage, they cannot be copied easily from one firm to another. They need to be learned and then practiced for a sustained time period (Pavitt, 2001). Continuous Learning There is a constant shift in the innovation agenda and for dealing with the major challenges, that the environment poses, routines have to be developed by the firms. All the things need not be engineered right from the start. There are differences between copying blindly and also developing as well as adopting a good practice that is used by somebody else (Cooper, 2003). The organization should have the ability of repeating by having relevant routines in place. Since innovation is not a problem that is static for which a specific solution will fit, thus firms need to keep finding their solutions constantly to the shifting puzzles. High Involvement Innovation Innovation is basically concerned about creative problem solving and with increase in the uncertainty and turbulence in the environment, the need for such a capability rises. With markets becoming uncertain, increase in regulatory pressures, technological opportunities and threats changing rapidly, shifts in the competitive and customer requirements and numerous other variables that have to be dealt with, the probability of obtaining the correct innovative response decreases. It becomes essential for the organizations to enhance their capacity of innovation and this requires mobilizing large amounts of participation in innovation and implementing this concept becomes challenging as the process is unfamiliar, risky and untested for several organizations (Bessant Caffyn, 2001). How to Develop Innovation Capability There are seven ways in which innovation can be fostered by the managers which include being on purpose, questioning and listening, risk experimentation, reflecting and synthesizing, considering the dynamics of inside out and outside in, fostering generativity and being authentic (Cashman, 2013). Organisational capability is an approach that is usually employed by the managers to foster innovation and manage it. As per this approach, product innovations over a period of time are managed better by nurturing as well as enhancing the organisations capabilities as an engine of innovation. Superior performances of businesses of the organizations are dependent on investments made in innovation capability on a large scale rather than the investments made in creating physical assets. The stronger the forms innovation capability, the more will be the effectiveness of their innovation performance (Lawson Samson, 2001). Three factors help in determining the way in which the managers can associate capability with innovation. These are The leading innovators need to take the innovation capability as something that is more than just RD and all the corners of the organization need to undergo restructuring along with encouragement and reward to facilitate innovation. Managers who are successful view innovation as a competitive advantage and also as a mechanism for the creation of new knowledge and also form a link between the innovation stream with the capabilities as well as technologies of the mainstream. Innovation breakthroughs via behaviours that are chaotic and divergent are accommodated and are also channelized systematically by the managers despite the presence of uncertainty (Razavi Attarnezhad, 2013). The seven elements of the capability of the organization that mangers need to keep a watch on in the next five years for fostering innovation consist of vision and strategy, competence base being harnessed, organizational intelligence, idea management and creativity, organizational structures, climate and structure and technology management (Lawson Samson, 2001). External Factors that need to be watched An shift that is ongoing in the economic activity globally from the developed to the developing economies, coupled with rise in the consumers in the markets of the emerging nations, are the major global developments that are viewed by executives worldwide as most significant for businesses and also very positive for the profits of the organizations globally in the coming five years. Two other critical positive aspects of globalization have also been identified by the executives. These comprise technologies enabling information to flow freely across the world and an increasing number of labour markets globally (Dye Stephenson, 2010). Apart from this, tomorrows company will be operating in a capital market with a different imperative wherein the rewards will be in the form of responsible business that is able to create value both for itself and also for its shareholders in a longer time period. Hence, sustainability will be a crucial aspect in the future business environment that mang ers will have to consider (Adams, 2014). As per the Contingency Theory Model of Fiedler, the style of leadership reflects the personality as well as behaviour and the styles of leadership are generally constant. Styles are not changed by leaders, rather they change the situation. For effective leadership, an appropriate fit is required between the behaviour and style of the leader and the followers as well as the situation (Fiedler, 1976). Thus, as per this theory, the design of organizational structure that is most significant is the one wherein the structure fits into the contingencies (Donaldson, 2006). In the global economy of today, contingency leadership is very essential. Successful styles of leadership vary from one place to another (Peretomode, 2012). Innovation provides several benefits in the form of enhancement of productivity, strategic planning and competitive advantage. The responsibility of building innovation capability rests on the entire environment and it needs a strong level of commitment from ever quarter of the organization which also consists of the strategic leadership. Innovative capability cannot develop by itself and needs conscious formulation along with planning, organizing, controlling as well as being driven to its place. The main challenges posed by innovation to the managers are related to its proper understanding, developing an appropriate culture, learning continuously and getting the organization highly involved in the innovative process. For fostering innovation the managers need to consider it more than just a process of RD, it should be thought of as a competitive advantage and divergent behaviours need to be accommodated. For operating in the external environment the managers need to make adjustment s of the main variables that are presented before them and also to the priorities and processes of the organization. They can also make use of the Competing Values Framework for guiding the management decisions under certain types of environments. Recommendations The firm needs to adopt the given three recommendations in the coming five years for ensuring that the management organizational processes as well as priorities are flexible and also adaptable. The managers must be able to make changes in strategies and tactics for ensuring effective performance and organisations continued survival in face of opportunities or threats as a result of changes occurring in the external environment. The managers must be able to maintain an appropriate balance between the objectives which consist of trade-offs which are difficult like efficiency and reliability and the requirement of innovative adaptation to opportunities and threats that emerge (Yukl Mahsud, 2010). The managers should balance opposite kinds of behaviour and competing values in accordance with the situation for creating a culture of innovation (Kaiser, Lindberg, Craig, 2007). They also need to lead by example and invoke trust. References Adams, C. (2014). Sustainability and the company of the future. Retrieved September 26, 2016, from drcaroladams.net: https://drcaroladams.net/sustainability-and-the-company-of-the-future/ Bessant, J., Caffyn, S. (2001). An Evolutionary Model of Continuous Innovation Behaviour. Technovation , 67-77. Cashman, K. (2013, August 21). 7 Ways Leaders Can Foster Innovation. Forbes . Cooper, R. (2003). Profitable Product Innovation. In L. Shaivinina, International Handbook of Innovation. Oxford: Oxford: Elseiver Science. Donaldson, L. (2006). THE CONTINGENCY THEORY OFORGANIZATIONAL DESIGN: CHALLENGES AND OPPORTUNITIES. Dye, R., Stephenson, E. (2010). Five forces reshaping the global economy: McKinsey Global Survey results. McKinsey and Company. Fiedler, F. E. (1976). The leadership game; matching the man to the situations. Organizational dynamics , 6 16. Francis, D. (2001). Developing Innovative Capability. Brighton: University of Brighton. Hamel, G. (2000). Leading the Revolution. Boston, MA: Harvard Business School Press. Hrtel, C., Fujimoto, Y. (2014). Human resource management. Frenchs Forest, NSW: Pearson. Holt, D. T., Daspit, J. J. (2015). Diagnosing Innovation Readiness in Family Firms. California Management Review . Kaiser, R. B., Lindberg, J. T., Craig, S. B. (2007). Assessing the flexibility of managers: A comparison of methods. International Journal of Selection and Assessment , 40 55. Lawson, B., Samson, D. (2001). Developing Innovation Capability In Organisations: A Dynamic Capabilities Approach,. International Journal of Innovation Management , 377-400. Pavitt, K. (2001). Technology Management and Systems of Innovation. London: Edward Elgar. Peretomode, O. (2012). Situational And Contingency Theories Of Leadership: Are They The Same? Journal of Business and Management , 13-17. Razavi, R., Attarnezhad, O. (2013). Management of Organizational Innovation. International Journal of Business and Social Science , 226=232. Tidd, J., Bessant, J. (2001). Managing Innovation. Chichester, UK: John Wiley. Wladawsky-Berger, I. (2008, August 23). The Challenges of Innovation. Bloomberg . Yukl, G., Mahsud, R. (2010). Why Flexible And Adaptive Leadership Is Essential. Consulting Psychology Journal: Practice and Research , 81-93.

christians vs islam Essays - Flood Myths, Epic Of Gilgamesh

Gilgamesh Document - Read Chapters I-IV for class tomorrowPosted on: Monday, October 1, 2012 Class, I am resending this documents I received from Dr. Parrish on 9/11/12. Please make sure you review each document when you are asked by Dr. Parrish. She will be discussing the following document tomorrow during class. (Chapters 1-4) http://www.ancienttexts.org/library/mesopotamian/gilgamesh/ Thank You, TMM Posted by: Teresa Moore-Mitchell Posted to: Survey of Humanities I HUM_231_03_Fall2012 .Meeting Location for Class on 9/20/12 (Thursday)Posted on: Tuesday, September 18, 2012 Hello Class, Please plan to meet me in the Varick Auditorium on Thursday, Sept 20, 2012 at 9:30am to turn in your research papers. This is the same location where we meet for weekly family assemblies. We will meet in the auditorium instead of room 100. Room 100 will be used for another class during this time. Thank You, T. Moore-Mitchell Email: [emailprotected]

