Technology Devices Can Enhance Social Development For...

Introduction Purpose: The purpose of this literature review is to determine whether technology devices can enhance social development for children in schools. This literature review summarises peer and non-peer reviewed literature nationally and internationally. I mainly researched data bases from Porirua Library. Outline: This literature review summarises peer and non-peer reviewed literature nationally and internationally. I mainly researched data bases from Porirua Library. Literature was gained from the internet, Porirua Public Library and Whitireia Polytechnic Library and in the form of books, articles and other literature to determine this review. The information has come from both national and international sources. The type of literature reviewed was articles, journals, periodicals, books, online magazines and websites. It was completed in October 2014 to provide information to determine how technology may enhance social development in schools. I reviewed literature from 2005 to 2014 so is relatively up to date. Literature Review Introduction It is important that we understand the impact that technology can have on our children in schools and how it may affect their social development. Some of the literature reviewed discusses social media and not social development. Currently schools in New Zealand have a wide range of technology equipment in schools, such as IPADS, computers, electronic white boards, laptops and technology equipment for those children who haveShow MoreRelatedThe Advancement Of Social Media1487 Words   |  6 PagesThe advancement of social media has meant a great deal for all sectors that are considered relevant in everyday living. The advanced effect of technology has impacted sectors such as businesses and schools, which are some of the relevant sectors in human development. Not ignoring their general effect, the complexity of technology as outlined by different scholars has generated a vast need to enhance social rules in order to ensure that sufficient information is distributed in the respective s ectorRead MoreShould Technology Be Taught 21st Century?1568 Words   |  7 Pagesallowing technology in the child care classrooms, most of us will willingly agree that digital technologies provide one more outlet for young children to demonstrate their creativity and learning. Where this agreement usually ends, however, is on the question of including iPads into the curriculum in a preschool classroom. While some are convinced that introducing iPads into the curriculum means children will stop playing, pretending, and learning to socialize, others believe that children today areRead MoreLiterature Review Of Assistive Technology1277 Words   |  6 PagesAssistive technology includes products and related services that improve the functioning of children with disabilities. Many forms of technology, both â€Å"high† and â€Å"low,† can help individuals with learning disabilities capitalize on their strengths and bypass, or compensate for, their disabilities. In conclusio n, appropriate assistive technology can be a powerful tool to increase a child’s independence and improve their participation. It can help children become mobile, communicate more effectivelyRead MoreTeaching and Learning with the Internet Generation922 Words   |  4 Pagesgenerations babysitters, but these electronic tools are more than what they seem. They seem like distractions both for child and adult, but electronic tools are vehicles for brain development and learning. In fact, the new generation of parents is very education oriented, (Barnes, Marateo, Ferris, n.d.). Technology saturation might have been considered a leisurely diversion a generation ago, but now, tools like computers, tablets, and smartphones are as indispensible as pens and paper. As FerrariRead More Using Technology to Enhance Elementary Education Essay968 Words   |  4 PagesIntroduction Even though too much technology will cause the child not to think outside the box but look for other technology to bail out the childs thought process, technology does allow the child to learn quicker. Because technology allows the teacher to develop lessons at the child’s pace and learning level and Visual and interactive technology allows the child to learn and correct their errors without feeling hurt or discouraged. Children need real-life experiences with real people to benefitRead MoreTechnology And Learning Environment Of Children Of All Ages1513 Words   |  7 PagesTechnology in Classrooms As a child in your elementary school classroom, have you ever cheered for joy when your teacher allowed you to play games on a computer or tablet to help you learn? Have you ever been more interested in the vivid colors and pretty designs in the game? Rather than the actual material within the game? Well I have. As a child, computers have distracted me from learning. I’ve been more interested in the bright colors and funny-looking animated characters in the game that itRead MoreWhat Is Autism Spectrum Disorder? Essay1326 Words   |  6 PagesWhat is Autism Spectrum Disorder? Autism spectrum disorder (ASD) can be defined as a â€Å"complex neurological disorder† (National Research Council, 2001), ASD, is the term used to cluster four separate psychiatric disorders together under one umbrella term; Autistic Disorder, Asperger’s disorder, Childhood Disintegrative Disorder and Pervasive Developmental Disorder (American Psychiatric Publishing, 2013). Research by Swedo et al. (2012) recommended that these conditions be grouped together to produceRead MoreIs Electronic Media Beneficial in Children’s Education? Essay1408 Words   |  6 PagesIs Electronic Media beneficial in Children’s Education? Over the last decades, it is generally realized that the educational technology has developed dramatically. Electronic media has benefitted the system of education in an enormous way. Electronic media is the media which uses electronics or electromechanical energy for the audience to access the content. Video recording, audio recording, multimedia presentations, CD-ROM and online content are all forms of electronic media and any equipment usedRead MoreTechnology Impact On Society1356 Words   |  6 PagesThe technology used in society is regularly changing and developing in a way that forces a push of usage in all aspects of life. This technological growth happening in the world is increasingly rapid, with new advancements being made with each passing day. It has become an integral part in almost every person’s live, whether they realize it or not. Many find these technological advances to be beneficial and necessary to life, while some see it as simply a distraction. Whateve r opinion held, it canRead MoreEarly Childhood Technologies Used Literacy Instruction And Affect Literacy Development1061 Words   |  5 PagesTechnology ( ages three to six years) Three early childhood technologies used to enhance literacy instruction and affect literacy development. Innovation in the classroom is an extraordinary approach to help understudies take part in the classroom exercises in this manner giving a fun learning climate. It helps instructors with customizing learning instruments to help better serve the understudies needs. Direction innovation in the classroom helps inspiration, higher discriminating deduction and

The Color Purple By Alice Walker - 1474 Words

In the early 1900’s society s attitudes toward women were not always positive ones. Women often faced sexism, discrimination, racism, and abuse which is demonstrated throughout the book, The Color Purple by Alice Walker. When these prevailing attitudes came face to face with the diverse personalities of the women in this book they not only affected each other but their society as a whole. These attitudes included, but were not limited to, disrespect, jealousy, selfishness,infidelity, and abuse. These women were forced to survive their own struggles in their own way, and whether they chose to do it alone or together they did survive. Although they may have been weakened at times these women had unbreakable spirits that by the end were†¦show more content†¦This helps illustrate the blatant personality differences between Celie and Sofia (Harpo’s wife). Sofia was conscious of her worth and never for one second doubted it. She was a powerful woman both mentally a nd physically. When Harpo attempted to break her spirits and beat her into submission he soon realized that, that was an impossible task. Although Harpo did love Sofia he let the societal standards of that time period ruin their marriage. â€Å" I loves Harpo, she say. God knows I do. But I’ll kill him dead before I let him beat me.† Harpo and Sofia had love in their marriage, a rarity at the time, but their love was not enough to save it. Instead of being beaten or having to constantly fight in her own home Sofia left. This situation highlights the differences between Celie and Sofia and how they reacted to their abuse. This difference leads us to our next topic. Jealousy was also a persistent theme throughout this book and is the motive for many characters actions. This theme is mostly found among the women but not exclusively. Previously, the differences between Sofia and Celie were brought up. This distinction in character personalities did not go unnoticed. â€Å" ‘You told Harpo to beat me,’ she said. ‘No I didn’t’, I said. ‘Don’t lie’, she said. ‘I didn’t mean it,’ I said. ‘Then what you say it for?’ she ast. She standing there looking me straight in the eye. She look tired and her jaws full of air. ‘I say it cause I’m a fool, I say. I say it cause I’mShow MoreRelatedThe Color Purple By Alice Walker1355 Words   |  6 PagesDecember, 2015 Just A Single Purple Wildflower In A Field Of Weeds Alice walker once said, â€Å"No person is your friend (or kin) who demands your silence, or denies your right to grow and be perceived as fully blossomed as you were intended. Or who belittles in any fashion the gifts you labor so to bring into the world.† The color purple has timelessly been used to convey pictures of power and ambition, it is also associated with the feeling of independence. The Color Purple is the story of the constantRead MoreThe Color Purple By Alice Walker710 Words   |  3 PagesThe Series of unfortunate events in The Color Purple The Color Purple by Alice Walker starts off with a rather graphic view of a young black woman denominated as Celie. Celie has to learn how to survive her abusive past. She also has to figure out a way she can release her past in search of the true meaning of love. Alice walker wrote this book as an epistolary novel to further emphasize Celie`s life events. From the beginning of the novel Alice Walker swiftly establishes an intimate contact withRead MoreThe Color Purple by Alice Walker1192 Words   |  5 Pagesas a novel containing graphic violence, sexuality, chauvinism, and racism, The Color Purple was banned in numerous schools across the United States. Crude language, brutality, and explicit detail chronicle the life of Celie, a young black woman exposed to southern society’s harshness. While immoral, the events and issues discussed in Alice Walker’s The Color Purple remain pervasive in today’s society. The Color Purple epitomizes the hardships that African A mericans faced at the turn of the centuryRead MoreThe Color Purple by Alice Walker675 Words   |  3 Pagesthe world exist for their own reasons. They were not made for humans any more than black people were made for white, or women created for men.† Straight from the mouth of Alice Walker this quote was spoken in order to point out that fact that none of God’s creatures were put on this Earth to be someone else’s property. Alice Walker is an African-American novelist and poet who took part in the 1960’s civil rights movement in Mississippi. Walkers creative vision was sparked by the financial sufferingRead MoreThe Color Purple by Alice Walker921 Words   |  4 PagesAlice Walker’s realistic novel, The Color Purple revolves around many concerns that both African American men and women faced in an era, where numerous concerns of discrimination were raised. Religious and gender issues are confronted by the main characters which drive the plot and pa int a clear image of what life may possibly have been like inside an African American home. Difficulties were faced by each and every character specifically Celie and Nettie who suffered heavy discrimination throughoutRead MoreThe Color Purple By Alice Walker1540 Words   |  7 Pages Alice Walker is an award winning   author, most famously recognized for her novel   The Color Purple ;aside from being a novelist Walker is also a poet,essayist and activist .Her writing explores various social aspects as it concerns women and also celebrates political as well as social revolution. Walker has gained the reputation of being a prominent spokesperson and a symbolic figure for black feminism. Proper analyzation   of Walker s work comes from the   knowledge on her early life, educationalRead MoreThe Color Purple By Alice Walker3360 Words   |  14 Pagesâ€Å"Womanist is to feminist as purple is to lavender† (Yahwon). Alice Walker views herself as a womanist. Although a womanist and feminist are similar, the two terms are not exactly the same. According to Professor Tamara Baeouboeuf-Lafonant: [Womanism] focuses on the experiences and knowledge bases of black women [which] recognizes and interrogates the social realities of slavery, segregation, sexism, and economic exploitation this group has experienced during its history in the United States. FurthermoreRead MoreThe Color Purple by Alice Walker1100 Words   |  5 PagesThe Color Purple by Alice Walker is a story written in 1982 that is about the life struggles of a young African American woman named Celie. The novel takes the reader through several main topics including the poor treatment of African American women, domestic abuse, family relationships, and also religion. The story takes place mostly in rural Georgia in the early 1900’s and demonstrates the difficult life of sharecropper families. Specifically how life was endured from the perspective of an AfricanRead MoreThe Color Purple by Alice Walker926 Words   |  4 PagesThe award-winning novel, â€Å"The Color Purple† by Alice Walker, is a story about a woman going through cruel things such as: incest, rape, and physical abuse. This greatly written novel comes from a very active feminist author who used many of her own experiences, as well as things that were happening during that era, in her writing. â€Å"The Color Purple† takes place in the early 1900s, and symbolizes the economic, emotional, and social deprivation that African American women faced in Southern statesRead MoreThe Color Purple By Alice Walker1495 Words   |  6 PagesThe Color Purple, is a novel written by the American author Alice Walker. The novel won the 1983 Pulitzer Prize for Fiction and is also regarded to be her most successful piece of work. It has developed into an award winning film and was recently made into a Broadway play. The story continues to impress readers throughout the decades due to its brutal honesty. The novel successfully and truthfully demonstrates what life was like for black women during the early twentieth century. The book discusses

