The Shadow of the Wind Review Essay Example

The Shadow of the Wind Review Paper Essay on The Shadow of the Wind  «This world will disappear not by the atomic bomb, as they say in the newspapers, he would die of laughter, banal jokes and habits to turn everything into an anecdote, and vulgar ». die if people stop reading and important to write books such as The Shadow of the wind Carlos Ruiz Safonov. This is an amazing book, which drown on the first page and do not want to break out of the words of viscosity. Inhale cold air burns the lungs and for a moment sober mind. And then again plunge into the passionate Spanish voice behind the veil of secrets In the novel, starting with mysticism and cloudy sky Morning Barcelona, ​​intertwined reality and fiction -. Crazy, full of fear and love fiction heroes in the same extent that the Italians seem to us impulsive, extravagant lover of life, the Spaniards in the Shadows of the wind again on the verge of madness go hand in hand with death we love them -. ash shade and sensuality covered with a lace mantilla mourning. In this book, the air is hot even winter air and full of unspoken thoughts and stories buried. They are repeated in the new destinies. To the pages to the story, to the heroes themselves relentlessly approaching fire. A spellbound reader with fear should be the author, preparing to see glow corners of paper We will write a custom essay sample on The Shadow of the Wind Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Shadow of the Wind Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Shadow of the Wind Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer .  «Books they are like mirrors: they only reflect whats in your soul » In. hands of young Daniel gets strange book perhaps the only instance of the wind shadow of a Julian Carax. It fascinates boys and forever change his life. From now on, it pursues the shadow of a man without a face who wants to destroy the novel, and the ghosts of the past, hiding the story of Julian Carax. More and more yarn tangle of secrets tightened around Daniel, and the light that he can not yet to understand that there is, without which he can not find a way -. it Bea  «time runs faster when it is filled with emptiness » The heads dare each other.. The narrative rushes along the streets of Barcelona, ​​for long breaks in the attic in Paris and returns to Spain. Mystic merges with everyday life, death comes on the heels, strange pain is haunted by Daniel. It spurs it makes act and become a man capable of love  « the one who loves true love love in silence, deeds rather than words ». Step-by-step. faster boy coming to the truth. At first, stumbling, but still confident he looks into the eyes of fire. And the fire recedes If the first half of the book represents death, the second -. There is nothing but life. The wind changes direction and heads back to the present and back in time to connect the broken mosaic of life Julià ¡n Carax.  «Stop nervous, give yourself a rest from waiting soul rust ». rest comes with the morning, which the heroes waiting for many years. In the morning, when the memory will allow the fire to take his due it will leave a few illusions that help again and again to look ahead and make even the smallest happiness .