Using the Spanish Verb Levantar

Using the Spanish Verb Levantar Usually meaning to raise or to lift, levantar can also be used for other meanings that at first may not seem related. Levantar is derived from the Latin verb levare, meaning to raise. As such, it is related to English words such as levitate, levity and even lever. Here are some examples of levantar with its usual meaning: Courtney levantà ³ la mano porque querà ­a hacer una pregunta. Courtney raised her hand because she wanted to ask a question. Levantaron el coche en el elevador. They raised up the car on the hoist. Levantà ³ la taza con su mano dà ©bil. He raised the cup with his weak hand. Observa como la temperatura se levanta. See how the temperature is rising. Inhalar y levantar los brazos. Inhale and lift up your arms. Levantar is often used figuratively: Levanto la voz por mis derechos. Im raising my voice for my rights. Levantaban la mirada para ver a los extraà ±os que llegaban. They looked up to see the strangers who were arriving. In the reflexive form, levantarse can mean to wake up or to arise from bed:  ¡No me quiero levantar! I dont want to get up! In context, levantar can be used to refer to the creating or intensifying of an emotional reaction: Era un hà ©roe que levantà ³ al pueblo contra los invasores. He was a leader who stirred up the people against the invaders. Las expresiones de carià ±o mientras estuvo hospitalizada levantaron su espà ­ritu. The expressions of affection while she was hospitalized lifted her spirits. In context, levantar can mean to suspend, adjourn or call off an event: Las mujeres la ciudad norteà ±a levantaron huelga de hambre tras alcanzar los objetivos. The women in the northern city called off their hunger strike after reaching their goals. Se levantà ³ el corte. The court was adjourned. Rusia levantar embargo a la exportacià ³n de grano. Russia will lift the embargo on grain exports. Similarly, levantar sometimes means to undo or unmake: La policà ­a levantà ³ campamento y detuverion a los manifestantes. The police broke up the camp and detained the protesters. Pablo levantà ³ la cama y abrià ³ la ventana. Pablo unmade the bed and opened the window. Note: As is the case with most lessons on this site, sample sentences generally are adapted from a variety of sources written by native speakers. Sources consulted for this lesson include: Abel Cruz, Cibernika.com, Debates-politica.com, DGW.es, EscuchaMusica.com.mx, Maipu.cl, MCH.com, Mforos.com, NustroSalud.com, Rodrigorubiog, Tarot.tv, 1070noticias.com.

Coursework 1 Example | Topics and Well Written Essays - 250 words

1 - Coursework Example Varghese gives his material validity and reliability by publishing the book under UNESCO which is an internationally accredited organization. Within his assertions, Varghese refers from various papers, publications and journals which are recent and therefore updated in examining how the current economic situation affects higher education programs. Organized in stages, and topics, the paper qualifies for academic credit, he generally introduces his topics of issue, breaks them down into digestible components and concluded on his subject matter. At the end of his arguments, Varghese offers a list of all materials consulted in his analysis, which are in fact updated and recent. (Varghese, 2009) Globalization has had tremendous effects on higher education to both the westernized and developing nations. The effects have a great impact with regard to movement of the educational products, services and personnel within all cultural contexts. In understanding the above educational mobility, Australia, U.S and developed countries like United Kingdom benefit from the scenario while the developing countries remain entangled at the export point which to a larger extent has profound effects on a country’s economic agenda, social empowerment and educational development. These complexities create an unbalanced situation of reduced income levels, and harsh economic conditions, pitting higher education programs are at risk of collapse, as there would be occasioned job losses and reduced ability of families to support higher education programs. Moreover, these trends liquidate student support programs further limiting opportunities for higher education and only public financing of higher education programs can ensure sustained development and access of educational

Opus Dei and Vatican Essay Example | Topics and Well Written Essays - 1000 words

Opus Dei and Vatican - Essay Example The organization is officially endorsed by the Roman Catholic Church. It grew rapidly in membership and power. Templar knights, known as the Holy Crusaders, were among the most skilled fighting units of the Crusades. The non-combatant members of the Order managed large economic establishments, introduced new financial techniques that were noted in the literature as formation of banking, and built many fortifications across Europe and the Holy Land. When the Holy Land was lost, King Philip IV of France who was deeply in debt to the Order, pressured Pope Clement V to move against the Order. Pope Clement disbanded the Knights Templar in 1312. In the early 20th century , the Roman Catholic church in Spain was anxious on the growing anti-religious skepticism and a great fear of losing the bourgeoisie evolved. A Spanish priest, Jos Mara Escriv de Balaguer, decided to start a new Catholic movement and founded the Opus Dei or "Work of God" in 1928 to face struggle against perceived enemies including secularism, Republicanism, communism and Freemasonry. Opus Dei was formed as a new Catholic group that combine traditional theology with modern methods of spreading the Word of God (Beckett, 2005). The Opus Dei is primarily a lay movement, 98% of which are lay Catholics with some priest members. It is governed by an apostolic convention headed by a bishop. The lay people are taught to sanctify their daily lives, especially in work. It places great emphasis that God should be a part of daily life. Opus Dei is centrally organized with specific categories and classes for its members. It is very powerful and influential to the Catholi c Church and well-funded and very wealthy. The organization gained power by recruiting agents of influence within the banking, industry, communications and the academic professions. It exerted significant influence on church policy. The movement found favor from Pope John Paul II who elevated the order to the status of "Personal Prelature, "meaning that it is ultimately accountable only to the Pope. This authorizes the organization to go on with their business without being regulated by the bishops. Opus Dei is considered as the elites of the conservative wing of the Vatican, surpassing other Orders such as the Society of Jesus (the Jesuits) in influence. Opus Dei is able to influence the Vatican's agenda through the presence of its members in secular governments and institutions, academic, medical and grassroots sectors of society. From this perspective, Opus Dei is the Roman Catholic is like the Knights Templar in the Middle Ages. It is also the equivalent of militant Christian Re constructionist Protestant groups and other religious dominant groups who claims mandate from God to take dominion of governments, societies, nations and all individuals. Its rapid success brought suspicion/speculation about new Opus Dei takeover of Rome" (Allen, 2001). The Opus Dei is facing a lot of criticisms. Their desire for secrecy, their overreliance on authority like having people read their mail if a full member, and having people tell you what you can read or not read if you are a subordinate, and the heavy-handed recruiting techniques, made the Opus Dei appear like a cult. The press in the United States describe Opus Dei as secretive, powerful, cultlike, dangerous, and mysterious. The Opus Dei claim that their belief is the only way to holiness for a lay person. Another practice of Opus

Choking - airway blockage Essay Example | Topics and Well Written Essays - 250 words

Choking - airway blockage - Essay Example One evening, while he was eating his evening snack of milk and cookies, he started coughing with difficulties. His strenuous cough raised the alarm to the caregiver who immediately tried to perform Heimlich maneuver in order to restore the condition, but the aged man did not respond. The man later died after some minutes. Despite the effort of the caregiver, it is evident that man died due to lack of supervision from the caregiver while he was eating (Cuomo, 2012). Dysphagia and aspiration problems increase with age and therefore old people are the most at risk of choking (Bronwyn, 2002). Some of the risk factors associated with aspiration include muscles weakness while chewing and swallowing, seizure disorder, eating too fast, lack of proper eating position, and absent or decreased gag reflex. However, there are precautions that can be followed to reduce the risk of choking or aspiration. Some of them include avoiding excessive sedation, feeding on small amounts of food, allowing rest period before meals, and use of thickened liquids such as nectars. Choking can also be prevented through feeding while upright and putting food on unaffected strong side for stroke