Of Mice An Men Essay Example For Students

Of Mice An Men Essay The story Of Mice and Men took place during the 1930s. That time period was very different from today. Race and gender were very important characteristics that determined whether a person had the opportunity to make money. The 1930s were also a time where people started questioning life and the American culture. Many people like John Steinbeck thought that life was very unfair and questioned whether if life was even worth living. In Of Mice and Men John Steinbeck demonstrates that mans dream is destined to be destroyed by a cruel reality. George was a very smart and able man who had taken responsibility of a mentally-challenged man named Lennie.George could have found a good steady job for which he could have stayed at and made good money, but when he went to work with Lennie, Lennie made a mistake that got both of them in trouble. George was a very good person for taking care of Lennie.Lennie was very dumb, but he always remembered the dream he and George shared. The main dream that George possessed was to be happy, and he realized that even though taking care of Lennie was hard work at times, he was happiest with Lennie. George would repeat their dream to Lennie.The nicest thing George ever did for Lennie was giving him hope, and thats what mentioning the dream farm did. Lennie always wanted to live of the fatta land (81), and have rabbits, and puppies, go on George. George saved a mans life, and in return he got nothing. Georges dream was destroyed when Lennie killed Curlys wife, forcing George to kill Lennie, beca use reality did not allow those two to fulfil their dreams. Curlys wifes dream was clearly presented in the novel. She wanted to be in the movies. Curlys wife had no name. She was always referred to as Curlys wife.She had no identity and just until the end of the story, the reader knew very little about her. She tells Lennie that her dream was to be a famous movie star.She was a very pretty woman and that dream almost seemed probable, but she was born poor so basically reality told her that she was to just be a wife and do housework or work on a farm. One day a show come through here and I met one of the actors, and he told me I could be with that show.(88) He was obviously lying to her and just had told her that stuff so that he might have a chance to have sex with her. She naively waited for the letter but it never came. Instead, she just married curly, a man she didnt love. She was a very unhappy woman and her dreams could never have come true because she was poor and uneducated. Crooks was the only black man in the story. Everyone knows that up until the 1950s when the civil rights movements were popular, that blacks were discriminated against and had no chance of becoming successful people. Crooks had worked at the farm for a very long time and was very lonely. He also got treated worse then everyone else. Curlys wife was very mean to him. One time Crooks asked Curlys wife to leave his room and she wouldnt leave. But she responded harshly, Listen nigga, dont you know what I could do to you if you open your trap.(80) That just shows how limited Crooks was in when speaking to other people. Of all of the characters, Crooks had the smallest chance of having his dream come true. Crooks dram was less obvious then some of the other characters, but he wanted it as much as anyone else. Crooks bought in to Lennie and Georges dream but a piece of Crooks died when Lennie was killed. Life was unfair in the thirties, and Of Mice and Men is a great example of that. Only a certain type of person could have lived how he wanted without being bothered or persecuted. For unimportant reasons, George, Curlys Wife, and Crooks dreams were all destroyed by a cruel reality. .u69d3912e870c177ec7276910ea596cad , .u69d3912e870c177ec7276910ea596cad .postImageUrl , .u69d3912e870c177ec7276910ea596cad .centered-text-area { min-height: 80px; position: relative; } .u69d3912e870c177ec7276910ea596cad , .u69d3912e870c177ec7276910ea596cad:hover , .u69d3912e870c177ec7276910ea596cad:visited , .u69d3912e870c177ec7276910ea596cad:active { border:0!important; } .u69d3912e870c177ec7276910ea596cad .clearfix:after { content: ""; display: table; clear: both; } .u69d3912e870c177ec7276910ea596cad { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u69d3912e870c177ec7276910ea596cad:active , .u69d3912e870c177ec7276910ea596cad:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u69d3912e870c177ec7276910ea596cad .centered-text-area { width: 100%; position: relative ; } .u69d3912e870c177ec7276910ea596cad .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u69d3912e870c177ec7276910ea596cad .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u69d3912e870c177ec7276910ea596cad .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u69d3912e870c177ec7276910ea596cad:hover .ctaButton { background-color: #34495E!important; } .u69d3912e870c177ec7276910ea596cad .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u69d3912e870c177ec7276910ea596cad .u69d3912e870c177ec7276910ea596cad-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u69d3912e870c177ec7276910ea596cad:after { content: ""; display: block; clear: both; } READ: Flow Charts Essay Words/ Pages : 729 / 24