Phone Tapping Essays

Phone Tapping Essays Phone Tapping Paper Phone Tapping Paper A Characteristic of Orwell’s Big Brother? Communication makes the world what it is. Without communication, people would virtually be in total isolation from one another and with events around the world. Telephones play an integral role in providing this much-needed communication. Telephones also permit people the freedom to say what they wish to others on a confidential basis, without any risk of witnesses. This freedom allows releases that many people believe no one can take away. Most people take this freedom for granted and overlook the fact that the government can, under certain restricted conditions, take it away by phone tapping. Phone tapping is the secret monitoring of a conversation by a third party. Where some may argue that phone tapping is necessary, that argument is misleading and incorrect in many aspects. Many argue that phone tapping is an invasion of privacy. Nowhere in the Constitution is the word privacy mentioned, implying that, â€Å"Privacy is a value or ideal in society,† (McCloskey) but not a right. This is one argument in support of phone tapping. While some claim that the Constitution supports this argument, sections of the Constitution actually provide reasons why this argument is incorrect (Browne). Those guidelines imply that Americans have the right to privacy, because there would be no point for laws to protect privacy if privacy was not a right. However, the Bill of Rights does not explicitly say the word privacy but it implies and defends privacy within multiple amendments including the Fourth and the Tenth. The Fourth Amendment clearly states, â€Å"Without probable cause and a search warrant, the government cannot search or seize your house or belongings. † (United States Constitution. ). The right to not to have one’s personal property and belongings searched, is a guideline that defines privacy. The Tenth Amendment states, â€Å"The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states, or to the people. † (United States Constitution. ). This means the government has no power or right to invade our privacy or do anything that it not specifically sanctioned in the Constitution (Browne). Therefore, concerning the invasion of privacy by phone tapping, the government has no right under any circumstances to tap any phone for any means without probable cause. Government phone tapping is said to be a key approach to staying one-step ahead of criminals and terrorists (â€Å"Bush Defends. †). The major problem with this argument is the enemy usually is too smart for phone tapping! Most often, terrorists and criminals are able to devise huge schemes to break the law without being caught. It is rather naive to assume that simple phone tapping will put roadblocks in their plans. Criminals and terrorists sometimes know the government’s plans and often they are aware of what the government is trying to do to discover their criminal acts and terroristic plots (Levy). For example, most terrorists and criminals assume their home phones are tapped and therefore they do not use them to plan their attacks or crimes (Finder). If phone calls need to be made, they normally are made off the premises or in public places. Therefore, phone tapping is too elementary to counteract their plans. Getting a court order to phone tap every public phone, for the possibility that a terrorist may use it, is quite trivial because that possibility is hardly probable enough to gain multiple phone tapping warrants (Hollingsworth and Mayes). When a phone is tapped, someone has to listen to every conversation, carefully listening for suspicious details or plans. This takes bodies away from more promising and pressing leads that quite possibly could uncover corrupt and illegal plans. In turn this actually results in phone tapping possibly aiding in criminal acts as opposed to hindering them (Levy). This idea that phone tapping aids in staying ahead of the criminals is too nominal to be considered an argument. It seems that the government is desperate to defend phone tapping so it devised this argument. Furthermore, the results that government sponsored phone-tapping produce are so marginal, it seems that spending time and money on it is futile (Levy). The government taps phones to discover evidence about a certain topic. Data mining is a system that aids in phone tapping: once a phone is tapped, all the conversations are data-mined to show trends which the government analyzes to decipher which phone records to dissect (Levy). The evidence discovered by data-mining and phone tapping only leads to more leads, meaning that intercepting evidence may identify a criminal or a suspect but most often does not lead any to incriminating evidence (Morgan and Padley). This poses a major problem. The government cannot risk picking which lead to pursue or not to pursue, and consequently they have to pursue every lead. This is extremely time consuming and if the lead turns out to be a dead end, all that time and money was wasted (Levy). Government phone tapping has so many drawbacks, is it not worth the trouble when the results barely ever produce incriminating evidence. The only legal way for the government to tap a phone is to obtain judicial authorization through a warrant (Gittlen). This system mandates collaboration between the National Security Agency and the federal courts, and forces the agency to have reasonable, coherent evidence to obtain the warrant as stated in a law developed in 1978 (Ashenfelter). Besides the National Security Agency and the judicial branch, communication companies are also involved in phone tapping. Legally, communication companies must aid in government phone taps when presented with a warrant (Ashenfelter). While communication companies are required by law to assist in warranted phone tapping, some phone companies have been assisting in phone tapping regardless of the presence of a warrant, claiming it is better to help them then to let the government do the tapping themselves (Gittlen). A serious question arises when an issue of national security is involved as to whether the government should be allowed to tap a telephone without first getting judicial authorization. The government’s most simple, but most crucial job is to protect its people and their rights at all costs. Currently, the United States is fighting a war on terrorism which threatens those rights. If the government is fighting to preserve those rights, how can the government rationalize encroaching or even suspending our basic rights for periods of time to guarantee their survival (Stephen)? The government’s own actions are conflicting with our basic rights which is what our country is supposedly fighting to defend (Finder). How can the government fight actions that threaten national security, when they themselves are doing the same things? The freedoms promised by the Constitution need to be present and permitted at all times. Subsequently, phone tapping encroaches on those freedoms making it unconstitutional. The claim that the suspension of our basic rights to ensure their survival is pure fabrication. Government phone tapping is an issue that has numerous aspects to it. As with all arguments, many people quickly judge without looking at the big picture. However, experts on the subject can see that phone tapping is both unnecessary and unconstitutional. Phone conversations are something that are held sacred to the public and are a basic right according to the Constitution. Under no circumstance, even desperation is the government allowed to break its laws. Ashenfelter, David, comp. Bushs Wiretap Program Gets a Weeks Reprieve. Detroit Free Press 28 Sept. 2006, sec. DN. LexisNexis Academic. McClatchy-Tribune News Service. Marywood University, Scranton, PA. 22 Mar. 2007. Browne, Harry. Does the Constitution Contain a Right to Privacy? 9 May 2003. Google Scholar. Marywood University, Scranton, PA. 22 Mar. 2007. Keyword: Phone tapping Privacy. Bush Defends Phone-Tapping Policy. BBC News. 19 Dec. 2005. 27 Mar. 2007 . Finder, Joseph. Tap Dance. The New Republic os 215 (1996): 14+. Wilson Web. Marywood University, Scranton, PA. 22 Mar. 2007. Keyword: government phone tapping. Gittlen, Sandra. How Do the Feds Tap Phone Lines? Network World 13 Feb. 2006. Google Scholar. Marywood University, Scranton, PA. 25 Mar. 2007. Keyword: federal phone tapping. Hollingsworth, Mark, and Tessa Mayes, comps. The Case is Notable for One Thing He Got Caught. The Guardian (London) 19 Mar. 2007, Final ed. : 8. LexisNexis Academic. Marywood University, Scranton, PA. Levy, Stephen. Only the Beginning? Newsweek 22 May 2006: 33. Wilson Web. Marywood University, Scranton, PA. 25 Mar. 2007. Keyword: Phone Tapping National Security. McCloskey, H J. The Political Ideal of Privacy. The Philosophical Quarterly 21 (1971): 303- 314. JSTOR. Marywood University, Scranton, PA. 24 Mar. 2007. Keyword: phone tapping. Morgan, Vivienne, and Ben Padley, comps. Using Phone-Tap Evidence Would Increase Convictions' The Press Association Limited 16 Mar. 2007, sec. PN. LexisNexis Academic. Marywood University, Scranton, PA. 22 Mar. 2007. Keyword: government phone tapping. Stephen, Andrew. A Nation Left Unprotected. New Statesman 5 Nov. 2001: 13-14. Wilson Web. Marywood University. 22 Mar. 2007. Keyword: Federal Phone Tapping. United States Constitution. Legal Information Institute. 2006. Cornell Law School. 25 Mar. 2007.

Literature and Modern Media 2 Essay Example | Topics and Well Written Essays - 1000 words