Jump Shot In Handball

Jump Shot In Handball The jump shot is one of the most important elements of handball as in the game, motor behavior are performed in specific conditions with the presence of players of the opposing team and while adhering to the regulations. However which areas can be controlled and are used to make the handball action more efficient? Thus we will look into the jump shot in which handball is analyzed in its different phases to find out its efficiency. The goals of the run, jump, shoot are ball velocity and accuracy. Maximum ball velocity and precision is required to minimize the chance of the opponent or goal keeper intercepting the shot. In team handball, shooting to score goals is one of the most important aspects of the game. In order for a shot to be successful, it must have maximum ball velocity and precision for an element of surprise for the goalkeeper (Wagner Muller, 2008). Wagner, Buchecker, Duvillard, and Mulller (2010) state that 67% of ball velocity at ball release was explained by the summation effects from the velocity of elbow extension and internal rotation of the shoulder. Thus we divide them into Approach, Take-off, Shoot, Land. Logically speaking, the faster the ball is thrown at the goal the goalkeeper will have a lesser time to save the shot. In order for a throw to be successful, the highest velocity at ball release together with aiming accuracy is required therefore during the game, thus the athlete has to keep up with the optimal efficiency of these two factors (Zapartidis, Gouvali, Bayios, Boudolos, 2007). Accuracy is something defined as variable. We didnt want to make it become a close-system where the subject keeps hitting at the same spot. Thus in the analyzing performance stage, we came out with a table to judge the subject throwing effectiveness in performing the skill. Zapartidis, Toganidis, Vareltzis, Christodoulidis, Kororos, and Skoufas (2009) reported that players during the game are notably affected by time as aiming accuracy or ball velocity gradually decrease. In all sports tasks, most coaches apply eight biomechanical principles when analyzing their athletes (Bartlett, 2007). These eight principles can be separated into two broad categories. The 3 basic universal principles; use of the stretch-shortening cycle, minimization of energy used, control degrees of freedom. The other 5 general principles; sequential action of muscles, minimization of inertia, impulse generation, maximizing the acceleration path, stability. These apply to sports tasks which are usually used by speed generation. However not all of the principles can be used to apply in every sport. For example, the stability is a one of the biomechanical principle which is applicable to sumo wrestling. Whereas it is not applicable in the game of handball, as there is a lesser emphasis on having a wide base of support for stability when preparing for a shot (Knudson, 2007). In handball, the biomechanical principles that can be applied are use of the stretch-shortening cycle, minimization of energy used, control degrees of freedom, sequential action of muscles, minimization of inertia, impulse generation and maximizing the acceleration path. The recruitment of each part of the body is important by allowing the development of maximal velocity of these parts. This begins from the proximal parts then to the distal parts of the body. The larger proximal joint starts the action by accelerating, thus a transfer of momentum results in a high velocity to the smaller distal joints. Each segments of the kinetic chain is linked to the stoppage of the proximal part results in the increase of angular velocity (Pori, Bon, Sibila, 2005). When performing the shot, certain physiological characteristics are taken into considerations. Therefore, at least for some muscular groups there should be the shortest possible time between extension and contraction for muscles involved in this phase (Pori et al., 2005). Pori et al. (2005) concluded that better players make use of extensors in the wrist better than worse players. Components of Skill 1. Approach (Run-up) Physique We assume there will be significant differences to the speed of ball release in our goal of skill regarding to body height and body weight between handball players of different performance levels (Hasan, Reilly, Cable, Ramadan, 2007). Are tall athletes better than shorter ones? Thus we have physique. Taller handball players with greater body weight have the ability to achieve a higher ball release speed (Wagner et al., 2010). Maximizing acceleration path is a critical factor Using the work-energy relationship which shows that a moving object is equals to work done. This is important for the handballer maximizing use of the run-up which to apply force (Bartlett, 2007). Using the formula: Velocity/Time Acceleration for an increase in velocity, acceleration also increases. 2. Take-off Contact Maximize force generation is a critical factor This is where the Angle, Speed, Height of Jump comes. Further increase in speed at take-off is required by generating more impulse just at take-off. Using the impulse-momentum relationship where change of momentum, I=Ft, increased in I= increased Force exerted on the ground multiply by increased Time of force. From an increased in F we have F=Mass of the athlete multiply by increasing Acceleration of the athlete. This movement requires being fast and powerful at take-off. 4. Shoot Sequence of trunk joint and muscle group in throw Ball velocity at ball release was explained by the summation effects from order of the proximal parts to the distal parts of the body (Wagner et al., 2010). High release point is a critical factor A high elbow release point needed to generate much velocity. The time of the take-off contact would point to fast and elastic strength of the subject and indirectly affect the height of a throw and ball velocity. 5. Land Contact with the ground is a critical factor Decreased force over a period of time by bending knees when landing to reduce the mean impact force which also can prevent further injury. Deterministic Model Run, Jump, Shoot Figure 1 Important considerations for videotaping the skill The points below have been well thought-out to minimize errors recorded during two-dimensional filming, thus improving the accuracy of all data (Bartlett, 2007). Perspective and parallax errors were paid carefully attention to. 1) Position of camera The camera is mounted on a fixed tripod, on a level ground and aiming at the subject. The camera is positioned as far away from the action in order to reduce perspective error. The field of view (FOV) is adjusted to match with the performance of the subjects which as is recorded. As this take advantage of the performer on the projected image and increases the accuracy of digitizing. Once the FOV is in place and it is kept constant at all time. The camera is placed perpendicular to capture the movement of the subjects, horizontal scale of 7m and vertical reference from the goal post. The set-up is shown below, Figure 2. Figure 2 A line was marked out 7 meters from the goalpost and subject use the take off area as point of jump. The camera was place 10 meters perpendicular to the take off area. 2) Lighting Filming is done outdoors, a location with a dull and non-reflective background was use to allow the athlete and the ball to standout. This will make it easier to assess the movement patterns and biomechanics of the jump shot. In contrast, if the background or backdrop was to be too bright, the athlete would be hard to spot. 3) Background The background is as neat as possible, simple and non-reflective as it provides a good contrast which allows the viewing and estimating of the axes of rotation from the subjects anatomical landmarks. 4) Shutter Speed A shutter speed of 1/2000 was selected as this shutter speed would allow for slow motion playback and ease the motion analysis process. Using a lower shutter speed would cause blurriness when the video is playback, while a higher shutter speed comes with a decrease in image quality, thus making analysis impossible. 5) Subject Preparation The recording of the movement is as unpretentious as possible. The subject is briefed that he is performing in front of a camera in an experimental perspective and had little clothing to minimize errors in locating body landmarks. A verbal consent is obtained from the athlete participating in the analysis. The subject was told to throw the ball as fast as possible into the net for the initial 4 shots. After which, he was given coaching cues to correct his technique and delivery of the skill. Results of the Videotaping Session The male subject is a national basketball player who trains 5 times a week (Height-189 cm; body mass 82kg; age 24 years old). He does not have prior experience to playing handball therefore is a suitable candidate. In order to evaluate the over arm throwing performance, according to the International Handball Federation, (IHF), rules of the game a standard handball was used: (Circumference 58-60cm and Weight 425-475g, IHF Size 3, for Men and Male Youth (over age 16). The subject was told to throw as fast as possible; no coaching cues were given for the first 4 shots. Therefore we came up an evaluation of the quality of the execution skill for the subject in Table 3. Table 3 Mark Run-up Take-Off Shoot Land 3 Optimal speed of stride and synchronized lowering of CG, Execution is smooth, in cadenced Planting of takeoff leg accurately, take-off is vertical, explosiveness The elbow is high and moving along height of the head, correct use of sequential muscle groups into the throw, explosive finishing Land on take-off leg or on both legs simultaneously with knees bend 2 Fairly too short or too long stride, Execution still fluent, in cadenced Placement of takeoff leg rather far from the goal, take-off going a little too forward The elbow still moving low, technique of execution better Average execution, with slight unbalance 1 Lack of speed, hasty lowering of CG, not in cadenced, poor execution, execution is poor Placement of takeoff leg is too far from the goal, take-off oriented too forward, lack of explosiveness Placement of takeoff leg is significantly away from the goal, take-off directed markedly forward Land on non-take- off leg, poor execution Legend: CG centre of gravity; Mark: 1 Poor, 2 Average, 3 Good As for the first 4 jumps shots, the subject attainted 10.6  ± 0.2 m/sec for the ball velocity at release. The following are the results of the first 4 jump shots, Table 4. Table 4 Attempt Run-up Take-Off Shoot Land Total Score 1 2 1 1 1 5 2 1 2 1 2 6 3 2 1 2 1 6 4 2 1 3 1 7 Attempts to give too many cues to the subject will paralyze the subject. After letting him explore the jump shot on the initial 4 shots, this time the subject was then told to aim for the top right hand corner of the goalpost, using the jump shot technique. We gave him coaching cues to correct his technique starting from the run-up phrase, take-off, shoot and then leading to landing phrase, Table 5. Table 5 Critical Features Coaching Cues Run-up Take a long third step Take-off Explosiveness-gain vertical height Optimize height of release Release at the top Angle of release Draw a semi circle Summation of forces Smooth-jump and shoot Rotation of ball Flip wrist Land Bend knees The following are the results of the jump shots with coaching cues given to him in Table 6. The subject attainted an improved 12.6  ± 0.4 m/sec for the ball velocity at release. Table 6 Attempt Run-up Take-Off Shoot Land Total Score 5 2 2 3 1 8 6 3 3 2 2 10 7 2 3 2 2 9 8 3 3 3 3 12 Qualitatively analysis Evaluation of performance After taking the video for the running jump shot, we compare it to a elite athlete jump shot. There are a few features which are important in the sequence, the run up (3 steps), the jump and the throw. The run up The 3 steps run up will provide the athlete impulse for the jump shot. As impulse = change in momentum (Blazevich, 2007). F.t = m.v m.u Momentum is the quantity of motion possessed by the body. Therefore a run up is important in this aspect. After assessment, we found out that the subject did a 1 step run up which did not create enough impulse. Therefore the rating is poor -good for the run up Critical Features Rating The run up Poor 1 step run up The jump The height of the jump is determined by a few factors, the weight of the athlete and the acceleration. F = ma The reason for the bending of the knees for a higher jump is that the time it takes for the athletes to leave the floor (Muller, 2009). v = u + at Vavg = s/t Presume the jump height is the same, the less time, he takes to jump the same distance, the more velocity the person create, the higher the person will go. By contracting the quadriceps, will stretch the tendon, by doing this, it is possible to jump higher. The assessment for the subject is poor-good as he did not bend his knee, and straighten his leg after that. Critical Feature Rating Bend Knees Poor-Good Straighten leg Poor Bend Knee? Straighten leg? The throw The speed of the throw is determined by the speed difference and the time it take for the ball to leave the hand. It is similar to the theory of the jump, where the more distance and less time you take the faster the ball will travel. The difference is that there is a twist to the body; therefore there is an angular motion to it. ÃŽÂ ±= (à Ã¢â‚¬ °f à Ã¢â‚¬ °f)/t à Ã¢â‚¬ ° = Ó ¨/t Since the mass of the ball is the constant. The only factor that can influence the amount of force being exacted on it is acceleration. T = I ÃŽÂ ± (angular) Critical Features Rating The pull back Poor Good The follow through Poor Good Pull back? Follow through Correcting the performance The whole sequence of the running throw will be broken to parts to teach the subject. Critical Features Rating Picture Remarks / Strategies Coaching Cues The run up Poor The run up will be done in 3 steps, the subject will attempt to take 3 wide steps to gain speed. Wide Step; More Force Bend Knees Poor Good The subject will jump on the spot, with the knees bend before the jump. Squat more Straighten leg Poor The subject will jump and straighten the leg to gain more height. Explode; Stretch The pull back Poor Good The subject will try to shoot with the jump. By pulling the arm further back. Arc back; Roll Shoulder The follow through Poor Good With the pull back, the subject will attempt the follow through with the same action. Follow through; Swing arm Discussion There are mainly two factors in shooting technique of handball, the first is speed ball velocity of shoot, and the second factor is that no clear prediction of direction to shoot for goal keeper. This approach gives a good evaluation on the kinematic structure in analyzing handball. Thus, this model can be used in detecting the efficiency of the jump shot. An examination of individuals information and its comparison with the model allow us to identify weakness in the execution of jump shot. The use of biomechanical analysis maybe helpful in correcting or perfecting techniques, however the efficiency of the player in a game does not depend solely on performing a perfect kinematics structure during an isolated testing environment.