Why Human Should Not Explore Outer Space Essay Example Essay Example

Why Human Should Not Explore Outer Space Essay Example Paper Why Human Should Not Explore Outer Space Essay Introduction Beginning with the first landing on the moon forty years ago by American astronauts, several NASA space flights followed with accounts of tragedies. Santucci (2005) narrates that since the United States started to send space shuttles with men in them (not robots), several astronauts lost their lives either on land or in the air. The Challenger exploded in the 1980s killing all of its crew. In 2003, the most recent one, the Columbia craft burned before it made its entrance to the earth’s atmosphere; all crew died. Lives were lost; bereaved families grieved; and enormous money was lost. If NASA of the United States (US singly mentioned because no reports were disclosed about the Russian cosmonauts casualties if ever) is bent on pursuing its space programs for their own motivations, it is highly recommended that robots should be put on board instead of men to go into the explorations. After all, robots are cheaper than the lives of humans and they can prove useful for some observ ation tasks (Whittington, 2006). Only money will be lost and the cherished lives of men are not put to waste. The earth is consistently beset with numerous problems causing peacelessness: poverty, hunger, diseases, natural calamities, unpredictable catastrophies. Time and again, the various media carry the news about hungered people dominating the earth. The outbreak of flu pandemic is not a new phenomenon and can claim millions of lives as did almost a century ago in 1918-1919 in the case of a new H1N1 pandemic called the â€Å"Spanish flu† (WebMD, 2009). The recession in the United States did not only dramatically affect the Americans but generally affected the whole world economy. Undoubtedly, science has advanced by leaps and bounds to the comfortable advantage of man in so many ways. On the other hand, although science has taken astronomical strides in technology to the benefit of man without undermining the accompanying apparent disadvantages to civilization, it is the belief of this discourse that man should not explore outer space. At the apex of this counterargument to explore outer space is the safety of the astronauts followed by the unimaginable huge amount of money that each exploration requires. Money is what is needed to fire the engines of development on earth, not outside of it. Earthlings have more urgent needs of money for survival and peace. Sending astronauts to the outer space does not only make them the observers and experimenters, but they also become the objects of experiments and put at risk being the observed (Tort, 2005). The issue whether man should explore outer space is a matter of ethical relevance rather than any other subject of concern. The standpoint of Stephen Dick, the Chief historian of NASA, (Tort, 2005) which points to the ethical consideration of outer space exploration undergirds the stance of this paper. He poses his point, thus, â€Å"is it ethical to explore [outer space] when there is so much that needs to be done on earth?† Tort (2005) contends that if exploring outer space is directed at national or world security, then the lives of the astronauts at risk, risked, or lost in exchange for the exploration may become worth sacrificing because of the nobility of purpose. Why Human Should Not Explore Outer Space Essay Body Paragraphs There are always two sides to a coin. Arguments that favor exploration of the outer space are many. One of the strongest stance in favor of firstly, space exploration and secondly, by human astronauts is Britain’s Royal Astronomical Society led by physicist Frank Close. He concluded after the Society’s commissioned study that it is no substitute for human exploration as compared to a robot exploration stating thus, â€Å"profound scientific questions relating to the history of the solar system and the existence of life beyond Earth can best – perhaps only – be achieved by human exploration on the Moon or Mars, supported by appropriate automated systems† (Whittington, 2006). Other arguments will be presented as much as possible along with the counterarguments that this discourse can cover and space considered. The paper of Tort (2005) has mainly served as reference for the arguments for his attention-grabbing examination of the issue viewing it from a rational and humane dimension. Some quarters especially among scientists contend that space exploration has definite justifications beneficial to civilization. Tort (2005) has classified the rationales of outer space exploration into the utilitarian and non-utilitarian rationales. Directly, space exploration particularly the satellites make many things excitingly possible like â€Å"communication, earth observation, disaster management, positioning systems, environment monitoring, telemedicine and research facilities.† Through space exploration science could possibly construct, if not reconstruct, the origins of life from evidences that may be found in the process. In addition, either Mars or the Moon could be fit for human habitation or else a dumping ground for human wastes. The studies and researches conducted by scientists are meant to explore aiming to explain and unearth more knowledge. However, these studies and researches do not pose as risks to human life; and that if ever, it is to the minimum risk. Exploration of the outer space, it must be understood, is not much in the position of using or sending robots and that any exploration makes use of human beings for obvious reasons. Since man feels, observes, analyzes, and experiments, it is still people who are preferred to be sent to man the spaceships and not robots. As Tort says, â€Å"if the only goal of the Apollo program had been science, would it have been acceptable to expose astronauts to a 50% chance of not returning?† Risking the lives of astronauts is too much expense. The indirect rationale of the utilitarian view theorizes that some minerals or gases useful to man could create industries and corporations expanded, thereby create employment, and stimulate economy. The same belief is supported by Scarlato (2009) stating that â€Å"Space exploration can both increase civilizational resilience and yield important discoveries, furthering scientific understanding of ourselves and the world we live in.† The counterargument to this stance is plain: There was no concrete gain from the first space shuttle when it went to the moon forty years ago except man’s claimed â€Å"success† to have landed and set foot on the moon after expending real huge amount of money. The other gain from that space adventure is the calling of the return to the moon and now, including a possible exploration to Mars. In addition, it is claimed that it is through space exploration that developed â€Å"computers, textile, optics or mechanics† (Tort, 2005). The counterargument lies not just on the financial side of the exploration but that the options have not been exhausted on earth. Tort (2005) continues that the non-utilitarian point of view looks at space exploration from four areas: fascination of space, cultural impact of natural resources, cultural impact and exotic cultures, and strategic rationale. First, the wildest imagination of man is triggered by e xploring the outer space. Then businesses are vying for space activities in the name of prestige. People interested in the exploration have exciting thoughts of exotic cultures somewhere out there. Finally, the country in the world particularly from among the rich ones who may succeed in the exploration will put themselves as the most powerful country among countries of the world. On the other hand, man’s fascination and prestige do not necessarily find their fulfillment in outer space exploration. Also, there is no certainty as to the availability of natural resources either on the moon or in Mars that may only result into the dismay of ambitious corporations and businesses such as Rutan and Musk. It is most dangerous to go for adventure in the search for exotic cultures by going into outer space exploration. To vie for the â€Å"most powerful† country through exploration is extremely non-sensible and only serving irrational scientific whims and desires. All the argum ents and justifications to continue the exploration of the outer space by human is downgrading man’s intellect and surely serving man’s overwhelming greed and pride. For those among the people who believe in God, man should intellectually reflect that the world’s great religions talk of the past, the present, and foretold the future. If at all, there is something out in space, on the moon or in Mars, they could have been told in the Holy Books of God. The conflict between science and religion is surely going beyond bounds. Man’s adventurism and pride can only be resolved through the persistent questions of religion and ethics. Science is within the realm of religion but science when directed to dwell beyond religion becomes a dangerous adventurism. nbsp; References European Science Foundation (November 7, 2008) News Retrieved July 26, 2009, from http://www.esf.org/research-areas/humanities/news/ext-news-singleview/article/esf-launches-humans-in-outer-spac e-book-focusing-on-humans-520.html. Santucci, P. (July 31, 2005) Exploring outer space Retrieved, July 26, 2009, from  ·Published Content: 54  ·Total Views: 68,483  ·Fans: 0 View Profile | Follow | Add to Favorites http://www.associatedcontent.com/article/7238/exploring_outer_space.html?cat=15 Scarlato, B. (July 24, 2009) Ethical technology Retrieved, July 26, 2009, from http://ieet.org/index.php/IEET/more/scarlato20090724/. Tort, J. (April 21, 2005) Rationale of space exploration. Paper proposed to the Ethical Working Group on Planetary Protection and Exobiology of the European Space Agency Retrieved, July 25, 2009, from http://portal.unesco.org/shs/en/files/8460/ 11223752131RationalesSpaceExplor.pdf/RationalesSpaceExplor.pdf . WebMD (2009) Flu guide Retrieved July 26, 2009, from http://www.webmed.com/cold-and-flu/flu-guide/default.htm. Whittington, M. R. (March 10, 2006) On the human exploration of space Retrieved July 26, 2009, from http://www.associatedcontent.com/articl e/20977/on_the_human_exploration_of_space.html?cat=9. nbsp; We will write a custom essay sample on Why Human Should Not Explore Outer Space Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Why Human Should Not Explore Outer Space Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Why Human Should Not Explore Outer Space Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Perceptions of Nudity essays

Perceptions of Nudity essays As I began my research for this project, I started to think about my own perceptions of nudity, not only in art, but also in society. I have sat through countless hours of Art History lectures and never really considered the vast meaning behind all of the nudity. More than anything, that fact really disturbed me considering I have been studying art extensively for about two years. I have overlooked the most basic subject matter in portraiture and dismissed nudity as just something prevalent in paintings and On the surface, art is what makes the difference between nude and naked. If I see a painting or photograph in a gallery of an unclothed woman, I look past the nakedness and see the beauty in the piece. On the other hand, I find absolutely no appeal in a Playboy or anything of a pornographic nature. However, on a fundamental level, it could be considered the same thing. Just like if an undressed person decided to take a walk outside, they would be arrested. But, if they painted their body and called it art, they have absolutely no problem. John Bergers chapter in Ways of Seeing was, to say the least, enlightening material. Berger describes men and women as opposites that work together in a virtually one sided relationship. Men get their type of life force from a show of power, or how much they can achieve or provide. Women are pretty much an impression, and anything she thinks or feels is merely expressed in her appearance (Berger 46). Men and women fit together like a sentence. Men are the subject and they do something that causes them to interact with the object, or woman. Even though this partial reality is disheartening, it does hold a substantial amount of truth. In many cases, the man would ask a woman to dinner, or a man is the one to be in charge of an entire nation of people because they are believed to have the natural gift for power...