Literature and Modern Media 2 - Essay Example It is a mid-size entry-level luxury car and - so far – it has become Lincoln’s bestselling model since its introduction. The ad sought to articulate these features and the benefits in a short and engaging communication content. The difficulty in communicating all the features and benefits of the Lincoln MKZ was addressed by using metaphors depicted in compelling imagery. There are many sources that support the efficacy of using metaphors to produce compelling and persuasive advertisement. Among the most excellent of these is MacQuarrie and Phillips’ (2008) work, which documented numerous studies that demonstrate how metaphors induce a certain mental imagery that influences the behavior of people or, in the case of television advertisements, the viewers. They cited the case of a simulation where subjects were presented a poem with many metaphors and that based on the recorded participants’ interpretations, combined with sufficient exposure to visual images, were revealed to conjure mental imageries that support the construction and effectiveness of persuasive messages (39). The dynamics of the studies that revolve around this theme falls within the wider argument of the use of pathos in advertising and marketing. MacQuarrie and Phillips drew an analogy from the ancient Greeks, who coined the concept in their perfection of the art of rhetoric. They cited that pathos, which is the technique of appealing to emotions, is crucial in cultivating, diverting, enhancing or creating – whatever the need was – in some type of manipulation in order to achieve a desired emotional response (39). The idea – when applied in the context of marketing – is to increase the audience’s attitude towards the ad (39). Hoang (2005), describing a particularly adept marketer, had these words that expresses the impact of this particular method excellently: There was a feeling. As the feeling faded away into a labored, recalled me mory, it left another feeling, the feeling of desire. That was effective advertising (44). So, if one considers the metaphors used in the Lincoln MKZ ad, one could not help but recognize the pathos and the desire to influence by eliciting emotional response with the help of words and visual images. For instance, the video opens with the 2013 Lincoln MKZ’s comparison with the titular phoenix. Here, the introduction of the redesign and the new generation of Lincoln MKZ were achieved. There was the image of the old Lincoln model, which with the clever use of fire and graphical transformation, depicted the concept the phoenix in the process of being born, only that the bird did not really materialize. Rather, the 2013 MKZ emerged in its stead. To explain the utility of the metaphor, it is crucial to view it this way: emotion is difficult to verbalize. Therefore, in order to communicate to the emotion of others, metaphors must be used in order to be effective. â€Å"When emotions ,† wrote Malamed (2009), â€Å"seem ambiguous and ethereal, metaphors help make them explicit and tangible† (220). Stylistic and technical features were embedded in the comparison with the â€Å"hawk with night vision goggles†. The fun and car solidity were conveyed in the use of the beat of the drum set in a montage with the steady rhythm of machines, carving the hull of the

Construction Essay Example | Topics and Well Written Essays - 2000 words

Construction - Essay Example 2. b) Majority of the pitched roofs used in modern day construction use concrete tiles or fibre cement slates. For the use of tiles, they can be laid either in single lap fashion or double lap. Single lap tiles are made such that each tile overlaps the edge of its adjacent tile and is fixed with one nail per tile. They are fixed at pitches of 45 degrees. Double lap tiles are fixed with two nails per tile at pitches over 60 degrees. The following figure shows single and double lap tile fixing. 2. c) In context of pitched roofs, eaves is the term used to describe the lowest level tiles and also the timber used for supporting them. The eaves can be open or closed depending upon requirements or choice. Open eaves are those where the underside of rafters is exposed whereas for closed eaves edge rafters are made to project out in order to cover the underside of it. This is done by putting boards. Both kinds of roofs can be seen in the diagram below: left is open eaves and right is closed eaves. 3.a) For fixing a timer window frame into a cavity wall, we need to make sure the timber is hardened and dried so as to fix on both sides of a cavity wall. The general structure of a timber window frame is illustrated below. The number of rails shown here are not mandatory. It depends on the desired design of the window. However, the fitting and grip on the wall can be seen in the figure. Since the frame is made of timber, precaution needs to be taken that wood is not loose so that the fixing is permanent. Due to the cavity, the sill of the frame has to be made broader. The outside look of a timber frame when fitted to a cavity wall can be seen in the figure on the right. On the other hand, PVC window frames are made of PVC (Polyvinyl Chloride) which is a synthetic plastic made of oil or gas. The fitting of PVC frame is more expensive. A PVC frame can be seen in the picture below: The advantages of double glazing window

Cyber Terrorism and other types of terrorism in Australia Research Paper

Cyber Terrorism and other types of terrorism in Australia - Research Paper Example The practical difficulty in controlling cyber crimes made it one of the most dangerous terrorist activities of modern era. Since most of the critical areas of human life are making use of computers and internet at present, cyber attack can affect the social life drastically within a second. For example, transporting systems, power supply, military operation and telecommunication systems etc are relying heavily on computers and internet for its routine jobs and functions at present. Any problems occurred in the functionality of computers and internet can affect these areas negatively and cause immense damages to public life. This paper analyses the terrorism threats faced by Australia in general and cyber threats in particular. It is not necessary that cyber attacks may create physical ham alone to Australia. In fact cyber attacks can be used to defame a country like Australia in front of others. The most common form of hacktivism is the defacing of web pages to carry a message to the audience of that web site. The site shown in Figure below – an Australian business defaced to accuse Australia of being a terrorist country, is a recent example of hacktivism – as well as illustrating the tensions of the war on terror being transferred to the electronic realm (Ellsmore, p.5) The above webpage is a clear example of how the cyber attacks happening against Australia. Australia is a strong supporter of war on terror which is going on in Iraq and Afghanistan. Terrorists target all the countries which support war on terror in some way. Since most of the countries like Australia have strengthened the security measures against a physical or direct terrorist attack terrorists now adopting channels of indirect attack. Cyber attacks give them the luxury of attacking their targets from a distance and the chances of arrest or punishment are extremely rare. â€Å"Evidence exist s to suggest that al-Qaeda have also been using the Internet to collect & collate information about potential critical infrastructure targets† (Ellsmore, p.6). Internet is an ocean of information. It is not necessary to visit a place to collect information about it. All the details about all the places in the world are available on internet at present. It is easy for terrorist groups to collect and analyze this information before planning an attack on a particular target. The electronic information can be used for cyber attacks or even for physical attacks. According to the CERT Co-ordination Centre, the number of reported computer security incidents increased from 9,859 in 1999 to 52,658 in 2001, and we are on track for almost 100,000 in 2023. Similarly, the 2002 Australian Computer Crime and Security Survey found that 67% of respondents suffered a security incident, twice the level of 1994 (Ellsmore, p.8). The above statistics are clear indications of growing threats faced b y Australia from cyber terrorism. Cyber attacks can affect the productivity of organizations and employment losses to the employees. In other words, cyber attacks can destroy affect the financial systems more than the lives of the people. The expenses needed to conduct a cyber attack are extremely cheaper compared to the expenses needed for a physical attack. At the same time cyber attacks can cause more damages to the target than a physical attack. Moreover, the publicity generated by cyber attacks may create panic and disgust among the people. The above facts motivate terrorist in selecting cyber medium for their future channel of attack. â€Å"