Essay --

Foucault and Nietzsche challenge the hidden purposes of historians in their search for origins, demonstrating that an accurate understanding of history rectifies one of any beliefs of moral origins. In this paper, I will elaborate what Foucault thinks an accurate understanding of history regarding punishment truly is. I am going to clarify this concept by focusing on the first chapter of Foucault’s book, Discipline and Punish. Foucault starts out the first chapter, The body of the condemned, by contrasting Damiens gruesome public torture with a detailed schedule of a prison that took place just eighty years later. Foucault is bringing the reader’s attention to the distinct change in punishment put in place in less than a century. It gets the reader to start thinking about the differences between how society used to punish people and the way that we do today. Foucault states that earlier in time the right to punish was directly connected to the authority of the King. Crimes committed during this time were not crimes against the public good, but a personal disrespect to the King himself. The public displays of torture and execution were public affirmations of the King’s authority to rule and to punish. It was after many years when the people subjected to torture suddenly became sympathized, especially if the punishment was too excessive for the crime committed. As a result, at the end of the 18th Century, Foucault mockingly tells the story of how our society became â€Å"humane† and the public cried out for punishment without torture. When the invention of prisons came about, most people chose to forget the disappearance of public executions. Foucault states: â€Å"Today we are rather inclined to ignore it: perhaps in its time, it gave r... ...d essential at the moment of birth. â€Å"The origin always precedes the Fall. It comes before the body, before the world and time; it is associated with the gods, and its story is always sung as a theogony.† (Foucault, Page 79) This quote explains why we like to pin point an ideal origin and dispute the likelihood the idea of evolution. Ultimately, Foucault has shown that punishment does not have one origin that can be traced down in history but that it is a combination of a never-ending cycle. A few years from now, we will evolve and there will be another level of power in charge that will come along with different rules and punishment. We will look back and be astounded at the way that we punished people, and call that the new barbaric ways of our society. This shows how the change in power is what determines the type of punishment we enforce and not by our morals.