Probability Questions on ACT Math Strategies and Practice

Probability Questions on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips What is the probability that you’ll toss a coin and get heads? What about twice in a row? Three times? Probability questions ask you determine the likelihood that an event or any number of events is to occur, and the more you practice, the better your odds will be at mastering these types of questions on the ACT (see what we did there?). This will be your complete guide to probability on the ACT- how probability works, the different types of probability questions you’ll see on the test, and the steps you’ll need to take to solve them. What Does Probability Mean? $\Probability = {\desired \outcome}/{\all \possible \outcomes}$ On the ACT, probability questions can be framed in several different ways. You may be asked to find the â€Å"probability† that an event will occur, the â€Å"chances,† the â€Å"odds,† or the â€Å"likelihood.† But no matter how you see it written on the test, these are all ways of asking for the same thing. The way we represent the probability of an event (or events) is to express, as a fraction, how often that event occurs over the total number of possible outcomes. So if we use our example from above- †What are the odds that you’ll flip a coin and get heads?†- the odds will be: ${\desired \outcome}/{\all \possible \outcomes}$ $1/2$ In this one throw, there is one possible chance of getting heads. This means our denominator is 1. There are also two possible outcomes total (heads or tails), which means that our denominator will be 2. Now let’s take a look at another example: Mara is stringing a necklace and she selects each bead at random from a basket of beads. If there are currently 5, yellow beads, 10 red beads, 15 green beads, and 20 blue beads in the basket, what are the chances that she will select a red bead next? ${\desired \outcome}/{\all \possible \outcomes}$ There are 10 red beads, which is our desired outcome. This means 10 is our numerator. There are also a total of $5 \yellow \beads + 10 \red \beads + 15 \green \beads + 20 \blue \beads = 50 \total \beads$ in the basket. This is our denominator, as it represents all the outcomes possible. When we put these together, our probability is: $10/50$ $1/5$ The chances that Mara will select a red bead are 1 in 5 or $1/5$. Now what if we framed our desired outcome as a negative? What are the odds that Mara will NOT select a green bead? In order to find a negative probability, we must subtract out the chances that Mara will draw a green bead. (We could also think of this as finding the desired outcome of her selecting a yellow bead, a red bead or a blue bead, which we will cover in more detail in the next section.) There are only yellow, red, green, and blue beads, so we can add up our odds of yellow, red and blue beads, excluding the green. There are 5 yellow beads, 10 red beads and 20 blue beads, so we can put those together to get our numerator. $5 + 10 + 20 = 35$ And there are still $5 + 10 + 15 + 20 = 50$ beads total for our denominator. So what are the odds that Mara will NOT select a green bead? $35/50$ $7/10$ The odds are 7 in 10 ($7/10$) that Mara will draw any color bead except green. Expressing Probabilities As you can see, probabilities are expressed as fractions. This means that an event that will always and absolutely occur will have a probability of $1/1$ or 1. On the other hand, an impossible event will have a probability of $0/x$ or 0. You can also think about probabilities as percentages. If the odds are $4/52$ that you’ll draw an ace from a deck of cards, it’s the same as saying that there is a 7.69% chance that you will draw an ace. Why? Because $4 à · 52 = 0.0769$, and $0.0769 * 100 = 7.69%$. The possibilities are (not quite) endless. Either/Or Probability ${\probability \of \either \event = [{\outcome A}/{\total \number \of \outcomes}] + [{\outcome B}/{\total \number \of \outcomes}]$ (Special note: this is called a â€Å"non-overlapping† probability. In this case, it is impossible for the two (or more) events to both happen at the same time. There is such a thing as an either/or probability for overlapping events, but you will never be asked to do this on the ACT, so we have not included it in this guide.) An either/or probability increases the odds that our desired outcome will happen because we do not care which of the two events happen, only that one of them does. To solve this kind of problem, we must therefore add the probability of each individual event. Their sum will become the probability of either event happening. So let’s look again at our earlier example with Mara and her beads. Instead of asking the odds of Mara selecting only a red bead, what are the odds that Mara will select either a red bead or a green bead if she has 5 yellow beads, 10 red beads, 15 green beads, and 20 blue beads in the basket? We have increased our odds, since it doesn’t matter whether or not the bead is green or red, so long as the bead we select is NOT blue or yellow (essentially, we are doing another version of our earlier negative problem- †what are the odds that a particular event will NOT happen?†) This means we can add the probabilities of our individual events together in order to find their combined probability. So let us find the probability of her drawing a red bead: $10/(5 + 10 + 15 + 20)$ $10/50$ And let us find the probability of her drawing a green bead: $15/(5 + 10 + 15 + 25)$ $15/50$ So, if we put the two probabilities together, we’ll have: $10/50 + 15/50$ $25/50$ $1/2$ Because this problem involves the odds of two events with the same total number of outcomes (there are 50 total possible beads to choose from each time), we could also simply add our two desired outcomes together over the total number of outcomes. So: $(10 + 15)/(5 + 10 + 15 + 20)$ $25/50$ $1/2$ Either way, the odds of Mara drawing either a red bead or a green bead are 1 in 2, or $1/2$ (50%). What are the odds that we go this way or that way? Combined Probability $\Combined \probability = [{\outcome A}/{\total \number \of \outcomes}] * [{\outcome B}/{\total \number \of \outcomes}]$ "What are the odds of two or more events both/all happening?" This kind of probability question is called a combined probability and there is a good chance you’ll see a question of this type in the later half of the ACT math section. Note that a combined probability question is distinctly different from an either/or probability question. An â€Å"either/or† question asks whether or not one of the multiple events occurs (no matter which event is was). A â€Å"both/and† question requires that multiple events all occur. To find the probability of an â€Å"either/or† question, we must add our probabilities. To find the probability of a combined probability question, we must multiply our probabilities. A good way to remember this is to remember that a combined probability question will ultimately have a lower probability than the that of just one (or either) event occurring. The more events you need to happen, the less likely it will be that they all will. How likely is it that your first AND second coin tosses will BOTH be heads? Lower than the odds of just flipping heads once. On the other hand, an either/or probability question will have higher odds than the probability of just one of its events happening. You are combining forces to increase your odds of getting a desirable outcome. How likely is it that you’ll flip either heads or tails for each toss? 100%! What are the odds that Jenny will roll a pair of dice and get six on both? A die has six faces, so the odds of rolling any particular number is $1/6$. Because the question is asking us to find the odds of rolling two sixes (and nothing else), we must use our combined probability. So: $1/6 * 1/6 = 1/36$ There is a 1 in 36 chance that Jenny will roll a pair of dice and get two sixes. Combined probability questions mean that events cannot be separated. Typical ACT Probability Questions There are many different kinds of probabilities and probability questions (including overlapping, and conditional probabilities), but ACT probability questions use only the basic probabilities we have covered above. For most ACT probability questions, you will be asked to find either a straight probability or a probability ratio. You may also be asked to find or alter a new probability from an existing one. Now let us look at each type of problem. Simple Probability These kind of questions will always be word problems in which you are told a story and asked to find the probability of one or more events. This may be a straight probability, an either/or probability, or a combined probability. Simply use the understandings we learned above and you’ll be able to solve these kinds of questions without issue. We know that probability is ${\desired \outcome}/{\all \possible \outcomes}$. Our desired outcome is to get one of the five extra pieces, so our numerator will be 5. There are 750 puzzle pieces PLUS the extra five pieces in the box total, so our denominator will be: $750 + 5 = 755$ When we put them together, our final probability will be: $5/755$ Our final answer is D. Probability Ratio One way the ACT likes to spin probabilities and make them more complex is to present them as ratios or to ask you for your answer in a ratio. For a refresher on ratios, check out our guide to ACT fractions and ratios. For these types of questions, pay close attention to what the ratio represents so that you don’t end up solving the wrong question entirely. We are told that we must find the odds of an event as a ratio of $\in \the 25 - 35 \age \range: \not \in \the 25-35 \age \range$ (in other words, $\desired \outcome: \remaining \outcomes$). We are given the number of voters in terms of percentages, so we can translate the 42% of voters in the 25-35 age range as $42/100$. And if the 25-35 age category has a probability of $42/100$, then the remaining voters will have a probability of: ${100 - 42}/100$ $58/100$ Now, we can represent our ratio of $25-35 \voters: \all \other \voters$ as: $42:58$ Both numbers are divisible by 2, so we can reduce the ratio to: $21:29$ Our final answer is D. Altering a Probability Finally, it is quite common for the ACT to ask you to alter a probability. Usually, they will present you with an existing probability and then ask you to find the number to which you must increase the desired outcome(s) and the total number of outcomes in order to achieve a specific new probability. For example: Now, there are two ways to solve this kind of problem- using proportions or using the strategy of plugging in answers. Let’s look at both methods. Method 1- Proportions We are asked to find an additional number of red marbles that we must add to the total number of marbles in order to find a new probability. The current probability of selecting a red marble is: $12/32$ Now, we are adding a certain number of red marbles and