Using teaching styles to make positive contributions in physical education

Using teaching styles to make positive contributions in physical education The use of appropriate teaching styles makes an important contribution to childrens learning in physical education. Different teaching styles affect many aspects of teaching and learning, including the learning environment and the teachers ability to meet individual needs. As physical education has a wide spectrum of objectives according to Macfayden Bailey (2002) teachers should use a wide variety of teaching styles to ensure that pupils achieve the wide variety of techniques and skills that physical education has to offer. This study will consider the various definitions associated with the topic and pay specific attention to the spectrum of teaching styles proposed by Mosston Ashworth (1986). The study will then specifically focus on use of the productive and reproductive styles by analysing my own experience against findings from literature. The framework for teaching styles and behaviours came from work by Mosston (1966). The ideas that Mosston proposed have changed and adapted since the first publication of the framework. The interaction between teacher and student has been developed since his initial publication (Mosston Ashworth, 1986) and have provided a framework where the decisions are the main element and the relationship between the teacher and the learner has in making those decisions. So influential was it that the work by Nixon Locke (1973) described it as the most significant advance in the theory of physical education pedagogy in recent history. A teaching style is concerned with how an activity is delivered, rather than what is delivered, (Macfadyen Bailey, 2002). Research conducted by Siendentop (1991) has also suggested that a teaching style is typified by the instructional and managerial climate that exists during the lesson which can be observed in the main that the teacher interacts with the pupils and in some cases if there is an interaction at all. The Spectrum incorporates ten landmark styles based on the degree to which the teacher or the student assumes responsibility for what happens in a lesson. This describes a continuum, where at one extreme is the direct, teacher-led approach and at the other lies a much more open-ended and student-centred style where the teacher acts only in a facilitator role. Reproductive Teaching Styles: The reproductive or direct cluster includes the command, practice, reciprocal, self check and inclusion teaching styles (Mosston Ashworth, 2002). Direct styles of teaching require the learner to reproduce known material or knowledge by replicating a specific model. This often involves subject matter relating to concrete facts, rules or specific skills/movements (Rink, 2002). In order for pupils to recreate specific skills Derri Pachta (2007) identified that learners must first be provided with a correct technical model to emulate, sufficient time to practice the model and effective feedback related to the original model, with the correct technical model often being shown by the teacher. Research conducted by Pieron (1998) supports the use of the command teaching style as the author argues that copying the most efficient style (that of the teachers demonstration) is highly profitable. It is seen as more profitable because it saves time as the teacher has the overall responsibility f or correcting faults and it ensures that pupils receive accurate feedback. The research conducted by Salvara et al (2006) highlighted that the direct teaching styles specifically the command style has been shown to have a positive impact on class control and motor performance. Within my teaching I have found that using this style of teaching to be the most effective for class control especially when the class has a large number of pupils and when the class requires a lot of behaviour management strategies used to control to the class. However Pellett Blakemore (1997) conducted a study of task presentation and content performance of four teachers who all had difference levels of experience and found that students taught by an experienced teacher were more effective at performing the skills when compared to being taught by a teacher of little experience. My experience whilst on teacher training has also supported these findings as I was able to present the tasks more clearly to pupils when I had more experience in that particular activity. I was also able to differentiate the task to a higher level with activities that I was familiar with as I had more ideas and experience to draw upon, whereas with activities I had little experience of I found it more challenging to be creative and progress the pupils. This has resulted in me taking actions towards trying to improve subject knowledge in areas of the curriculum where my experience is lacking or insufficient. Research conducted by Griffey (1983) has found that when practicing skills students of lower ability benefited more from the command style of teaching as they had little previous experience to draw from. This is something that I have also noticed, when teaching lower ability groups it is more beneficial to give the instruction or demonstration of task to save time and when working with higher ability pupils allowing the more able pupils to demonstrate the skill to increase pupil motivation. These findings have not been supported by Goldberger Gerney (1990) who found that under circuit training conditions the lower ability pupils seemed to benefit more from the opportunity to make decisions about time spent practicing at each station. However within this study the practice style of teaching has also been examined. According to Byra (2000) in the practice style of teaching the learners work at their own pace and complete teacher designed tasks in the order they choose, the class is organised around stations and the teacher provides individual feedback to the learners. The most effective type of practice style of teaching I have used whilst on teaching experience was the use of circuit training as I chose the activities/skills/tasks to be practiced at each station and the pupils chose the intensity to which they performed as each station. In a study by Beckett (1991) on college age students the practice style has proved to be very effective in promoting motor skill changes. From my experience of using this style I discovered that it was not particularly useful at promoting learning when there was limited time or large groups as different ability pupils will progress at different times and take longer with certain skills. However the ages of pupils should be taken into consideration as my experie nce is from working with pupils aged 11-16 who because they are more susceptible to development in motor skills than college aged students. This may explain why Beckett did not notice any changes in motor skills as the subject in his study may have already fully developed. My experience has also been identified and supported by Goldberger Gerney (1986) Goldberger et al (1982). However I did find this style of teaching useful during a health and fitness unit of work where the amount of skill learning was minimal and the main focus on the lesson was for pupils to be active using circuit training and the learning was aimed at pupils being introduced to new knowledge or gaining a further understanding of current knowledge on different types of exercises rather than developing skills. The reciprocal style has also been examined by Goldberger Gerney (1986) Goldberger et al (1982). These researchers identified that in this style the learners work in pairs to achieve the outcomes. The teachers ability to give effective instruction/information is important when using this style as when one learner performs the other observes and gives feedback to the performer specific to the instruction that the teacher gives at the start of the task and when the performer completes the task the learners switch roles. From my experience the most effective ways of giving instruction are in the form of a demonstration or a criteria sheet, I also found that demonstrations are very effective when demonstrating skills that I can show high levels of competence. In addition to improved skill performance Goldberger (1992) also found that learners in the reciprocal style provided more feedback, expressed more empathy, offered more praise and encouragement and requested more feedback from ea ch other when compared to a control group. However from my experience of this style the pairing of pupils is important as if you pair pupils of different levels the feedback would either be to complex or too simple thus affecting the amount of learning and skill performance. Also when working with pupils/groups where behaviour management is an issue it is more beneficial for the teacher to pair the pupils according to ability rather than letting pupils pick their partner as this tends to lead to the pupils picking friends and being distracted and going off task. I have also found that the way in which you give the instruction also can have an effect on the lesson as task sheets often dont work with groups where behaviour management is an issue as they do not respond well to the resource and see it as something to mess about with rather than an educational tool. Byra Marks (1993) conducted a study which focuses on the reciprocal style and the effects that different pairings had on pupils engagement. This study highlighted pupils who were identified as friends gave more effective and specific feedback due to their comfort levels being higher as they were working with a friend. The authors also found that grouping by ability had no effect on the amount of feedback given or the comfort level which is in agreement with my own personal experiences. This studies findings suggests that pupil working with friends is beneficial however this study does not take into account the behaviour of the group which I have experienced can be a major contributing fact when pairing pupils. I have experienced when allowing pupils to work in friendship pairs can sometimes be detrimental when they feel the task is not rewarding or beneficial as they distract each other and sometimes dont complete the task. I have found that to pair pupils with friends is beneficial only when you have built a rapport with the pupils and are aware of how they react working with friends. My experience of this style is that it is also beneficial to use when assessing pupils providing they are aware of the grading criteria they can receive more feedback thus improving performance when compared to othe r direct teaching styles. In support of this Cox (1986) found that when comparing the reciprocal style against the command and practice styles that the amount of skill movements was very similar which was surprising as the reciprocal style involves a lot more feedback. It was also found that three times the number of feedback statements were offered to performers using the reciprocal style resulting in higher skills and knowledge gains along with the development of social relationship skills. According to Byra Jenkins (1998) within the inclusion style of teaching learners choose the level of difficulty within a task and assess their own skill performance. With this in mind the benefits of the inclusion style are that it provides pupils with the opportunity to engage in activity that is to their appropriate skill/knowledge