How can nutrition and recovery strategies affect performance

Why is a well balance training diet essential for an athlete? A well balance training diet Is essential for an athlete. Good diet and nutrition can enhance sporting performance. Carbohydrates should form the basis of the sportsperson diet. For most athletes, a varied healthy diet will provide vitamins and minerals, as well as protein, to promote growth and repair of muscle tissues. Adequate fluid intake is essential to help performance and prevent dehydration. 55.What are the relative recommended percentage of CHOC, Fats and Protein for a. Athletes b. ) Non-athletes 56. What are the pre-performance recommendations for an athlete? A pre- performance routine Is a consistent procedure that athletes use to prepare themselves for competition. It is recommended that athletes must time their carbohydrate intake, a substantial amount of carbohydrate (200-egg) in the 2-4 hours prior the event. The carbohydrate foods most suited to pre-exercise eating are low-fat, low-fiber and low to moderate in protein; these are less likely to cause gastrointestinal upset.Liquid meal supplements (such as a protein shake) or reverberate-containing sports bars (such as Powerboat Performance Bar) can be useful for athletes who suffer from pre-event nerves or have an unpredictable pre- event timetable 57. What is a carbohydrate loading? Explain the process. Carbohydrate loading Is a strategy Involving changes to training and nutrition that can maximize muscle glycogen (carbohydrate) stores prior to endurance competition. This diet typically involves a 3-4 day ‘depletion phase' involving 3-4 days of hard training plus a low carbohydrate diet.This depletion phase was thought to be necessary to stimulate the enzyme glycogen synthesize. This was then followed immediately by a 3-4 day ‘loading phase' involving rest combined with a high carbohydrate diet. The combination of the two phases was shown to boost muscle carbohydrate stores beyond their usual resting levels. 58. Why is it though beneficial? To what types of athletes? The extra supply of carbohydrate has been demonstrated to improve endurance exercise by allowing athletes to exercise at their optimal pace for a longer time.It is estimated that carbohydrate loading can improve performance over a set distance by 2-3%. An individual who exercises continuously at a moderate o high Intensity for 90 minutes or longer Is likely to benefit from carbohydrate loading. Typically, sports such as cycling, marathon running, longer distance triathlon, cross-country skiing and endurance swimming benefit from carbohydrate loading. 59. What is recommended for an athlete to eat/drink during competition? It is recommended that a sport drink containing 30 grams of carbohydrate and 1 5 grams of protein (In 500 ml water) per hour of exercise could be taken.With multiple events back to back, a larger amount of this beverage should be consumed 1 org recommended for an athlete to eat/drink after competition? Post-workout nutri tion squires two things: protein to aid in protein synthesis and carbohydrates to replace muscle glycogen. Egg. Chicken breast (protein) with broccoli and brown rice (carbohydrates) 61 . What is meant by the term supplementation? The word â€Å"supplement† means exactly that: a nutrient or group of nutrients (vitamins, minerals, protein, carbohydrates, fats and oils) that are meant to supplement, but not substitute for a healthy diet that you eat on a regular basis.Nutrition supplements come in a variety of forms: pills, capsules, powders, liquids, and even in gel form. The cost of nutrition supplements can range from almost â€Å"at cost† to being outrageously expensive. 62. Are there any benefits of supplementation of vitamins, minerals, and protein to performance? The body is unable to manufacture vitamins, so diet must supply them as vitamins are essential to maintain bodily functions. Protein is responsible for the growth, repair and maintenance of body tissue the use of protein supplements is common amongst power and strength athletes such as weight-lifters, rugby league and rugby union players. 3. Are there benefits from the use of sports drinks; liquid meal supplements, calcium supplements; iron supplements? Why? The benefits of sports drinks are; Convenient, easy to consume 64. What evidence is there for against vitamins/minerals supplementation? Loss of time, effort and money. Overdoses of the fat-soluble kind are the real culprits. The results of overdoses are many. For example, an overdose of vitamin A could cause ringing in the ears, blurred vision, hair loss and a host of other effects. Excessive quantities of some vitamins and minerals can be unnecessary, expensive and potentially dangerous. 5. What evidence is there for against creating supplementation? Creating is possibly unsafe when taken with a high dosage. There is some concern that it could harm the kidney and the liver, or heart function. Creating also causes muscles to dra w water from the rest of the body and could cause dehydration. 66. What evidence is there for against caffeine supplementation? Caffeine can cause insomnia, nervousness and restlessness, stomach irritation, nausea and vomiting, increased heart rate and respiration, and other side effects.Caffeine can make sleep disorders in patients with acquired immunodeficiency syndrome (AIDS) worse. Larger doses might cause headache, anxiety, agitation, chest pain, and ringing in the ears. Large goes may be unsafe and can cause irregular heartbeats and even death. 67. Explain physiological strategies for recovery strategies? Egg. Cool down and hydration. Physiological recovery strategies aim to remove the metabolic by-products of exercise through a cool down period as well as replace lost fluids and energy.Cool down: The cool down, or active recovery, is a group of lower intensity exercises performed immediately after exercise to remove waste products, decrease muscle soreness (DOOMS), improve mu scular relaxation, bring the cardiovascular system back to rest and allow time to reflect on the training or performance. This could involve short Jogging repetitions, slow swimming or similar low intensity activity. Static reduce the risk of injury. Hydration: To replenish fluid lost during training or games the athlete should consume approximately one litter of water for every kilogram of body weight lost.The addition of carbohydrates will speed up fluid replacement as well as refueling muscle glycogen stores. The foods eaten in the 30 minutes immediately after exercise should be medium to high glycerin. Sports drinks are useful because they provide fuel and fluid but should be limited to the 30 minute period following exercise. Solid foods, such as fruit, should be encouraged as they provide additional nutritional value. 68. Explain the neural recovery strategies for recovery egg. Hydrotherapy, massage. Neural recovery strategies such as hydrotherapy and massage help replenish th e nervous system.The change in chemicals found in muscles following heavy bouts of exercise or psychological stress can be addressed by these neural strategies. Hydrotherapy: Hydrotherapy involves the use of water to relax, soothe pain and assist metabolic recovery whilst providing support for movements which eliminate Jarring and straining movements. Typical hydrotherapy methods include spas, underwater massage and swimming pools (heated and non-heated). Active exercise can be incorporated into hydrotherapy sessions allowing a gravity assisted environment.Massage: The main purpose of massage is to assist in reducing training fatigue. It can also be helpful in a preventative way in reducing localized muscle tension that can with time lead to overuse injury. 69. Explain the tissue damage recovery strategies egg. Cryptography Cryptography: Cryptography, or cold therapy, is the local or general use of low temperatures to remove heat from a body part. The goal of cryptography is to decr ease pain and inflammation, promote vasoconstriction and prevent the build up of waste products.Various forms of cryptography have become popular as recovery strategies for many athletes. Examples of various forms are cryptography are ice packs and a Cryogenic chamber. 70. Explain the psychological recovery strategies, egg. Relaxation. Psychological recovery strategies aim to disengage the athlete from the performance. Heart rate, breathing and body temperature remain elevated post exercise and may take time to drop as do anxiety levels about the performance or true performances. Strategies such as relaxation assist to bring these levels to normal levels.Following intense training and demanding performances, athletes may experience symptoms of low concentration, lack of motivation and increased levels of anxiety. Psychological strategies can play an important part in emotional and possibly spiritual recovery by assisting in recovery of concentration, lifting motivation and decreasin g anxiety levels. Some psychological strategies that can be used to enhance recovery are outlined below. Debriefing – Effectively evaluating a performance can be useful way to provide emotional and psychological support after training or competition. This should focus on the process not the outcome.Debriefing allows the athlete to achieve ‘closure' with regards to a past performance and set goals for future performances. This is usually logical, rational discussion removed from the hype and the emotion of performance. Contingency planning – Simple strategies or distracted, such as mood-lifting activities, which are used in situations such as a major performance setback or traumatic event. Social support -Athletes need to build up a network of support contacts outside their athletic lives. Relaxation skills – These relax in many different ways, with some preferring to read a book, listen to music or watch television.Specialized relaxation techniques are als o widely used, including meditation, progressive muscle relaxation, visualization, breathing exercises, positive self-talk and flotation. The athlete needs to practice only one or two techniques on a regular basis for these to become effective tools to use to aid recovery. The choice of relaxation methods is quite individual and involves experimentation to establish which technique works best. Rest and sleep – Rest days are essential and a least one ay per week should be a non-training day.This allows time for physical and psychological recovery as well as time for other interests and activities. Adequate sleep (7-9 hours) is regarded as probably the most important recovery strategy as it provides regeneration and restoration of the body's systems to allow adaptation to training. Too much sleep however, can be detrimental, contributing to sluggishness and lethargy. How does the acquisition of skill affect performance? 71 . What is meant by the term ‘skill acquisition? S kill acquisition refers to the process that athletes use to learn or acquire a new skill.A skill can be defined as an act or task such as typing or drawing, or in the instance of sport, catching, throwing, and running. 72. What is meant by cognitive stage? The cognitive stage of skill acquisition is the early identification and understanding of the skill to be learned. Individuals focus on what to do, that is most of the learning activities during this stage will be in the mind, egg. Watching, thinking, analyzing, reasoning, Judging and visualizing, rather than lots of practice. During this stage the learner develops an in-depth understanding of the skill to be acquired. 73. What is meant by associative stage?The associative stage of skill acquisition really focuses on the idea of practice with the learner learning how to do it. Practice at this stage increases the learner's ability to perform the skill or task. They may not necessarily perform the skill well but have an understandi ng of how to do it. Most learners stay in this stage for a long period of time, with most not progressing to the next stage. 74. What is meant by the autonomous stage? The autonomous stage of skill acquisition revolves around executing a skill automatically without having to stop and think about what to do next or how to o it.It is an advanced level of performance where the individual can perform the skill fluently and instinctively and where outside influences do not affect the outcome. It may take individuals a long time to achieve this stage with many never reaching it. This may be due to the training demands, the complexity of the task or a lack of motivation. 75. Provide an example of how someone would progress through the stages of skill acquisition. An example of an individual progressing from the stages of skill acquisition would able to perform a certain skill without failure and loud have a skill as a second nature. 