only red marbles. This means that the number of red marbles increases by exactly the same amount that the total increases. We can therefore represent the new probability as: ${12 + x}/{32 + x}$ Now, we want this new probability to be equal to $3/5$, so let us set them up as a proportion. ${12 + x}/{32 + x} = 3/5$ And because this is a proportion, we can cross multiply. $(32 + x)(3) = (12 + x)(5)$ $96 + 3x = 60 + 5x$ Now solve for $x$. $36 = 2x$ $18 = x$ So we must add 18 red marbles in order to get a new probability of: ${12 + 18}/{32 + 18$ $30/50$ $3/5$ Our final answer is G, 18. Method 2- Plugging in answers The alternative to using proportions is to use PIA. We can simply add the answer options to the 12 red marbles in our numerator and the 32 marbles in our denominator and see which answer choice gives us a final ratio of $3/5$. Let us begin, as always, with the answer choice in the middle. Answer option H gives us 28, so let us try adding 28 to both the red marbles and the total number of marbles. ${12 + 28}/{32 + 28}$ $40/60$ $2/3$ This answer is a little bit too large. We can also see that the larger the number we add to both the numerator and the denominator, the larger our probability will be (you can test this by plugging in answer choice J or K- for K, if you add 40 to both 12 and 32, your final probability fraction will be $52/72$ = $13/18$, which is even larger than $2/3$.) This means that we can eliminate answer choices H, J, and K. Now let us try answer choice G. ${12 + 18}/{32 + 18}$ $30/50$ $3/5$ We have found our desired ratio. Our final answer is G, 18. As you can see, no matter which method you use, you can find the right solution. Somebody's gotta win, right? Well, you are more likely that to get struck by lightening (odds: 1.3 million to 1) and THEN fall from a 15 story building and survive (odds: 90 to 1), than you are to win the lottery (odds: 120 million to 1). How to Solve a Probability Question There are several ACT math strategies you must keep in mind when solving a probability question. First of all, you will know if you are being asked for a probability question on the ACT because, somewhere in the problem, it will ask you for the "probability of," the "chances of," or the "odds of" one or more events happening. Almost always, the ACT will use the word â€Å"probability,† but make sure to note that these words are all interchangeable. When you see those phrases, make sure to follow these steps: #1: Make sure you look carefully at exactly what the question is asking. It can be easy to make a mistake with probability ratios, or to mix up an either/or probability question with a both/and question. Make sure you always carefully examine the problem before you waste precious time trying to answer the wrong question. Kyle has been tossing a coin and recording the number of heads and tails results. So far, he has tossed the coin 5 times and gotten heads each time. What are the odds that he will get tails on his next coin toss? You may be tempted to think that our desired outcome (our numerator) is influenced by the number of times Kyle has already tossed the coin and the outcomes so far, but in all actuality, the probability that Kyle will get tails on his next toss is $1/2$. Why? Because each coin toss is independent of another coin toss. This means that this is a simple matter of determining our desired outcome over the number of total outcomes. There is one possibility of getting tails- numerator 1- and two possible options- heads or tails, denominator 2. So Kyle’s chances of getting tails on the next toss are 1 in 2. Now let’s look at a slightly different question. Kyle tossed the coin 5 times and got heads each time. What were the odds of this happening? Now we are being asked to find the probability of a both/and question, since we are being asked to identify the probability of multiple events all happening. (If it helps to picture, you can rephrase the question as: â€Å"What are the odds that BOTH his first coin tosses were heads? And What were the odds that BOTH his next tosses were heads?†, etc.) So if we use what we know about combined probabilities, we would be able to say: $1/2 * 1/2 * 1/2 * 1/2 * 1/2$ $1/32$ The odds are 1 in 32 (3.125%) that Kyle would have tossed heads five times in a row. #2: Think logically about when your odds will increase or decrease The odds of either two or more events occurring will be greater than the odds of one of the events alone. The odds of both (or multiple events) all occurring will be less than the odds of the odds of one of those events alone. Always take a moment to think about probability questions logically so that you don’t multiply when you should add, or vice versa. #3: Simplify the idea of a probability Once you get used to working with probabilities, you’ll find that probability questions are often just fancy ways of working with fractions and percentages. A probability ratio is the exact same thing as a question that simply asks you for a ratio. Just brush up on your fractions and ratiosif you find yourself intimidated for any reason. And always feel free to fall back on your PIA or PIN,as needed. These methods will sometimes take a little extra time, but they will always lead you to the right answer. The probability of drawing this hand is less than 0.0000004%, so I'm gonna go ahead and go all in. Test Your Knowledge Now it’s time to test what you’ve learned, using real ACT practice problems: 1) 2) 3) 4) Answers: F, E, D, B Answer Explanations: 1. This is another example of an altering probability question and, again, we have two choices when it comes to solving it. Let’s go through both the algebra/proportion method and PIA. Method 1- proportions. We know that we must increase the number of red marbles and only red marbles, so the amount of new marbles added to the set of red marbles and to the overall total of marbles will be the same. Our starting probability of red marbles is: $6/18$ So now we must increase each part of our fraction by the same amount and set it equal to the desired probability of $â…â€"$. ${6 + x}/{18 + x} = 3/5$ $(18 + x)(3) = (6 + x)(5)$ $54 + 3x = 30 + 5x$ $24 = 2x$ $12 = x$ So we must increase our red marbles (and, consequently, the total number of marbles) by 12 in order to get a probability of $â…â€"$ of selecting a red marble. To double-check this, we can plug the number back into our probability. ${6 + 12}/{18 + 12}$ $18/30$ $3/5$ We have successfully found our answer! Our final answer is F, 12. Method 2- PIA The alternative method is to use plugging in answers. We will simply plug in our answer choices to increase our red marbles (and our total number of marbles) and see which answer choice results in a probability of $3/5$. Let us start with answer choice H, 18. ${6 + 18}/{18 + 18}$ $24/36$ $2/3$ This probability is too large and any larger numbers will only get us larger probabilities. This means we can eliminate answer choices H, J, and K. Now, let us try answer choice G, 16. ${6 + 16}/{18 + 16}$ $22/34$ $11/17$ This probability is still slightly too large. By process of elimination, our answer must be F, but let us test it to be sure. ${6 + 12}/{18 + 12}$ $18/30$ $3/5$ Success! We have found our right answer. Our final answer is, again, F, 12. 2. Because Elliott must answer all the questions correctly, this means that this is a combination probability question. We are told that he answers each question at random, and all the questions have 3 answer options, which means that answering one question correctly has a probability of: $1/3$ And, since this is a combination problem, answering ALL 4 questions correctly will be: $1/3 * 1/3 * 1/3 * 1/3$ $1/81$ Our final answer is E, $1/81$ 3. We have a total of 150 people and 67 of them have type A blood, while 6 of them have type AB. This means that type A blood has a probability of: $67/150$ And type AB blood has a probability of: $6/150$ Now we can add these probabilities together. $67/150 + 6/150 = 73/150$ Our final answer is D, $73/150$ 4. Here, we have another probability question made more complicated by the use of ratios. Again, if you need a refresher on ratios, check out our guide to ACT fractions and ratios. First, we must find the actual number of 10th and 11th graders. We are told that the 10th graders have a ratio of 86:255 to the school population and the 11th graders have a ratio of 18:51 to the total student population. We must first set these ratios to an equal number of total students in order to determine the number of students in each class. We can see that the 11th graders have a reduced ratio, so we must multiply each side of the ratio by the same amount in order to equal the total number of students as the 10th graders’ ratio (255). Luckily for us, $255/51 = 5$. This is a nice, round number to work with. Now, we must multiply the 11th grade ratio by 5 on each side to even out the playing field. $18(5):51(5)$ $90:255$ We are assuming for now that there are 255 students total (there may be $255 *2$ or $255 * 3$, and so forth, but this will not affect our final outcome; all that matters is that we choose a total number of students that is equal for all grades/ratios.) So there are 86 10th graders, 90 11th graders, and the remaining students are 12th graders. Knowing that there are 255 students total, we can find the number of 12th graders by saying: $255 - 86 - 90 = 79$ There are 79 12th graders. This means that the probability of selecting a 10th, 11th, or 12th grader at random is: $86/255$, $90/255$, $79/255$, respectively. The odds are higher that the lottery will select an 11th grader, as the numerator for 11th graders is larger than that of the others. Our final answer is B, 11th graders. You have successfully completed your probability questions! You're free! The Take Aways The more you practice working with probabilities, the easier they will become. Although it can take some time to learn how to properly differentiate between the different types of probability questions, most ACT probability questions are fairly straightforward. Understand that probabilities are simply fractional relationships of desired outcomes over all potential outcomes, and you’ll be able to tackle these kinds of ACT math questions in no time. What’s Next? Now that you've stacked the odds in your favor on your probability questions, it's time to make sure you're caught up with the rest of your ACT math topics. We've got guides on all your individual math needs, from trigonometry to slopes and more. Wondering how your score stacks up? See what makes a "good" score and how you can get the most out of your studying time to reach your target goal. Running out of time on the ACT? Look to our guide on how to maximize your time and your score in the hour allotted. Want to get a perfect score? Check out how to get a perfect score on the ACT math, written by a 36-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Statement of Purpose for Physical Therapy program Personal