level potentially increasing inclusion and engagement. My experience of using this style of teaching is that I have attempted to include it in all of my lessons as ensuring all pupils are included is essential to any lesson. However when allowing pupils to decided which skill level they work at often resulted in pupils choosing a level that is not appropriate whether that be to simple or too complex. This goes against the spectrum theory which suggests that the condition provided by the inclusion style should promote success for all learners (Mosston Ashworth, 1994). The findings of Goldberger Gerney (1986) Goldberger et al (1982) has supported my experience and observed that the majority of learners made inappropriate and ineffective decisions for their skill level by choosing levels that were too complex for them to reach success or the objectives even when encouraged or prompted by the teacher. From this I have learned to set boundaries for those pupils that make the task to difficult so for example when throwing and catching setting a maximum or minimum distance they can throw the ball. My experience has also taught me that this style is most effective when used with older pupils as they have a better self concept of their own ability and are less susceptible to peer pressure this was also observed by Beckett (1991). In study of college aged students Beckett (1991) found that the inclusion style to be as effective as the practice style for learner skill performance when learning motor skills. These finding do not support the conclusions of Goldberger Gerney (1986) Goldberger et al (1982) and it was suggested that the difference in students ages as a contributing factor which supports my experience. My experience of the Inclusion style has also highlighted the importance of planning and assessment for the lesson as I have already identified that pupils sometimes dont make the correct decisions. Therefore as a result of this I found it beneficial to assess the pupils who set boundaries and goals that may be above or below their level and pupils who do not work well together and then plan a strategy into the next lesson to ensure that those pupils remain focused and on task. Productive Teaching Styles: When compared to the reproductive teaching style the productive cluster of Mosston Ashworth (1994) spectrum of teaching styles has little background research. The productive cluster requires the learner to produce new knowledge, from my experience the teacher needs a high level of understanding and creativity to create or design scenarios. According to Byra (2000) within the productive styles of teaching pupils should engage in cognitive operations like problem solving, creative thinking, inventing and critical thinking to discover new movements. It is the responsibility of the teacher to provide time for cognitive processing therefore there needs to be a class climate focused on searching and examining and feedback for producing different solutions rather than the same generic response (Mosston Ashworth, 2002). According to Mosston Ashworth (1986) six teaching styles have been identified in the productive cluster they are guided discovery and convergent discovery which both require convergent thinking from the learners and divergent production, individual program learner design, learner initiated and self teaching which require divergent thinking from learners. The majority of the research in this area has studied the effects of the divergent discovery, convergent discovery and guided discovery. In a study by Cleland Gallahue (1993) divergent movement patterns were observed to establish baseline information and to examine the different factors that contribute to a childs production of divergent movement. The findings highlighted that learners could modify, adopt and combine fundamental movement patterns to produce divergent movement. In a further study Cleland (1994) compared the divergent discovery style against the command style and a no instruction control group to examine the learners ability to produce divergent movement. The findings of this study were that students generated a greater number of divergent movements under the divergent discovery condition. The researcher concluded that employing critical thinking in the form of the divergent discovery style positively effects learners ability to generate a higher quantity of divergent movement patterns. My experience of using this teaching style is that the pupils age/maturity and experience levels are major contributing factors as learners with low levels of experience have limited subject knowledge to draw from thus affecting their ability to modify current skills/movement my experience has also been supported by the findings of Cleland Gallahue (1993). As the previous research suggests a pupils ability to think critically is important within the productive cluster of teaching styles, wish this in mind Cleland Pearse (1995) conducted a study which examined the methods that physical education teachers use to ensure that pupils use critical thinking. Critical thinking has been defined by McBride (1992) as reflective thinking is used to make reasonable decisions about movement tasks or challenges (page 115). This studies conclusion match with my experience which was that this style was most effective when employing the practice style of teaching to give instruction/deliver the subject knowledge then adopting guided discovery and convergent discovery to allow the pupils to think critically. The study also highlighted that the more experienced teachers were able to create a more effective environment for the pupils to use creative thinking skills McBride (1992). From my experience I have also been able to agree with these findings as I felt more comfortable creating an environment that was conducive to creative thinking when teaching a subject I had more experience in as I was able to give more effective feedback. The research presented to this point has seemed to favour the use of the productive teaching styles especially when creating cognitive learning however there is conflicting research presented by Salter Graham (1985). Salter Graham (1985) examined the effects of the command style, guided discovery style and no instruction on learners skill learning, cognitive learning and skill attempts. The results showed that although their was evidence that learning occurred using all three styles the pupils in the guided discovery and command style recorded significantly better cognitive learning compared to no instruction. For skill attempts however learners in the no instruction style made significantly more attempts at the task than learners in the other styles. The researchers went onto recommend that a longer practice time than 20 minutes may have resulted in the guided discovery having more skill learning, cognitive learning and skill attempts as this style requires longer practice time fo r the full benefits to be witnessed. From my own experience this is something which I have also observed as pupils respond better when they have longer periods of time to experiment different skill movements. My experience has also taught me that to increase the practice time requires effective instruction delivery which has also been identified by Cleland Pearse (1995). Conclusion: In conclusion several research questions have been answered about the reproductive styles of teaching; what the effects of the reproductive styles have on learning, how learners of different ability level are influenced by different styles, what effect pairings have on pupils ability to give effective feedback, what factors influence learners decision making and what effect the different styles have on learners ability to learn new knowledge. The findings from the productive style are; can learners employ critical thinking, what is the effect of productive styles on learners ability to produce divergent movement and how can teachers promote critical thinking. The amount of research that is available for the productive styles of teaching in limited when compared to the breadth of research studies on the reproductive teaching styles. However, a study by Cothran et al. (2000) has identify that teachers reported using a variety of style in their lessons yet only one productive style was in the top five styles used. Although it is encouraging that teachers report using a variety these results must be interpreted as it suggests that teachers over estimate the variety of teaching styles used thus affecting the amount of research there is available in relation to the productive styles of teaching. Research conducted by Goldberger (1992) has identified that the reason that may remain unconvinced or unsure of the styles use is because of the lack of confirmatory research on those styles. Therefore further research is needed into the productive styles of teaching to provide teachers with a knowledge base on how these styles can be effective at promoting learning. Recommendations: These findings have provided an initial insight into the use of teaching styles across a theoretically linked spectrum. One noticeable exception was that there is conflict within the research findings and not all researchers reported the same findings which identifies that there are a significant amount of variables related to spectrum research and that the variable that is being focused on should be properly investigated by using the correct research method. Spectrum research needs to continue as not all findings regarding assumptions associated to the spectrum have not been supported. However, some assumptions have been confirmed within this study for example the reciprocal style does in fact facilitate the provision of feedback, more so than any another style and having learners chose their partners based on friendships helps improve social skills (Byra Marks, 1993). Other assumptions like, the self check and inclusion styles are the most effective at promoting cognitive developm ent and the inclusion style is most effective at improving participation of low, medium and high ability learners still needs to be examined. Replication studies also need to be conducted in different environments as the research findings and my experience would suggest that the reciprocal style is an effective style at promoting feedback. However, would it be as effective at facilitating learning with different aged pupils in different schools where behaviour management has a far greater emphasis in lessons. After reviewing the appropriate relevant literature and reflecting on my own personal experiences I feel that the use of appropriate teaching styles makes an important contribution to pupils learning in Physical Education and should not be left to chance. Physical Education can provide pupils with the opportunity to think critically, problem solve and to improve own learning. Pupils will be able to think about what they are doing and make decisions independently and know when to use principles such as choreography, games strategies and problem solving. If pupils are to access the full National Curriculum for Physical Education (NCPE) (DfEE/QCA, 1999) and to achieve the outcomes of high quality Physical Education (QCA/DfES, 2005), teachers must employ a variety of appropriate teaching styles to facilitate the opportunities that Physical Education offers. It is because of this that both reproductive and productive teaching styles should be used to enhance learning and motivation.