6. Describe the characteristics of a learner (personality , heredity, confidence, prior experience, ability) The learner brings many influence the capacity of the learner to acquire skills. Personality, heredity, confidence, prior experience, and ability particularly influence the direction of the learning experience. These characteristics influence the speed with which that person may acquire a skill. Personality: Refers to an individual's characteristic way of behaving and develops as a result of infinite social interactions and learning experiences throughout life.From a motor learning point of view, certain aspects of personality tend to be favorable with certain learning environments for example elite coaches tend to select athletes not only with superior physical talent but also those who possess positive learning attributes such as determination, enthusiasm and dedication. Learners whose personality reflects positive ways of behaving are more receptive to instruction and advice, more cooperative in performing set tasks and more help ful in creating a productive learning environment.If they possess patience, a willingness to try new things, listen to advice and can co-operate with OTOH other team members and the coach, they are more likely to have a positive outcome from a skill learning experience. If however an individual loses patience easily, cannot accept advice or cannot share experiences with others they will be slower in developing their skills. Heredity: Refers to the genetic characteristics inherited from our parents. These are unchangeable and limit the dimensions of our potential. The environment determines if we can reach the limits set by heredity.Specific hereditary characteristics influence the potential for success in specific ports/skills. Confidence: As an individual begins to learn skills and experiences success, they begin to develop a sense of self-belief in their ability to perform. Some level of confidence is internally generated, based on how the learner sees themselves (related to their personality). This confidence will then pass into the next level of learning. By learning and performing skills from a simple to a complex level, confidence will rise as the individual is more likely to experience success as they develop their skills.If however, they are given complex tasks early in their placement and they experience frequent failure, confidence is more likely to fall, which may slow down improvements in the individual's skill level. Prior Experience: If an individual has participated in an activity which involves similar qualities, such the hand/eye co-ordination found in hockey, they may be able to learn the skills involved in other sports such as cricket or golf more effectively. It can also be seen between sports such as basketball and netball, and gymnastics and diving.Ability: Ability is the ease with which an individual is able to perform a movement or routine. We often all these individual's gifted or talented as they often show ease and precision when exe cuting a skill. Ability can also be seen in the way in which an individual is able to learn process and implement new skills. Ability incorporates a range of factors, such as sense of acuity, perception, reaction time and intelligence, which combine to allow the individual to do readily what is intended. 77. How can the physical environment affect the skill acquisition?The physical learning environment can have a positive and negative impact on the learning process and is a major factor in the development of skills. The learning environment refers to everything outside the learner, including the weather, the skill itself, the situation it is practiced in, and information from coaches. 78. How can the nature of the skill affect skill acquisition? Stability of the environment (open or closed skills) the precision of the movement (gross or fine skills) the distinctiveness of the beginning and end points (discrete, serial or continuous skills) Timing (externally paced or self-paced skil ls). 9. What is an open skill? Close skill? Gross Motor skill? Fine motor skill? Extremely paced? Internally paced? Continuous skill? Discrete Skill? Serial skill? Examples? Open Skill: occurs in an unpredictable and frequently changing environment (weather, field, opponents) where the timing and the placement of the performance are dependent upon factors outside the control of the performer. Performance of the skill is greatly influenced by external factors and as such most open skills are externally paced. The unpredictability of the environment forces the performer to respond in a variety of ways.Close Skill: occurs in a stable and predictable environment, where the timing of the skill is self-paced and to a large extent, the reformer determines the place where the skill will be performed. Gross Motor skill: involve the use of large muscle groups (arms and legs) and include such things as walking, Jumping, running and kicking. Fine Motor skill: involve smaller muscle groups and f ine movements, such as catching a tennis ball, playing darts and positioning the hand and fingers during a dance performance. Extremely Paced: where the factors external to the performer set the time of execution of the movement.Rhythmic performances such as gymnastics, dancing, and aerobics, are externally paced as the movements must be performed in time with the music. Internally Paced: where the performer determines the time and pace of execution. Examples include serving in tennis and a corner kick in soccer. Continuous skill: A continuous skill is one that has no real beginning or end but is maintained in a repetitive fashion. The starting and finishing point of these skills are determined by the performer, not by the skill itself. This includes the leg action when running, cycling or swimming.Discrete skill: A discrete movement skill has a clearly defined beginning and end. It may include a throw or kick or a forward roll in gymnastics. Serial skill: this skill requires a numb er of separate skills to be performed in a specific order to achieve the set movement required. Activities such as bowling in cricket where a run up, a delivery phase and the follow through need to be combined for effective performance. 80. How are the relevant performance element incorporated into practice? For effective performance in game or competition, athletes need to be able to perform movements under pressure.Performance elements such as tactics, strategies and team plans need to be part of skill practice to enable optimal performance. Egg. Decision making & strategic and tactical development Decision making: Athletes need to make many decisions that will influence the quality of the performance. These include decisions such as who to pass to, whether to shoot for goal or pass, or decisions to accelerate in a cycling or distance running event. Coaches need to provide opportunities for decision making in practice so the athlete can improve their skills resulting in clear deci sions when performing.Strategic and tactical development: Some sports have a high strategic and tactical component. In tactical sports such as basketball, touch football or cricket, the learning environment just reflect the game situations to develop players understanding of how to with game play are can be similar across some sports, such as moving into space or marking a player. Athletes can develop an awareness of the tactics required and apply these skills in a variety of game situations. Tactical development requires practice of pressure situations similar to a game, rather than stationary practice or drills.As tactical development improves, game like practices can become more complex allowing for development of decision making and problem solving. 81 . What are the 4 types of practice methods used to learn skills? The 4 types of practice methods used to learn skills are massed, distributed, whole and part. 82. Describe each, giving examples. When would each be best used â€⠀œ for what types of skill and/ or types of learner? Massed: Massed practice occurs when one skill is continuously practiced in a session with only brief rest periods or none at all.This may involve a variety of drills aimed at improving the one skill performed one after the other. Distributed: Distributed practice can follow one of two forms. One form is when a range of skills, for example soccer dribbling, passing, and shooting. The other is where one skill is practiced, either through a single drill or a variety of skill drills, and broken up by moderate rest periods. Whole : refers to practicing a skill in its entirety, such as a softball pitch, whereas the part method involves a skill being broken into smaller components and each subsoil practiced separately, such as a basketball lay-up.Part: involves learning a part before adding another related part. Many coaches use a combination of methods, where the whole skill is taught, and then if difficulties arise, the skill is broken down and taught as the part method. Regardless of the way it is initially learnt and practiced it eventually needs to be put into a whole skill practice and performance or the co-ordination of the parts cannot occur effectively. 83. How do instructions vary according to the characteristics of the learner? 84. What is feedback?Feedback is the process of providing a performer with information about the nature or result of their performance. The performer will receive information from internal and external sources which may be concurrent or delayed. 85. The sources of feedback are internal and external. Explain these. Feedback can come from internal ND external sources; it may be given at different times such as concurrent or delayed; and it may provide different information such as knowledge of performance and knowledge of results. Internal feedback information received from the senses as a result of movement or self-talk.This helps athletes develop a kinesthesia sense or feel for a movement which allows them to distinguish between a skilled or less skilled performance. For example, when passing a netball, the athlete feels the ball in their hands and is aware of the ball leaving the hand as they can see, feel and hear it moving through the air and being caught by another player. External feedback is information received from external sources (outside the body) such as the crowd or the environment. 86. The types of feedback are knowledge of results (KERR) and knowledge of performance (KIP). Explain each and give examples.Knowledge of results (KERR): suggests how successful the skill was performed, and comes from an external source. This could include a coach discussing the outcome of a performance with the athlete, an athlete seeing the ball drop into the basket from a Jump shot, or from score boards. If the skill execution is successful the athlete is aware of the need o repeat the performance. If results are not favorable, a change must be made to improve per formance. Knowledge of performance (KIP): information received about how well a skill was performed. It may be internal or external.For example a diver may gain information from an external source such as video replay about the position of her body during a movement or a basketball may put up shot and feels the execution is incorrect resulting in the shot being missed. 87. The timing of feedback can be concurrent or delayed. Explain each with examples. Concurrent feedback: information received during a performance. This is most often internal feedback but can also be from external sources. This feedback allows for immediate correction of body position to improve results during the performance of a skill.For example, during a tennis serve, the server recognizes that their ball toss is off direction. This concurrent feedback allows the player to stop the serve and improve the toss, rather than continuing the serve and being forced into error. Delayed Feedback: information provided to the athlete after the skill has been performed, and is therefore received too late to produce a response at the time. An example of allayed feedback is a comment from the coach at the end of the activity, at half time or from video analysis after the game.This information allows for changes to technique in future performances. 88. How is feedback used as learner's progress through the stages of skill acquisition? Feedback is an essential component in the successful acquisition and development of skills, regardless of the stage of acquisition or age of the learner. Feedback provides information about the performance that allows the learner to adjust and improve or continue efficient performance. 89. What are the characteristics of a skilled performer? List and briefly explain what they mean?A skilled performer demonstrates characteristics and abilities which allows them to perform consistently at a very high level. Kinesthesia sense: Kinesthesia refers to the sensory information rece ived from the body about their body position and awareness of limbs during a movement. A skilled athlete's neuromuscular pathways are trained to ‘feel' the movement resulting in better coordination and greater ability to make corrections and modifications while executing the movement. Anticipation: A skilled performer is capable of predicting hat might happen next, by reading cues, and choosing the appropriate response to the action.This gives skilled athletes an advantage over other performers as they can position themselves in preparation for the next phase of play to counteract an opponent's move. Anticipation is particularly important in externally paced activities or where fast movement and decision making is required. For example, by watching the ball from the bowler's hand, a skilled cricket batsman can anticipate the bounce shot. Consistency: Skilled performers demonstrate greater consistency resulting in fewer errors during a performance. An unskilled athlete may occa sionally ‘fluke' a good performance whereas a skilled athlete can perform well over and over.Skilled performers have progressed to the autonomous stage of skill acquisition, resulting in an automatic performance of skill. Unskilled athletes make gross errors frequently and rely on external feedback to correct these errors for future performances. Skilled performers use internal feedback and knowledge of performance. Thus they correct small errors during performance to demonstrate greater consistency and efficiency. Technique: Skilled athletes tend to maintain correct technique despite fatigue or the name situation. They have developed their skills to be fluent, smooth and well performed.The movement is more economical, will not use as much energy, and is phonemically correct and therefore less likely to cause injury. Mental Approach: Mental approach is the ability of an athlete to control their mind as they work towards a movement goal. Skilled athletes are able to achieve thi s through goal setting, visualization, concentration and focus. They are often more competitive, ambitious, confident and committed than unskilled athletes. They are more capable f controlling anxiety and arousal resulting in optimal performance and reduced errors.They are able to perform skills as part of complex movement pattern and strategic play while making complex decisions. The mental discipline of an athlete becomes increasingly important as they move towards the elite level in their sport. 90. How do we recognize a skilled performer? A skilled performer is often stronger, more flexible, better coordinated, balanced and fitter than unskilled performers. They are able to perceive, decide and act in a manner that is efficient in terms of both energy and time. 92. What is subjective appraisal? Examples?