Of Purpose for Physical Therapy program - Personal Statement Example Besides clinical practice, physical therapy also entails education, research administration and consultation which happens across the health care sector. I have always had the desire to join a physical therapy program as my line of career; this is because, helping people with disabilities and other physical impairments has always been my drive. In many places, people with disabilities and other forms of physical impairments have often been discriminated and neglected. This has often made them have low self-esteem and lack confidence to do even the simplest activities in their lives. By joining a physical therapy program at George Washington University, I will put myself in a better position to make a difference in the society as far as empowering people with disabilities and other forms of physical impairments is concerned (Saini 32). Many examples have been shown in our society about people that suffered from physical impairments and disabilities, yet have risen to become influential people in their various lines of careers. In sports, many runners have emerged to compete effectively in Paralympics programs, which also recognize the participation of physically disabled people in other sports disciplines. I believe that physically disabled people and others suffering from other forms of impairments did not find themselves in those states voluntarily. For this reason, they need to be empowered to accept the conditions and be trained on how to manage their lives amidst the challenges. The choice of joining a physical therapy program at George Washington University was informed by the fact that the university has the best learning facilities training, and empowerment programs for people choosing their careers in this line. I am therefore confident that my admission into the University for the Program will enable me to interact with various people

A Paper On Barack Obama's Speech in Cairo Essay

A Paper On Barack Obama's Speech in Cairo - Essay Example Women’s rights All these issues are the main culprit in molding the world in its current state of disarray. It is understandable that all of them should be focused to obtain long term stability in our world. But in my point of view, one issue among these stands apart and is most important in the current era. That’s the issue of nuclear weapons and its associated conflict with Iran. Now why it is so important to address this issue is because it is the only problem if not forethought can lead to immediate destruction on a massive scale. It is not a matter of one country, race of nuclear weapon if initiated will put the whole mankind on the brink of extinction. Unfortunately with today’s technology the war will not last long. When nuclear weapons were initially developed they were destructive but now with the introduction of hydrogen bomb and anti matter technology they are devastating. If initiated it will lead to annihilation of our beautiful planet. Therefore, it should be our foremost responsibility to address this issue very seriously. What Barack Obama said? Regarding this specific topic Barack Obama clearly stated that this is not only about America’s interest but of the humanity as a whole. He is not fighting on the grounds of personal friction; in fact it is based upon the threat imposed by path chosen by Iran. Now in my opinion this is a valid stance from the Americans but Iran’s response with hostility and aggression can be associated with the past history between these two countries. Also we should look into some facts here and answer few questions in order to unveil one possible reason for Iran’s unresponsiveness. Who’s the only country in the history of mankind guilty of two nuclear explosions on a heavily populated area killing thousands of people in an instance? I think we all know the answer. There have been many justifications given for this act including one which states that it reduced the durati on of war by several years and saved many lives. But the reason I bought this up is to emphasize the impact of that history on this present world. For instance, if a man is drunk and preaching about the hazards of alcohol. Is it possible that he will be acknowledged? Again there are two possibilities: listener may understand that he has an experience and knows the effect very well hence he is warning of the outcome and should be listened or listener may question that how can a person who drinks himself ask anyone else to refrain from it. Unfortunately Iran belongs to the second category and Obama’s assertions on this point will prove to be inadequate. What could have been said? In his speech he should have outlined if America, who has one of the biggest stockpiles of nuclear arms, plans on demolishing or at least minimizing its nuclear program. â€Å"Charity begins at home† and if America claims to be a responsible country she should take solid steps to initiate a move ment by which we can get rid of these weapons of mass destruction. Also Barack Obama should have mentioned the threat imposed by the terrorists in today’s world. And the consequences if those weapons are acquired by them. Hence, the emphasis should have been on the issue of securing such destructive warheads. We know that Iran ‘claims’ that their nuclear plants are only for constructive purposes and they don’t have any intention of preparing nuclear warheads. Under present circumstances,

Existentialism in Literature Essay Example for Free

Existentialism in Literature Essay Existentialism in literature is a movement or tendency that emphasizes individual existence, freedom, and choice. While Existentialism was never an organized literary movement, the tenets of this philosophy have influenced many diverse writers around the world and readers can detect existential elements in their fiction. Americans writers like William Faulkner, Ernest Hemingway and John Steinbeck reveal existential elements in their writing. Perhaps the most prominent theme in existentialist writing is that of choice. Humanitys primary distinction, in the view of most existentialists, is the freedom to choose. Because we are free to choose our own paths, existentialists have argued, we must accept the risk and responsibility of following our commitments wherever they lead. American writers Henry David Thoreau and Ralph Waldo Emerson often wrote about these concepts. Existentialism is not dark. It is not depressing. Existentialism is about life. Existentialists believe in living—and in fighting for life. The politics of existentialist writers around the world varies widely, but each seeks the most individual freedom for people within a society. Despite encompassing this wide range of philosophical, religious, and political ideologies, the underlying concepts of existentialism are constant: ? Mankind has free will ? Life is a series of choices ? Few decisions are without any negative consequences ? Some events and occurrences are irrational or absurd, without explanation. ? If one makes a decision, he or she must follow through. So existentialism, broadly defined, is a set of philosophical systems concerned with free will, choice, and personal responsibility. Because we make choices based on our experiences, beliefs, and biases, those choices are unique to us—and made without an objective form of truth. There are no â€Å"universal† guidelines for most decisions, existentialists believe. Even trusting science is often a â€Å"leap of faith. † The existentialists conclude that human choice is subjective, because individuals finally must make their own choices without help from such external standards as laws, ethical rules, or traditions. Because individuals make their own choices, they are free; but because they freely choose, they are completely responsible for their choices. The existentialists emphasize that freedom is necessarily accompanied by responsibility. Furthermore, since individuals are forced to choose for themselves, they have their freedom—and therefore their responsibility—thrust upon them. They are â€Å"condemned to be free. † Many existentialist writers stress the importance of passionate individual action in deciding questions of both personal morality and truth. Personal experience and acting on ones own convictions are essential in arriving at the truth. 17th-century French philosopher and existentialist Blaise Pascal saw human existence in terms of paradoxes. He believed that â€Å"We know truth, not only by reason, but also by the heart. † And as many existentialists, he acknowledges that â€Å"It is the fight alone that pleases us, not the victory. † The modern adage that the journey is more important than the final destination applies to this idea. Danish philosopher Soren Kierkegaard, who was the first writer to call himself existential, reacted against traditional thoughts by insisting that the highest good for the individual is to find his or her own unique vocation. As he wrote in his journal, â€Å"I must find a truth that is true for me . . . the idea for which I can live or die. † Existentialists have argued that no objective, rational basis can be found for moral decisions. The 19th-century German philosopher, Friedrich Nietzsche contended that the individual using free will must decide which situations are to count as moral situations. He believed that â€Å"There are no facts, only interpretations. † . . . and he is famous for this well known adage:â€Å"That which does not kill me, makes me stronger. † The 19th-century Russian novelist Fyodor Dostoyevsky is probably the most well-known existentialist literary figure. In his book Notes from the Underground the alienated anti-hero questions experiences in life that are unpredictable and sometimes self-destructive. French writer, Jean Paul Sartre wrote that man can will nothing unless he has first understood that he must count on no one but himself; that he is alone, abandoned on earth in the midst of his infinite responsibilities, without help, with no other aim than the one he sets himself, with no other destiny than the one he forges for himself on this earth. There is no ultimate meaning or purpose inherent in human life; in this sense life is absurd. We are forlorn, abandoned in the world to look after ourselves completely. The only foundation for values is human freedom, and that there can be no external or objective justification for the values anyone chooses to adopt. † When the Swedish Academy granted the Nobel Prize in Literature to Sartre for his work which, they recognized as â€Å"rich in ideas and filled with the spirit of freedom and the quest for truth, [that] has exerted a far-reaching influence on our age,† Sartre made it known that he did not wish to accept the prize. In a public announcement, in1964, Sartre expressed his regret that his refusal of the prize had given rise to a scandal, and he wished it to be known that his refusal was not meant to slight the Swedish Academy but was rather based on personal and objective reasons. Sartre pointed out that due to his conception of the writers task he had always declined official honors so this act was not unprecedented. He had similarly refused other awards offered to him. He stated that a writers acceptance of such an honor would be to associate his personal commitments with the awarding institution, and that, above all, a writer should not allow himself to be turned into an institution.