E-commerce :: essays research papers

Running head: ECOMMERCE eCommerce The Popularity of Online Auctions Abstract The Popularity of Online Auctions The opportunity to shop from the comfort of ones own home has seen a change like never seen before. Within the span of a few short years, what may have began as an experimental idea has grown to an immensely popular hobby, and in some cases, a means of livelihood, the online auction gathers tremendous response everyday, all day. With the point and click of the mouse, one may bid on an item they may need or just want, and in moments they find that either they are the top bidder or someone else wants it more, and you’re outbid! The excitement of an auction all from the comfort of home. With this opportunity to buy sight unseen also comes the opportunity to be scammed sight unseen as well. There are over 30 million ‘hits’ each month on the online auction sites, and that is opportunity waiting to be taken for those with the criminal intent of defrauding others. However with a little care and caution, one can have a positive experience doing business on an online auction, and each party can leave satisfied with their ‘deal’, whether they are the buyer, the seller, or the conveyance that brought it all together. eCommerce The Popularity of Online Auctions â€Å"Congratulations! This eBay item has successfully ended.† (eBay, retrieved 11 April 2002, Sellers Guide, http://pages.ebay.com/help/sellerguide/after-whatnow.html) Many people each day receive this message in their e-mail box, notifying them that they have won the bid on an item listed with eBayà ¢, for sale to the highest bidder. In fact, online auctions have become so popular, they are gathering multi-billion dollar per year business. Top auction sites, January 2002 Site Unique visitors Site Unique visitors eBay 28.9 million Myitem.com 860,000 Yahoo! Auctions 3.7 million Bidz.com 612,000 uBid.com 3.1 million BuyBidWin.com 487,000 Andale sites 2.2 million PhilTanny.com 279,000 QOOL.com 977,000 SkyAuction.com 262,000 All auctions 32.3 million Note: Usage numbers for individual sites exceed total because duplicate users, those visiting more than one site, have been eliminated. The total does not include Amazon.com Auctions. Source: Jupiter Media Metrix (Mulrean, J., 5 steps to avoiding auction rip-offs, retrieved 12 April 2002 from MSN Money, http://money.msn.com/articles/smartbuy/dollarwise/9013.asping ground for fraud.) In 2000, the eBay community transacted more than $5 billion in annualized gross merchandise sales (value of goods traded on the eBay site). (eBay, retrieved 11 April 2002,Company Overview, http://pages.ebay.com/community/aboutebay/overview/index.html), and for all of 2001, EBay generated revenue of US$748.8 million, representing a 74 percent annual growth. That is serious money by anyone’s standards. "EBay has been profitable nearly since Day One," Morningstar analyst David Kathman told the E-