Marooned Ice Breaker Party Game for Adults

Marooned Ice Breaker Party Game for Adults If you were marooned on a deserted island, who would you want with you? This ice breaker is a great game to play when people don’t know each other, and it fosters team building in groups that already work together. I have always found peoples choices to be very revealing about who they are. Ideal Size Up to 30. Divide larger groups. Use for Introductions in the classroom or at a meeting, and as a team building exercise. Time Needed 30 minutes, depending on the size of the group. Materials Needed None. Instructions Give people a minute or two to think about this question: If you were marooned on a deserted island, which three people would you want with you? They can be dead, alive, or imaginary. Ask participants to introduce themselves and share their choices with the group. Start with yourself so they have an example. Example Hi, my name is Deb. If I were marooned on a deserted island, I would want Tim with me because he’s smart, strong, and fun, and I love him. He would know how to make a shelter and find food, and we’d have wonderful conversations. My second choice would be someone who tells great stories, like Garrison Keillor or Eoin Colfer. And my third would be Solomon Burke, the blues singer, so we’d have soulful music. Debriefing Debrief by asking if there were any surprises in the group and if anybody has a question for another participant. You will have listened carefully to the introductions. If somebody has chosen a person related in any way to your topic, use that person as a transition to your first lecture or activity.

The Definition and Examples of Salutations

The Definition and Examples of Salutations At the beginning of a conversation, letter, email, or another form of communication, a salutation is a polite greeting, an expression of goodwill, or other sign of recognition. Also called a greeting. As Joachim Grzega points out in the article Hal, Hail, Hello, Hi: Greetings in English Language History, Salutation terms are an important part of a conversationthey tell the other I feel friendly toward you, and they are maybe the start of a longer conversation (Speech Acts in the History of English, 2008). EtymologyFrom the Latin, health Examples and Observations Theres more to the story, Alex announced. Trust me.Katie hadnt heard him come up, and she stood.Oh, hey, she said, blushing against her will.How are you? Alex asked.Good. She nodded, feeling a bit flustered.(Nicholas Sparks, Safe Haven. Hachette Book Group, 2010) J.D.: Greetings and salutations. You a Heather?Veronica Sawyer: No, Im a Veronica.(Christian Slater and Winona Ryder in Heathers, 1988) Cowboy: Howdy.Adam Kesher: Howdy to you.Cowboy: Beautiful evening.Adam Kesher: Yeah.(Monty Montgomery and Justin Theroux in Mulholland Dr., 2001) How Are You (Ya)?I bumped into an acquaintance. Hi Sally, I said. How are you? She  paused and then stopped and said hello and how was I and how were the children and it was manifestly obvious she couldnt remember my name.(Philip Hesketh,  How to Persuade and Influence People. Wiley, 2010)The phone rang. ONeil speaking.Howdy, Pat. Its Mac.Mac,  how are ya? I was just thinkin about ya. Great to hear from ya.(Jay Feldman,  Suitcase Sefton and the American Dream. Triumph Books, 2006)Listen to how [people] say, How are you? They dont really say, How are you? They say, How are ya? . . . How are ya? means Just say good, and walk away. I dont really want to know. Register that I asked, then proceed not to tell me.(Paul Reiser, Couplehood, 1995) How Ya Doin?Everyone seems friendly at first, everyone stops and asks, Hi, how ya doin? But after a while you realize that thats it, nothing ever follows up that Hi, how ya doin? And to answer that with anything less exuberant than, Pretty good, is a social outrage. The creed is to be bright, brisk and busy.(Upamanyu Chatterjee, English, August: An Indian Story. Faber and Faber, 1988)When you meet somebody at a post office, he or she says, How are you, how are you doing? At Laguna, people will stand there and theyll tell you how they are doing. At Laguna, its a way of interacting.(Leslie Marmon Silko, Yellow Woman. Simon and Schuster, 1997) Hey!Hey . . . is basically a synonym for  hia friendly greeting. Until fairly recently, it was confined to the American South.  The Dictionary of American Regional English  (DARE) cites a 1944 survey as reporting that  hey  is the common term of familiar salutation of children and young people in most of the South;  hello  seems to them either semiformal or archaic. On many northern and western campuses the term is  hi. . . .But not anymore. . . .  My sense is that among people under about 40 from all regions,  hey  for some time has been at least as popular as  hi,  and probably more so, and now seems completely unremarkable.(Ben Yagoda, ‘Hey’ Now. The Chronicle of Higher Education, January 6, 2016) Brief EncountersWhen persons accidentally encounter one another, it appears, they may be at liberty to confine their remarks to an exchange of greetings (Goffman 1953:485 points out that length of salutation may depend on the period that had elapsed since the last salutation and the period that seemed likely before the next; but a minimal exchange is possible); when there is a planned or intended encounter, more than a minimal pair is done.(Gene H. Lerner, Conversation Analysis: Studies From the First Generation. John Benjamins, 2004) Register and DialectSalutations in business letters (Dear Ms. Portillo, Dear Sirs) differ from those in personal letters (Hey Ashley, Dear Devon). Every textevery piece of natural languagerepresents characteristics of both its situation and its speaker or writer; every text is simultaneously register and dialect.(Edward Finegan, American English and Its Distinctiveness. Language in the USA: Themes for the Twenty-First Century, ed. by Edward Finegan and John R. Rickford. Cambridge University Press, 2004) Email GreetingsE-mail has changed the rules of engagement. The language of business is evolving. Our old dears are withering away, replaced in the top perch by hello, hi and hey. . . .Im fed up with people writing Hi Jean when theyve never met me, says etiquette guru Jean Broke-Smith.If youre sending a business e-mail you should begin Dear . . .like a letter. You are presenting yourself. Politeness and etiquette are essential. . . .But why are so many of us culling Dear . . . from our e-mails, even in the workplace? The simplest answer for its detractors is that it no longer says what it means, it feels cold and distant.(James Morgan, Should E-mails Open With Dear, Hi, or Hey? BBC News Magazine, Jan. 21, 2011) The Lighter Side of SalutationsWhat ho! I said.What ho! said Motty.What ho! What ho!What ho! What ho! What ho!After that it seemed rather difficult to go on with the conversation.(P.G. Wodehouse, My Man Jeeves, 1919)

Construct a sonnet of 14 exact lines based on milton's paradise lost Essay

Construct a sonnet of 14 exact lines based on milton's paradise lost book 5 - Essay Example According to Raphael, when God appointed his Son as King of heaven, Satan was jealous and refused to accept the appointment. Sneaking away in the night with a third of the host of heaven, Satan convinced them that they were equal to the Son and should not have to bow to him. Only one angel, Abdiel, stood up to argue that because they were made by God, God was of a more refined nature even than themselves and so his son must also be. It is only through God that the angels have the wonderful life they have and therefore they should be glad to take example of what is right and good from both God and Son. Satan argued back that because they cannot remember being created, they must have made themselves and are therefore equal to God. Other arguments he brings into the discussion include ideas of skepticism, freedom, equality, and natural right (Hooker, 1996). Abdiel warns of the impending doom descending as the punishing arm of God, but still leaves

Falcon City in Dubailand Research Paper Example | Topics and Well Written Essays - 5250 words

Falcon City in Dubailand - Research Paper Example Falconcity of Wonders is a multi-use megaproject in Dubailand and features structures that are based on well-known sites as well as the architectural wonders of the world including the Leaning Tower of Pisa, the Eiffel Tower, the Pyramids of Egypt, the Taj Mahal and the Hanging Gardens of Babylon. Dubai Tower of Pisa: This will be an actual and precise duplicate of Italy’s leaning tower of Pisa. Dubai Hanging Gardens of Babylon: This building is designed to house a gorgeous garden that overlooks the Falconcity Mall, several restaurants and residences which are eco-friendly. Dubai Eiffel Tower: This structure is an exact replication of the Eiffel Tower in the French Capital and is intended to be the central point of the commercial sector of the whole Falconcity of Wonders megaproject. Dubai Eiffel Tower would be encircled by gardens, entertainment areas, residences, landscaped parks and a shopping arcade (Churchill, 2013). Dubai Grand Pyramid: This building upon completion of i ts construction would certainly be the largest pyramid ever constructed. The structure itself would be a multi-use project offering residences, offices as well as various venues for recreation. There will also be 2 other smaller pyramids which would be the address of Falconcity management facility and a commercial facility. Dubai Taj Mahal: This structure is designed to be a marvelous five-star hotel resembling India’s Taj Mahal. Dubai Taj Mahal would be one of the most excellent hotels within the entire Dubailand (Vidal, 2013). The Dubai Great Wall: A gargantuan wall would be constructed which would be similar to China’s Great Wall and it will feature a large jogging track. It is of note that the Dubai Great Wall would also serve as a buffer zone... As the discussion stresses  FCW is intended to bring the world together within 1 city. The project has been designed to appear similar to the United Arab Emirates (UAE) national emblem, the falcon, with its wings spread and symbolizes the spirit of outstanding qualities, pride as well as leadership. FCW harmonizes the vision of the Ruler of Dubai and Prime Minister and Vice President of the United Arab Emirates, Sheikh Mohammed bin Rashid Al Maktoum of turning Dubai into a principal global tourist destination. Falconcity of Wonders is a multi-use megaproject in Dubailand and features structures that are based on well-known sites as well as the architectural wonders of the world including the Leaning Tower of Pisa, the Eiffel Tower, the Pyramids of Egypt, the Taj Mahal and the Hanging Gardens of Babylon.  This study highlights that  Dubai Lighthouse  is intended to be an exact replica of the gigantic Pharos of Alexandria lighthouse that was constructed during the third century Before Christ on the Pharos Island in Alexandria, Egypt. In the 3rd century BC, Pharos of Alexandria lighthouse was viewed as 1 of the seven world wonders; the structure itself was the tallest building on the entire globe. In Dubai, the Lighthouse would serve as a landmark for Falconcity. It will have retail shops, residences recreational and commercial offerings.  Town of Venice  is designed to be a waterfront development that will contain a variety of shops, open-air cafes as well as provide gondola rides.