The Physics of Basketball Essay examples -- Athletics Sports Essays

The Physics of Basketball The NBA playoffs are making the headlines all over. Every news channel, sports channel, and newspaper has a story about the big games. Everyone is making bets as to who will be the big champions. Will it be the defending champions, Los Angeles Lakers, or will it possibly be one of the underdogs. This is the most intensive time of year for basketball fans as they watch the teams battle out the game. Up and down the court, the turnovers, rebounds, fast breaks, and most of all the baskets make the games exciting. But have you ever wondered how these things happen? What enables the basketball to bounce, how does Kobe Bryant fly through the air, and why does the ball rotate backwards as it leaves a shooter’s hand and approaches the basket? These are all interesting questions and believe it or not they can all be answered with a discussion on physics. Whenever you watch a basketball game you are watching the â€Å"application of physics. It is very much at work in the game of basketball† (Hawkins). One of the key pieces of equipment in the game is the basketball itself. The ability of the ball to bounce is entirely explained by physics. The law of conservation of energy says that the total energy of an isolated system does not change (Kirkpatrick, 131). When the ball comes in contact with the floor an elastic collision occurs in which the kinetic energy of the system is conserved. Two things determine the elasticity: the air pressure in the ball and the surface it is colliding with. The more pressure in the ball, the better the bounce and the greater elasticity. The energy will be stored in the compressed air inside the ball creating a greater bounce. â€Å"Air stores and returns energy more efficiently than ... ... air, just remember that it takes the same amount of time for him to reach the basket as it does for him to fall. You may also want to notice how the ball spins as well as how it bounces. As you are watching the playoffs this year keep in mind that the application of physics is very much at work in the game of basketball. Bibliography Hawkins, Bethany. Physics of Basketball. â€Å"Intro to Basketball and Physics.† http://www.kent.wednet.edu/staff/trobins/physicspages/PhysOf1998. 25 March 2003. Kirkpatrick, Larry D., Wheeler, Gerald F. Physics A World View. Fourth edition, Harcourt College Publishers. Orlando, Florida. 2001. Willis, Bill. The Physics of Basketball. http://www.geocities.com/thesciencefiles/physicsof/basketball.html. 13 March 2003. Brancazio, Peter J. Physics of Sports. â€Å"Physics of Basketball. Department of Physics. Brooklyn, New York. 1981.

Hamlet through his foils †Laertes, Fortinbras and Horatio Essay

It is without doubt that William Shakespeare has created many unique, thought – provoking characters. Hamlet is by far Shakespeare’s most compelling character. In Shakespeare’s play Hamlet, various character traits, exhibited by Hamlet, can be seen through his foils. Similarities with Hamlet and Horatio’s education, as well as their levels, can be drawn. However, Hamlet’s character is in constant change and even philosophical. Fortinbras, without question encompasses many of Hamlet’s qualities. They are both born with nobility, along with a similar lineage. However, Fortinbras is more aggressive and even sneaky. Laertes, Hamlet’s late antagonist, is both impulsive and righteous. However, they differ in terms of their nobility, as well as their father’s behaviour. The character traits exemplified by Hamlet also comprise his foils. In relation to Hamlet’s three foils, Horatio is the most dissimilar. When Horatio first enters the play, Hamlet says, â€Å"And what make you from Wittenberg, Horatio.† (I,ii,171) Hamlet is making reference to the city that their university, which they both study at, is located. With respect to education, these two characters are one; they are both deemed scholars. One characteristic also shared between the two is their courage. When the ghost first appears Horatio fiercely challenges him, â€Å"By heaven I charge thee speak.† (I,i,58) Ghosts are unique in the respect that they are the supernatural; they are able to walk through doors, be immune to fires and even ascend. Thus, upsetting a ghost is certainly a courageous act as Horatio is easily susceptible to consequence. Another similarity, these two characters demonstrate is their belief in God. When the ghost leaves Horatio says, â€Å"Before my God, I might not this believe.† (I,i,65) Hamlet also makes reference to an afterlife, â€Å"But that the dread of something after death, /The undiscovered country from whose bourn/No traveller returns.† (III,i, 85-87) In this portion of his soliloquy, Hamlet is making reference to afterlife, a belief held in conjunction with religious people. Although this was a religious time period, not all characters make references to God, thus this quality is worth addressing. Hamlet and Horatio have many personal characteristics that are similar. Like all other characters, Hamlet and Horatio have their differences. A major  idea exemplified throughout the play is that Horatio is a static character, one that does not develop. Hamlet however is bipolar, demonstrating moods that are at one moment excited and the other dreadful, to name a few. When Hamlet is first introduced in the play, his mother says, â€Å"Good Hamlet, cast they knighted colour off/And let thine eye look for a friend on Denmark.† (I,ii,69-70) From her comments, it is obvious that Hamlet is suffering. Upon the arrival of the players, Hamlet transforms into a more inquisitive mood and says, â€Å"I’ll have grounds/More relative than this. The play’s the thing/Wherein I’ll catch the conscious of the King.† (II,ii,615-617) Another difference between Hamlet and Horatio is Hamlet’s philosophical nature. This is one of Hamlet’s only constants throughout the play. Hamlet demonstrates this quality through many of his soliloquies. In the most famous speech in literature Hamlet says, To be, or not to be, that is the question. Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arm against a sea of troubles Any by opposing end them. (III,I,65-67) In this speech, Hamlet is intelligently contemplating living through pain and suffrage rather than committing suicide and ending the harsh life. Hamlet and Horatio differ in terms of consistency and a lack of trait. In relation to Hamlet’s three foils, Fortinbras is the most similar. Fortinbras and Hamlet are both born into nobility; their fathers were both rulers of their respective countries. However, this similarity runs deeper then readers first imagined. Fortinbras and Hamlet are in identical scenarios; they have dead fathers with uncles governing their country. Another similarity between these two are the purpose they are presently seeking. When the guards notice activity in the mills, Horatio says, Now, sir, young Fortinbras, Of unimproved mettle hot and full, Hath in the skirts of Norway here and there Sharked up a list of lawless resolutes, For food and diet, to some enterprise That hath a stomach in it, which is no other, †¦ But to recover of us, by strong hand And terms compulsatory, those foresaid lands So by his father lost. (I,i, 109- 115) In this speech, it is obvious that young Fortinbras is out for revenge. He is not content with what happened to his father. After a visit by the ghost, Hamlet says, â€Å"Prompted to my revenge by heaven and hell.† (II,ii,596). In this soliloquy, Hamlet mentions his existential purpose in life, which is to extract revenge for his father, as he too is unhappy with the current conditions. These two characters share similarities that they have been born into. As much similar they are, Hamlet and Fortinbras have several differences. A major distinction between Hamlet and Fortinbras is that Fortinbras is more aggressive with his intent. In Claudius’s opening speech, he says Of this his nephew’s purpose, – to suppress His further gait herein, in that the levies, The list and full proportions, are all made Out of his subject. And we here dispatch. (I,ii,30-33) In this speech, it is clear that Fortinbras is more driven in his purpose and has the ‘wheels in motion.’ In one of Hamlet’s soliloquy’s he says, But in fiction, in a dream of passion Could force his souls so to his own conceit That from her working all his visage waned, Tears in his eyes, distraction in his aspect (II,ii, 563-566) Hamlet’s philosophical nature is not helping his main objective. One can argue that he has had reasons not to act when he has been given chance. However, this is clearly an instance when he should stop portraying Socrates’ and focus more on his objective. A major difference between Hamlet and Fortinbras is that Fortinbras is a snake, ruthless with intent. After threatening to attack their country, he was granted permission to pass through for battle. â€Å"Tell him that by his license, Fortinbras/Craves the conveyance of a promised march/Over his kingdom. You know the rendezvous.† (IV,iv,1-3). However, at the conclusion of the play, Fortinbras arrives ready to overtake the kingdom. He doesn’t care for the gracious favour that Denmark had granted him. As well, he attacks without notice, a use practiced by terrorists in the present day; he is as evil as they come. Hamlet and Fortinbras differ in terms of their willingness as well as a lack of a trait. Laertes and Hamlet share many striking characteristics. It is obvious that Laertes is impulsive. Upon first hearing his father’s murder, he becomes angry with the king, even accusing him of the crime. To hell, allegiance! Vows, to the blackest devil! Conscience and grace, to the profoundest pit! I dare damnation. To this point I stand. That both the worlds I give to negligence, Let come what comes, only I’ll be revenged. (IV,vi,136-140) This speech is very powerful in conveying the vehemence that is surging through his veins. He is willing to take action immediately, not even knowing for certain who murdered his father. Hamlet displays his impulsiveness when he is speaking with his mother, after Polonius’s murder. When Hamlet pulls the curtains he says, â€Å"Thou wretched, rash, intruding fool.† (III,iv,37). Hamlet is astonished that Polonius is the one behind the curtains. Hamlet is filled with the intent on taking action but consequently does so impulsively and results in the wrong death. Another similarity between Hamlet and Laertes is there good nature, good intentions. Before his departure, Laertes has strict instructions for his sister. â€Å"And keep you in the rear of your affection/Our of the shot and danger of desire.† (I,iii,36-37) Unlike some of Shakespeare’s other characters, Goneril and Regan, Laertes genuinely cares for his sister. He warns her of the possible ramification s of continuing her relationship with hamlet, such as a broken heart. Hamlet is also obedient to his father’s wishes, â€Å"revenge his foul and most unnatural murder.† (I,vi,29). Hamlet’s father instructs him to avenge his death. Hamlet is upset that his father is suffering and seeks to fix the ‘rotten things in Denmark.† (I,iv,99) Another similarity between these two characters is that their fathers are both sneaky. Polonius exemplifies this when he grants his son permission to return to Paris. He instructs Reynaldo, â€Å"By indirections find directions out.† (II,ii,71) Polonius makes it clear that he does not want his son to be aware that he is secretly keeping watch on him. Although Claudius is not the biological father of Hamlet, through marriage he obtains ‘fatherly’ figure. Claudius is intent on learning why Hamlet is upset and does not mind being sneaky in the process. When Polonius suggests hiding and listening to Hamlet, he does not object to it, he says, ‘thanks my dear lord.† (III,iii,38). Hamlet and Horatio have many personal  characteristics in common. One of the differences between Hamlet and Laertes is irrational thinking. When Claudius and Laertes are speaking, Laertes suggests, â€Å"To cut his throat in the church.† (Iv,viii,139). This is obviously an irrational method of obtaining justice. Hamlet is arguably the most intelligent character in the play. This is demonstrated countless times throughout the play. One of the instances is when the king sends Rosencrantz and Guilderstern to speak to Hamlet. It does not take long for Hamlet to be certain of their true intentions. For he says, â€Å"You were sent for, and there is a kind of confession in your looks which your modesties have not craft enough to colour.† (II,ii,292-295) Another difference between Hamlet and Laertes is their nobility. Hamlet is the heir to the throne, a noble figure by birth. Laertes, on the other hand, is the son to a councillor. They are both recognizable, but not of nobility. Laertes differs from Hamlet by encompassing less gratifying tra its. Hamlet’s characteristics can be seen through his foils. Horatio and Hamlet hold the same position in education and studied at the same university. They are both religious and courageous figures. They differ in terms of their nobility and constant moods. Fortinbras and Hamlet share lineage and nobility but are different in terms of aggressiveness and philosophical nature, or lack there of. Laertes and Hamlet are both impulsive, good with sneaky male parentage. They differ in terms of their nobility and even irrational thinking. Hamlet is Shakespeare’s most loved character. However, he is a combination of other characters. Thus he is not as truly unique, as one initially perceived.