Does Globalization Unite or Separate Us?

Does Globalization unite or separate us? If we find out about the term â€Å"Globalization† in different dictionaries we can realize that there are too many meanings like â€Å"the increase of trade around the world, especially by large companies producing and trading goods in many different countries† or â€Å"when available good and services, or social and cultural influences, gradually become similar in all parts of the world†. So, does Globalization unite or separate us? There are two opposite positions, good and bad, of the effects of Globalization.But, I think, there is a third one: Globalization is good because enriches culture in many aspects, but we have to be careful about using the new communication technologies because we can lose the habit of talking face to face. With the meanings mentioned above, we can discern that Globalization is a phenomenon that involves the development of transportation and communication. Thanks to these advances emerged the worldwide production markets and we can access to a range of foreign products that previously we cannot consume.International trade in manufactured goods increased more than 100 times (from $95 billion to $12 trillion) in the 50 years since 1955. As this example, there are too many aspects the Globalization affects to our life in a good way like information, job market, culture, competition, politic, finance, social, etc. However, answering the principal question, I think we have to focus on the social side. It was clearly exposed that the Globalization facilitates de relations between countries. But, what about personal relations?In the last years, we have seen an explosive growth of social networks (MSN, Facebook, Twitter, My Space, Skype, LinkedIn, etc. ) that are very easy to use and allow us to communicate with people around the world. To prove this, there are shocking numbers. In 2010, Facebook reached 500 million users and the number of monthly users in Skype was 124 million. With this numbers, I want to explain that the effects of Globalization are very useful to unite people from different parts of the world.On the other hand, we have people who live very close. The same social network phenomenon has a negative side. Many people are replacing face-to-face conversation with a relationship via chat. I think this situation is very harmful to the proper development of social skills that anyone should have, which could trigger a major social crisis in a medium-term future. Even today, a new study suggests that spend time surfing the Internet for many hours would be associated with depression.Also, there is another dangerous collateral effect: the sedentarism. Physical inactivity is one of the 10 leading causes of death worldwide. The World Health Organization (WHO) estimates that by 2030 secondary disease mortality will be 65% of total deaths. So, does Globalization unite or separate us? I think that the positive effects of Globalization make our life much easier. But, we have to pay attention to the other side. We must return to the customs of the old-school: talking face-to-face to share and solve our problems.If we do not correct the direction we could finish in a serious social problem that will be very difficult to fix. We are still on time for Globalization means only good news in this aspect. ——————————————– [ 1 ]. Cambridge Dictionaries Online [ 2 ]. â€Å"Globalisation shakes the world†. BBC News. [ 3 ]. http://www. facebook. com/press/info. php? statistics [ 4 ]. http://blogs. skype. com/es/2010/08/ [ 5 ]. Sociedad Chilena de Pediatria, website, published 02/25/2011 [ 6 ]. World Health Organization – Data and Statistics

24 Words Worth Borrowing From Other Languages

24 Words Worth Borrowing From Other Languages A few decades ago, Harold Rheingold set out to find words and phrases that, he says, may help us notice the cracks between our own worldview and those of others. According to Rheingold, Finding a name for something is a way of conjuring its existence. Its a way of making it possible for people to see a pattern where they didnt see anything before. He illustrates this thesis (a version of the controversial Sapir-Whorf hypothesis) in his book They Have a Word for It: A Lighthearted Lexicon of Untranslatable Words and Phrases (reprinted in 2000 by Sarabande Books). Drawing on more than 40 languages, Rheingold examined 150 interesting untranslatable words to borrow in order to help us notice the cracks between our own worldview and those of others. Here are 24 of Rheingolds imported words. Several of them (linked to entries in the Merriam-Webster Online Dictionary) have already begun migrating into English. Though its unlikely that all these words will add a new dimension to our lives, at least one or two should provoke a smile of recognition. attaccabottoni (Italian noun): a sad person who buttonholes people and tells long, pointless stories of misfortune (literally, a person who attacks your buttons).berrieh (Yiddish noun): an extraordinarily energetic and talented woman.cavoli riscaldati (Italian noun): an attempt to revive an old relationship (literally, reheated cabbage).Ã ©pater le bourgeois (French verb phrase): to deliberately shock people who have conventional values.farpotshket (Yiddish adjective): slang for something that is all fouled up, especially as the result of an attempt to fix it.fisselig (German adjective): flustered to the point of incompetence as a result of another persons supervision or nagging.fucha (Polish verb): to use company time and resources for your own end.haragei (Japanese noun): visceral, indirect, largely nonverbal communication (literally, belly performance).insaf (Indonesian adjective): socially and politically conscious.lagniappe (Louisiana French noun, from American Spanish): an ext ra or unexpected gift or benefit. lao (Chinese adjective): a respectful term of address for an older person.maya (Sanskrit noun): the mistaken belief that a symbol is the same as the reality it represents.mbuki-mvuki (Bantu verb): to shuck off clothes in order to dance.mokita (Kivila language of Papua New Guinea, noun): the truths of certain social situations that everybody knows but nobody talks about.ostranenie (Russian verb): make an audience see common things in an unfamiliar or strange way in order to enhance perception of the familiar.potlatch (Haida noun): the ceremonial act of gaining social respect by giving away wealth.sabsung (Thai verb): to slake an emotional or spiritual thirst; to be revitalized.schadenfreude (German noun): the pleasure that one feels as a result of someone elses misfortune.shibui (Japanese adjective): simple, subtle, and unobtrusive beauty.talanoa (Hindi noun): idle talk as a social adhesive. (See phatic communication.)tirare la carretta (Italian verb): to slog through dull and tedious everyday chores (literally, to pull the little cart). tsuris (Yiddish noun): grief and trouble, especially the kind that only a son or daughter can give.uff da (Norwegian exclamation): expression of sympathy, annoyance, or mild disappointment.weltschmerz (German noun): a gloomy, romanticized, world-weary sadness (literally world-grief).