Cause and Effect Essay of diabetes Example | Topics and Well Written Essays - 500 words

Cause and Effect of diabetes - Essay Example ts in insulin secretion, insulin action or both, which translates to long term damage and dysfunction of various organs of the body (Nayak and Roberts). Within the pancreas, the Islets of Langerhans are responsible for secretion of insulin, which acts to regulate of blood glucose levels. In persons with diabetes, normal insulin function is impaired where it can be produced in insufficient quantities or is produced defectively. This further classifies diabetes mellitus into Type 1 and Type 2 diabetes. Type 1 diabetes accounts for about 3-5% of all diabetes in the world and is more common in children and young adults but can occur at any age (International Diabetes Federation 6). Type 1 diabetes presents as an autoimmune disease where insulin producing cells within the pancreas are destroyed, and the patients are always dependent on insulin injections for survival. The destruction of Islets of Langerhans within the pancreas impair the ability to produce insulin adequately thus affecting the process of glucose regulation negatively. Such destruction may be facilitated by the presence of external factors such as viral infections, which may alter the orientation of the host immune system. On the hand, Type 2 diabetes accounts for about 90% of all diabetes cases globally, occurring among the middle-aged and older people. In this condition, the body either does not make enough insulin or does not respond well as it ought to the insulin produced and can be controlled by keeping blood glucose levels within the range through diet and exercises. In this regard, Type 2 diabetes is caused by insulin resistance, which implies that the body cannot effectively utilize the insulin produced no matter its quantity. As a result, glucose cannot be transported from the blood to the cells, which encourages excess blood glucose, which makes it difficult for the body to maintain normal glucose levels in the blood. Obesity, which is associated with insulin resistance, has been described

History of Security in the United States Essay Example for Free

History of Security in the United States Essay Abstract Security in America has evolved from the time of the first settlers to today’s well-trained forces. Factors leading to the significant growth of private security from pre-Civil War to post World War II consisted of a lack of public police and large monetary loss by private industry. Today, security is global and faces challenges and changes, with increases in terrorism and technology crimes. It must maintain a high level of professionalism and maintain technological innovation remain a respected industry. History of Security in the United States Nineteenth Century The nineteenth century saw the private security industry fill in many of the gaps left by public law enforcement in both manpower and ingenuity. The development of public police forces was slow in the infancy of the United States. In the latter half of the 1800’s, police departments were fragmented, decentralized and often corrupt, creating a need for private security. The American frontier saw an extreme shortage of law enforcement, as they had to resort to deputizing civilians and forming posses. Citizens often had to resort to vigilante justice due to a lack of law enforcement. In 1850, Henry Wells and William Fargo established American Express and Wells Fargo cargo companies and in 1851 Allen Pinkerton established the first national private security and investigations service (Ortmeirer, 2009, pg. 10). Pinkerton provided security and investigative service to the railroad, offered private detective services and was actually the intelligence arm of the Union Army during the first half of the Civil War. In 1853 August Perry patented the first burglar alarm followed by Edwin Holmes in 1858, who produced the first central station burglar alarm. That same year, Washington Perry Brinks introduced the armored carriage for the transportation of valuables and money (Ortmeirer, 2009, pg. 10). Twentieth Century The quelling of labor unrest brought about a poor reputation to private security leading up to the Great Depression. Decades earlier, industries such as manufacturing, transportation and mining turned to agencies like Pinkerton for not only asset protection, but also to combat labor violence and break strikes. There were numerous violent incidents involving strikes resulting in civilian injury, deaths and job losses. One incident in particular was the Homestead Strike of 1892 in Pennsylvania, which culminated in a gun battle between Pinkerton agents and the strikers (Lipson, 1988). Incidents such as this eventually led to private security being viewed as ‘Knights of Capitalism’ by the public. Security companies were banned from carrying weapons and crossing state lines to break strikes in some states (Joh, 2006). There was a decline in the employment of private security during the Great Depression. According to The HUB, â€Å"There seems to be some controversy as to whe n the first proprietary security forces arose, but many sources attribute Henry Ford as the man who refined ‘in house’ security to factory work. As the automobile gained popularity so the industries providing the necessary materials for the factories producing them across the nation needed and utilized private security personnel. With the high unemployment and possibility of crime due to the Great Depression, private security further embedded itself within industry† (Hub pages, http://dyonder.hubpages.com/hub/The-History-of-Private-Security). There was an expansion of private security leading up to and during World War II due to infrastructure, military and industrial security concerns. Post World War II saw an increase in the professionalism of private security, as returning veterans with military police experience began to seek employment in the security industry. Anti-espionage procedures established by the government during World War II carried over into the Cold War era, with the government insisting on a quality security force and plans, to protect defense contractors and government assets. The private security industry followed the government’s lead, thus entering the era of the security manager (Hub pages, http://dyonder.hubpages.com/hub/The-History-of-Private-Security). The security industry increased in size in the mid twentieth century, as did the crime rate and police were unable to protect private property. Many organizations realized the value of protecting their personnel and property during this time. In 1955, the American Society for Industrial Security (ASIS) was formed and today is the world’s largest organization of security professionals. ASIS continues to formulate security policy and direct security programs in a vast number of businesses, industries and government operations (Ortmeirer, 2009, pg. 11-12). In 1970, private security continued to grow and matched the number of police personnel at 500,000. In 1976, the Task Force Report on Private Security was published and it was addressed for the first time that private security was an essential element to public safety. The Task Force recommended that the private sector be encouraged to nurture and improve the quality of security services and work with law enforcement to fight crime. This created an environment that saw the security industry continue to grow due to concerns over increased crime and limited law enforcement resources. By 1991, the number of security personnel had nearly tripled that of law enforcement and by the year 2000, private security personnel numbers rose to two million, clearly showing private security is the primary protective service (Ortmeirer, 2009, pg. 6-7, 13). Future The private security industry has made giant steps since the nineteenth century. It is clear from history that the private security industry must continue to complement the public police forces by providing innovative and needed support to industry and government. It must maintain and constantly improve upon its procedures and training, to keep the respect of the public, which it currently commands. It must above all remain one step ahead in today’s technological world, as M. Lipson (1988) stated, â€Å"The history of the ancient craft of private security may be illustrative of opportunities for those of the industry with foresight† (Lipson, 1988). It is crucial private security continue with its current expertise in antiterrorism and computer security operations. It is also imperative private security continue to foster the close, post-911relationships that were developed with law enforcement, from federal to state to local police agencies, to successfully move into th e future. References Joh, E.E. (2006). The Forgotten Threat: Private Policing and the State. Indiana Journal of Global Legal Studies, 13(2), 364. Lipson, M. (1988). Private Security: A Retrospective. Annals Of The American Academy Of Political Social Science, 49811-22. Ortmeirer, P.J. (2009). Introduction to Security. Prentice Hall. The Hub (2009). (Hub pages, http://dyonder.hubpages.com/hub/The-History-of-PrivateSecurity).

Gold :: essays research papers fc

Gold, nothing can compare to this precious metal. A symbol of wealth and prosperity, it has been a value for explorers and adventurers and a lure for conquerors. Today it is vital to commerce and finance; popular in ornamentation, and increasing importance in technology.   Ã‚  Ã‚  Ã‚  Ã‚  The nature of gold is diverse. The chemical element gold is a heavy, soft metal. It weighs nearly twice as much as lead. Shiny and deep yellow in color, gold is one of two metals, which are not gray or white when pure. Gold is the most ductile of metals. Properties of gold are: ? Symbol - Au ? Atomic Number – 79 ? Atomic Weight – 196.967 ? Electron Configuration - -32-18-1 ? Group in Periodic Table – 1B ? Density at 68 F – 19.3 g/cm^3 ? Boiling Point – 5,370.8 F ? Melting Point – 1,945.4 F ? Number of Protons/Electrons – 79 ? Number of Neutrons – 118 ? Classification – Transition Metal ? Crystal Structure – Cubic Facts: ? Date of Discovery – Circa 3000 BC ? Discover – Unknown ? Name of Origin – From the Old English word geolo (yellow) ? Symbol Origin – From the Latin word aurum (gold) ? Uses – electronics, jewelry, coins ? Obtained From – crust of the earth, copper ores Atomic and Chemical Properties: In it’s usual state – atomic mass number 197 – gold is stable. However, there are radioactive (unstable) isotopes of mass number 186 to 196 and 198 to 203. Gold normally exhibits a chemical valence of one or three.   Ã‚  Ã‚  Ã‚  Ã‚  Gold is the “noblest'; of the noble metals (gold, platinum, palladium, and rhodium), so termed because of their inertness, or reluctance to enter into chemical reactions. Gold will not react with common acids but is attacked by a three-to-one mixture of hydrochloric and nitric acids. This combination is called aqua regia because it reacts with the so-called royal metal. Gold will not combine directly with oxygen, but oxides may be formed indirectly. Gold will also combine with the halogens (fluorine, chlorine bromine, and iodine) and with the cyanides.   Ã‚  Ã‚  Ã‚  Ã‚  The purity of gold is expressed in Karats (KT), on a scale of 24, or in fineness, on a scale of 1,000. Pure gold is 24 Karat or 1,000 fine. An alloy containing 75 percent gold would be described as 18- Karat gold or 750 fine. History:   Ã‚  Ã‚  Ã‚  Ã‚  (Sanskrit Jval; Anglo – Saxon gold; L. aurum, gold) Known and highly valued from earliest times, gold is found in nature as the free metal and in tellurides; it is very widely distributed and is almost always associated with quarts or pyrite.