Motivation Working In Groups Education Essay

AbstractionThe planetary competitory environment is witnessing a new displacement where more and more companies are forming their activities and undertakings around groups. Bing able to work efficaciously in a group is now considered a important demand for any employee. This write up inside informations my motive behind fall ining a Masters class in direction at the Bangor Business School and how this is assisting me to smooth my accomplishments as an effectual group member and a future director. This piece of work besides identifies assorted issues faced when working in groups and simple solutions that can be applied to antagonize these booby traps to maximise end products.MOTIVATION FOR JOINING A POSTGRADUATE PROGRAM IN MANAGEMENTThe undergraduate plan in Commerce at Bishop Heaber College Trichy, India introduced me to a broad scope of subjects in my nucleus topic such as economic sciences, statistics and mathematics. The commercialism course of study non merely inculcated a high g rade of job resolution and analytical accomplishments in the nucleus field but besides gave me a opportunity to briefly explore other practical concern spheres such as direction, finance, selling, accounting and jurisprudence. These subjects are extremely relevant in the current economic scenario and it is really interesting to look into how the interplay of assorted forces thrusts planetary growing. What fascinated me most was the fact that many of the theoretical subjects in direction have profound practical public-service corporation and when applied to assorted jobs these guarantee of import procedure and merchandise betterments. In order to carry through my dream of going a high-tech concern adviser, I decided to fall in a postgraduate plan in Management at a reputed university that would supply me with ample chances in footings of growing, personally every bit good as professionally. Harmonizing to McClelland ‘s Theory of Needs motive depends on three demands – Accomplishment, power and association ( McClelland, 1961 & A ; 1975 ) . These 3 factors were instrumental in actuating me to fall in a postgraduate plan and work towards accomplishing my ends.THE BANGOR BUSINESS SCHOOL: A GLOBAL PLATFORMThe following challenge that I faced was to calculate out a university that would run into my criterions and demands and would turn out cardinal to my success in future e nterprises. After a thorough research, I zeroed down on the Bangor Business School at the Bangor University. Harmonizing to Clayton Alderfer ‘s ERG Theory, being, relatedness and growing are the three chief factors that motivate people for fall ining an organisation. My determination of fall ining the Bangor University was based on these three factors as this university provides personal attending to pupils, offers chances that pupils can associate to and nowadayss ample infinite to turn ( Alderfer, 1969 ) . The Bangor concern school provides a overplus of classs in direction with a extremely trained staff and coactions worldwide with the industry supplying first-class future chances. The fact that this concern school has been late rated by the Research Assessment Exercise ( RAE ) as the best in UK for accounting and finance farther strengthened my determination of fall ining this university ( Bangor, Homepage, 2010 ) . In recent yesteryear, the university staff was responsible for transporting out extremely acclaimed consultancy undertakings for authorities and non-government organisations with assorted publications in the prima diaries. The Bangor concern school provides abundant chances for heightening and developing competences in direction. Besides, in order to go a successful adviser I require custodies on experience and cognition of planetary concern, foreign markets and competition with a thorough apprehension of planetary forces and concern schemes. Bangor, through its coaction with foreign companies and universities provides sufficient exposure in the planetary domain, both practically every bit good as technically.Students AT BANGOR BUSINESS SCHOOLAnother factor that attracted me towards the Bangor concern school apart from the module and installations was the pupils. As the college undertakes merely a limited figure of extremely qualified pupils who are selected after stiff competition, quality of pupils is the kernel of this university. The chief advantages offered by this layout include: Fewer figure of pupils enrolled guarantee that an first-class resonance is developed with all the members of the class. This helps in interchanging rich cognition and expertness from assorted subjects such as humanistic disciplines, commercialism, jurisprudence, scientific discipline, concern disposal, selling, etc. amongst different pupils. The familiarity, good will and contacts built during the continuance of the class prove to be really effectual and of import in the long tally when different pupils join different industries at assorted profiles. These pupils have varied positions and backgrounds and sharing this enormously helps in bettering any professional. Therefore, interacting with this creme de la creme was a large motive for fall ining the Bangor University.APPROACHES TOWARDS LEARNINGDetermining an appropriate and contributing attack towards larning is indispensible to the procedure of deriving cognition. Harmonizing to Biggs & A ; Telfer ( 1987 ) , the chief attacks undertaken by pupils comprise of two elements – Motivation and Strategy. Based on this, he identified three chief attacks adopted by pupils. These were the Surface Approach, the Deep Approach and the Achieving Approach. Surface Approach: In the Surface Approach, positive and negative extrinsic motivations play a critical function and pupil ‘s scheme is to try the least to go through a topic. In the procedure he renders himself inefficient of understanding the significance of what he has learned and the interplay of factors because the motivation is superficial and he has no personal involvement in what he is making. Deep Approach: In the Deep Approach, motivation is an intrinsic wonder to larn things and the scheme undertaken by the pupil is one of personal committedness towards larning. In the procedure he comprehends and understands things in the best possible mode, attempts to co-relate things learned with past experiences and accomplishes the chief undertaking of analyzing. Achieving Approach: In the Achieving Approach, the motivation is to accomplish a peculiar end such as high classs and the scheme adopted by the pupil is to make at the most what is required to accomplish his end.MY Approach TOWARDS LEARNINGDuring my full pupil life I have ever strived towards deriving a deep cognition of each topic that I studied. In the competitory universe that a professional faces one time that he comes out of the college, a strong foundation is required if he wishes to boom and turn. Hence, when I joined the Bangor University my chief motive was to construct a strong and deep apprehension of assorted topics, variables and subjects of direction.Influence OF THE BANGOR BUSINESS SCHOOL ON MY APPROACH TOWARDS LEARNINGIn 2001, Biggs described two chief influences that shape a pupil ‘s attack towards larning – Personal factors and Teaching. These are described below: Personal factors such as background, upbringing or personality may hold a positive or negative consequence on the pupil and may motivate him towards developing a Surface Approach or a Deep Approach. Teaching: Conventional learning methods such as everyday scrutinies, clip force per unit area, taging strategies, detainment, etc. lead pupils towards developing a Surface Approach of larning. On the other manus, newer learning methods such as instance surveies, activities, tutorials, job resolution, flexible rating systems, etc. promote pupils towards developing a Deep Approach. At Bangor, the module believes in an synergistic instruction manner where the pupil is free to inquire inquiries and is encouraged to believe out of the box. In fact the techniques employed have molded assorted pupils from being Surface attacks to Deep attacks. This procedure has been accelerated by advancing student-student interactions that result in an exchange of expertness and in bend actuating pupils to travel for an in-depth analysis of assorted jobs and issues. In short, the unique and latest learning methods employed at Bangor have helped direction pupils in developing a strong apprehension of assorted direction related subjects such as Problem Solving and Decision Making, Planning, Delegation, Internal Communications, Meeting Management, Leading, Coordinating and Controlling, Pull offing Self, Managing Stress, etc. ( McNamara, 2010 ) . These methods provide a alone environment where the pupils contribute towards the growing of each other therefore maintaining one and all motivated. Simultaneously, the university achieves the primary end of instruction by heightening the acquisition ambiance of pupils and by increasing the efficiency of the module.UNITY IN DIVERSITYAs discussed earlier, Bangor demonstrates a broad scope of diverseness by uniting different people from different parts with different academic backgrounds as one large group. As a portion of the MBA course of study, many times pupils are required to be grouped harmonizing to ac tivities, instance surveies or undertakings assigned to the category. This brings the subject of working in groups. Harmonizing to Robbins ( 2004, pp:219 ) :â€Å" A Group is defined as two or more persons, interacting and mutualist, who have come together to accomplish peculiar aims † .Working in groups can be either pleasant or hard or at times both. On the brighter side, uniting people with heterogenous backgrounds and experiences ensures best consequences in footings of value add-on to the batch. Students demonstrate a high degree of originative thought, solutions design and job work outing guaranting better end products. The kineticss achieved by this theoretical account guarantees a healthy ambiance within the campus and pupils staying positively competitory.POSITIVE ASPECTS OF WORKING IN GROUPSIn Management classs, pupils are divided into groups to accomplish assorted motivations which in bend help them in deriving a competitory border when they venture out in the indu stry. A individual who works good in a group is in all possibility traveling to be an first-class squad worker when he joins an organisation. Assorted positive results achieved by working in groups are described below: When pupils work in groups they draw on each others knowledge and expertise to accomplish better consequences. This is due to the fact that a multiple sentiment is ever better than a individual sentiment as it shows heterogeneousness and avoids prejudice. Group working achieves best consequences for rating studies such as instance studies, reappraisals and reviews, research undertakings such as those that entail primary and secondary research and little undertakings that involve an statement such as a argument. Students working in groups besides make the best of the available strengths within the group. For e.g. in a written undertaking, one of the members who has an first-class bid on vocabulary can compose the paper whereas other who has an expertness in the linguistic communication can proofread. Working in groups makes pupils responsible as they work coherently to accomplish a common undertaking and in the procedure maintain actuating each other to execute better. While working in groups there is a least possibility for members to stall. Group working ensures that single manners ever come to the head supplying enhanced consequences.Press FACTORS ON GROUP WORKINGGroup working is governed by assorted pressing factors such as efficiency of members, degree of struggle, external conditions, procedures, internal communicating, etc. These factors give rise to assorted issues within the group ( Goodman, 1987 ) . Group work is seldom perfect and one is expected to meet a broad scope of issues and jobs when working in groups. For any direction pupil to be effectual it is really of import that he uses solutions design and advanced schemes for antagonizing these issues. What remains indispensable is the fact that whatever 1 does, he should non ache or pique other group members. Few issues associated with working in groups along with executable solutions will be discussed in the undermentioned paragraphs.Working IN GROUPS: ISSUES & A ; SOLUTIONSI ) DisagreementDisagreement and following a collaborative working manner are the bigg est issues when working in a group. Each person in the group should understand that the basic thought of the course of study behind transfusing a collaborative working manner is the fact that thoughts will be challenged to accomplish better consequences and a struggle is non ever bad ( Schellhardt, 1994 ) . There are opportunities that other members of the group might come up with thoughts that are right or more relevant and can be supported by grounds. In order to stay competitory in such a scenario one should promote dissension to measure the strength of 1s ain thoughts and to research other possible options. A collaborative working manner should be promoted in the group to antagonize dissension. Collaborative manner has assorted paradigms associated with it. These include stating non merely what to make in the group but besides activities required for carry throughing a peculiar undertaking i.e. how to accomplish desired consequences. Collaboration is most fruitful when a certain degree of formality is introduced in the group behaviour such as everyday meetings and advancement sheets and by maintaining the group ‘s involvement before personal 1s. Another step to antagonize dissension is to be ready to compromise. This means that each member of the group should be ready to listen and suit each others sentiment and forfeit or modify his ain theories in the visible radiation of cognition and grounds. Encouraging dissension, as discussed above, is really effectual but what should be understood is the fact that groups that merely differ do non stay functional. Therefore, it is really of import to equilibrate the 2 forces of dissension. As per Robbins ( 2004 ) a working group is non an unorganised crowd but should hold a construction and most significantly a leader or a captain or a go-between. Therefore, a go-between or chair individual can be assigned for each meeting who will listen to all the parties and come up with concluding indifferent recommendations. All groups have specific norms that are established early to guarantee smooth operation ( Hackman, 1992 ) . Discussion regulations such as no personal onslaughts can be decided early in the procedure. Group behavior encourages people to develop a critical attack towards inquiries which proves to be an advantage in existent universe puting where an person is confronted with assorted pressing issues and jobs.II ) DIVISION OF WORKDivision of work Division of work and duties is indispensible to the success of working in groups. Undertakings should be divided in such a manner that all resources are adequately utilised without over burthening any specific person. Th e existent undertaking can be broken down into smaller sub-tasks and each sub-task can be assigned to one individual. Care must be taken to guarantee that sub-tasks should be divided harmonizing to single strengths. For e.g. a individual good at proofreading can be assigned for proofreading and one good at forming should be assigned to forming informations and concluding end product. Furthermore, interpersonal accomplishments are a deciding factor for high public presentation and members should show and larn these from each other to better their competences ( Stevens & A ; Campion, 1994 ) . Therefore, to maximise the use of resources work should be delegated harmonizing to the strengths and expertness of group members.III ) SOCIAL IdlenessCovering with Slackers is another issue in group working. This phenomenon called as Social Loafing ( Comer, 1995 ) refers to the inclination of people to work less when working in groups. Normally persons on a individual undertaking are uniformly g raded hence go forthing a large room for one or more members to go dawdlers. To cover with this state of affairs, regulations should be laid down at the start itself. These can be simple penalties such as if a member does non go to a meeting without any specific ground he would purchase a Burger for everyone in the group to harsh 1s such as non including the name of the individual on the concluding study. Usually group members end up making excess work because they do non take shirkers to undertaking and do non talk their head. On the contrary, such sentiments and issues should be flagged at the earliest in the group.IV ) RESPECT FOR INDIVIDUALAnother chief issue associated with working in groups is keeping regard for persons. The image becomes hard when one or more members in the group see themselves superior and smarter than others. This is a unsafe attitude that may do clash within the group. Besides there is a opportunity where persons may believe that they would hold learnt bet ter if they had worked separately on the subject. Researchs have demonstrated that group working is more efficient in doing better quality and speedy determinations when compared to single working ( Cooke & A ; Kernaghan, 1987 ) . It is besides of import to promote members to discourse their strengths and failings at the first session itself so that they can be best utilised. Sharing of ideas by and large consequences in coherence within a group as people feel nearer to each other. Group members should be encouraged to develop and heighten their ability to LISTEN. Group works best when all members are ready to listen to each other with an unfastened head. Furthermore, in a campus environment where pupils come from different states and civilizations, something which is acceptable in one civilization might non be the same in another ( Axtell, 1991 ) . Therefore, regard for persons, their civilizations and values is indispensable to the success of any group.V ) CommunicationTimely communicating on all undertaking and single related affairs is paramount to the success of any group. Unable to run into at distinct clip or topographic point can take to perturbations in the smooth running of a group. Regular communicating should be maintained in the signifier of regular meetings to be held at a stipulated clip agreed amongst the group members. Here, persons can v oice their findings on assorted subjects every bit good as flag their personal jobs if any. Other options such as electronic mails, telephones, confab suites, couriers, etc. may be used if in instance one-to-one treatments can non be planned at all. One of the members can be assigned to enter proceedingss of the meeting and can go around the meeting notes to everyone. This formalizes the procedure of communicating and makes certain that everyone in the group is on the same platform. Besides it is easier for the members to look back on the notes and see if they are on the mark and have achieved what was decided as per agenda.VI ) TIME MANAGEMENTInefficient clip direction besides causes a batch of jobs if things are non achieved as distinct. Therefore to avoid clip lags the best attack is to hold pre-agreed mileposts for the undertaking that can be converted into Gantt charts. It is a misconception that working in a group takes lesser clip. In fact, working in a group can be really cl ip devouring due to encephalon storming, developing understanding on a subject, collating information, alterations and proofreading, etc. Thus, group work should ne'er be considered as less work in lesser clip. It is besides of import to use meeting clip expeditiously to avoid slowdown subsequently on. To accomplish this, the docket of the following meeting can be decided in the current one itself ; all members should come prepared for the meeting ; go-between can direct a reminder through electronic mail or phone before for the approaching meeting ; go-between or chair individual should be rigorous about the timelines.Decision: MBA & A ; BEYONDTo sum up, prosecuting a Masters grade in Management for me is non merely a tool to accomplish position, richness and wealths but a ladder to understand and research assorted spheres of direction. The chief motive behind trailing this plan is to play with assorted direction patterns in order to understand the interplay of factors and to larn ways of using latest theories of direction to pattern. This will assist me in going an first-class director by steering my accomplishments to plan efficient and advanced concern solutions. Continuous chase for wisdom has made me look up to the cognition that I already had and has farther motivated me to hone my accomplishments. The Bangor Business School has provided me an first-class chance to carry through my dream by fall ining this class and deriving sufficient in footings of proficient accomplishments, interpersonal accomplishments and contacts. This concern school has non merely equipped me with a deep cognition of the class stuff but is determining me to be an effectual scholar and hearer. Assorted direction attacks and rules that I am larning in this class such as working in groups will fit me better to accommodate easy when I join the existent universe of concern. My love for direction patterns will do me take up challenges whole heartedly.APPLICATIONS OF THE CURRENT TOPICThis organic structure of work can be used by pupils to understand the importance and kineticss of working in groups. Furthermore, simple solutions proposed can be easy adopted and implemente d by one and all to maximise end products when working in groups.