The Life and Works of Frederick Chopin essays

The Life and Works of Frederick Chopin essays The Life and Works of Frederick Chopin The 1830s have been called "the decade of the piano" because during that period the piano and the music written for it played a dominant role in European musical culture. The piano had, of course, already been popular for more than half a century, but by the third decade of the nineteenth century, changes in the instrument and its audience transformed the piano's role in musical life. As the Industrial Revolution hit its stride, piano manufacturers developed methods for building many more pianos than had previously been feasible, and at lower cost. Pianos ceased to be the exclusive province of the wealthy; an expanding middle class could also aspire to own them and make music at home. Thousands of amateur pianists began to take lessons, buy printed music, and attend concerts. Virtuosos like Friedrich Kalkbrenner, Sigismund Thalberg, and Franz Liszt became the first musical superstars, touring Europe and astonishing audiences with music they had composed to display their piano tech nique. Frederick Chopin was born in a small village named Zelazowa Wola located in Poland on March 1st, 1810. His passionate love of music showed itself at an early age. There are stories, for instance, of how when his mother and sister played dances on their grand piano he would burst into tears for the sheer beauty of the sounds he heard. Soon he began to explore the keyboard for himself and delighted in experimenting. By the age of seven he had become sufficiently good for his parents to try and find him a teacher. Their choice fell on Adalbert Zywny, a Bohemian composer then aged sixty-one and now remembered solely as Chopins first teacher. Within a few months of beginning his studies with Zywny, Chopin began to play in public, and by the end of 1817, at the age of seven, had already been described by many as Mozarts successor. Chopin began to compose around this time, and cont...

Macroeconomics Essay Example | Topics and Well Written Essays - 1500 words - 4

Macroeconomics - Essay Example We begin by defining fiscal policy and monetary policy. The study later provides a description of the IS/LM model in section 3 and finally, an explanation of the crowding out effect using the IS/LM model. The last part of the paper will relate the crowding out effect to the real world particularly the UK as the Bank of England uses it as a fiscal policy tool. Fiscal policy refers to a situation whereby the government restores equilibrium in the economy by making changes to taxes or government expenditure on public goods and services (Smullen and Hand, 2005). When there is under-utilisation of capacity, the government can increase capacity utilisation by reducing taxes (that is through a reduction in tax rates or tax base) or by increasing spending on public goods and services as well as subsidising the production of certain goods and services (Smullen and Hand, 2005; Visser, 2004) Fiscal policy aimed at increasing money supply is referred to as easy fiscal policy (Smullen and Hand 2005). On the other hand, when there is over-utilisation of capacity, the government either increases taxes (through and increase in tax rates or tax bases) or reduces spending on public goods and services (Black 2002). It also reduces subsidies and transfer payments. This type of fiscal policy is referred to as tight fiscal policy (Black 2002). Monetary policy is referred to as a means by which the central bank tries to sway the economy to equilibrium by influencing the supply of money (Black 2002). This is achieved through four main approaches, which include: printing more money; direct controls over money held by the money sector; open market operations and influencing the interest rate. Both tight and easy monetary policies can also be identified. Like easy fiscal policy, easy monetary policy is one whereby the central bank embarks on a policy to increase the supply of money. On the other

The growth of China 2008 to 2013 impact on the U.S. economy Research Paper

The growth of China 2008 to 2013 impact on the U.S. economy - Research Paper Example With the main aim of ensuring recovery after the recession of 2008, the country has managed to record tremendous growth, particularly in the gross domestic product (GDP), which is used by its leaders in the benchmarking of the economy’s performance. In this study, I seek to address the concept of economic growth in China from a macroeconomic point of view, and how the same impacts on the US economy from a macroeconomic point of view (Chuang & Thomas, 2010; Morrison, 2013). The economy of China has been considered as one of the fastest growing economies in the world taking into consideration its real annual gross domestic product (GDP) that has averagely grown to 10% in the year 2013. As such, China is regarded as a main global power in trade. The other economic achievements in China that make its economy to be growing faster is that fact that it is the largest manufacturer, the largest trading economy, the second-largest foreign direct investment (FDI) destination and the only country holding the largest number of foreign exchange reserves (Calhoun & Derluguian, 2011). Within a span of only three decades beginning the year 1979, the rapidness in the economic rise of China can be considered as one of the major and the greatest success stories economically. However, this rating cannot be merited to that of the U.S.A considering that it has a lower per capita value as compared to the US (Gordon, 2008). However, in the year 2008, China’s economic growth was adversely affected by the recession considering that significant declines were noted in its exports, FDI inflows and imports. Consequently, there was a slowed growth in the country’s GDP and a large number of the working population lost their jobs through forced retrenchments and early retirements. From the angle of macroeconomics, it can be said that the recession affected households, businesses and the public