Synthesis Essay Corrie Ten Boom - 2004 Words

Synthesis Essay -- Corrie Ten Boom MSgt John A. Menanno Air Force Senior Noncommissioned Officer Academy Corrie Ten Boom In times of peril, a hero rises to protect those who cannot protect themselves. Movies tell us heroes are from a different world, wear a suit of armor/cape, or wield superhuman abilities; however, real-life heroes do not fit that mold. In reality, heroes, come in many forms and need little more than courage and boldness to do what is right when no one else will. By all accounts, Corrie Ten Boom, a nearly 50-year old Dutch woman, should not have been a heroine. However, when she saw an injustice, she took a stand as a visionary leader and used inspirational motivation to rally support for the†¦show more content†¦I also displayed intellectual autonomy to hold my ground on a security issue, which led to an ethical dilemma. As difficult as it was, I made a decision and the five-step ethical decision making process proves it was the right one. Despite the circumstances, Corrie was a visionary. She saw people in need and she drew a line in the sand. There was no suit of armor and no cape, just Corrie, as she seemingly echoed the words of Isaiah, â€Å"Here am I. Send me!† (Isaiah 6:8, New International Version [NIV]). Visionary Leader Corrie Ten Boom exemplified the characteristics of a visionary leader through her inspirational motivation in the Dutch underground resistance against Nazi Germany. Corrie witnessed the Jewish oppression at the hands of the Nazis and rejected it (Straub, 1992). One night, a Jewish woman went to Corrie and asked for help and Corrie agreed. Soon, Corrie became an active part of the Dutch underground resistance and worked to save the Jews (Ten Boom, 2006). Here, Corrie used her gift of inspirational motivation to inspire and motivate others to join the resistance or support the effort by providing food ration cards, supplies, or safe passage for the Jews and resistance workers. She even had a hidden room built in her house to hide the Jews residing there (Straub, 1992; Ten Boom, 2006). Corrie’s leadership clearly displayed her ability to lead with inspirational motivation, which is when followers are

Essay about Personalized Nutrition and Exercise Plan

Personalized Nutrition and Exercise Plan Personal Nutrition Exercise Plan The major goal in life that will add great health and longevity to one’s life is to have a healthy diet along with the proper amount of physical activity added to it. This is something that I have learned a lot about in this class. Now I am trying to balance my own individual needs with plenty of physical activity which allows me to develop a plan that helps me to maintain a healthy weight and prevents disease from appearing and with an active schedule with school, work, and teenage daughters it could be pretty changing to follow a healthy diet plan; however the†¦show more content†¦The next factor in fighting and treating anemia is to eat plenty of green and red vegetables, and plenty of fruits along with exercise. Using the pyramid tracker website as a guide shows me how proper food choices can help my health concerns tremendously and also shows me the importance of making positive changes to my daily diet and physical activity. This web site has really encouraged me to set up these four major goals to achieve healthier results in my overall health. Healthy Breakfast- First I will have breakfast every morning this will improve my appetite along with an increase on my energy level. I will include Healthy Breakfasts it would consist of foods that are nutrient-rich and easy to my digestive system and they will increase my energy level throughout the entire day. The most important thing is to choose foods that are high in nutrients to assure that my body is receiving the right amounts of vitamins and minerals. Increase Iron and Folic Acid Intake-Taking into consideration the recommended dietary allowances for my iron intake is 18mg per day. 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Issue of Childhood Obesity-Free-Samples-Myassignmenthelp.com

Question: Discuss about the Issue of Childhood Obesity. Answer: Introduction A few years ago, the issue of childhood obesity was not a problem to discuss because many children were not experiencing this situation. Most of our parents and grandparents did not inquire their childrens weight at school age, their children back at home or those children they came across in their location. The reason is that their children were eating from the dining table and they had time to play outside particularly most of them played the entire day. The issue of weight has changed since that time because of the introduction of fast foods, Xbox games and play station which make children inactive and remain indoors, and finally, they become obese (Wright Aronne, 2012). The key contributing factors of childhood obesity is the fact that children never engage in active activities or playing outside like in the past yet they eat unhealthy foods such as snacks and fast foods like fries and others. The population at risk regarding the issue of childhood obesity is those children betw een the age of 6- 11 (Papoutsi, Drichoutis, Nayga, 2013). This paper seeks to review the issue of childhood obesity, explain the reason why it is a significant public health issue, interventions and preventions are also explained. Last, the paper states the recommendations based on childhood obesity. Problem description The issue of childhood obesity is all over the world and America is the leading nation where most people are obese and close to becoming obese. Evidently, the problem of childhood obesity is largely grown in the United States in just two decades, where obesity on the population at risk has doubled. Additionally, obesity is associated with many disorders as well as conditions during adolescence such as heart disease, diabetes, and cancer. Entirely, almost 25 million children in the United States are obese. This discovery done by researchers is distressing to many citizens in America, and it has instigated several debates on ways in which people can control the issue among children and young adults (Lakshman, Elks, Ong, 2012). The issue on childhood obesity is trending everywhere, and there are adverts concerning it on electronic media. Childhood obesity is a very famous problem on mainstream talk shows where even Oprah includes it as an episode at least once every term. At least ever y individual knows a child who is obese and living unhappy, and the rate is increasing every time. The issue of childhood obesity may be instigating by emotional, physiological and familial features although there is a small ratio caused by genetic factors (WHO, 2016). Current Evidence-based Health Promotion Interventions and Approaches According to Rajalakshmi Lakshman, MD, PhD1, Cathy E. Elks, PhD, MPhil1, and Ken K. Ong, MB BChir PhD1 (2012), family pediatricians and physicians have a chance for early identification of obesity and overweight through predictable physical check-ups. Nevertheless, currently, the evidence states that primary care-based management lacking interventionist backing is not enough in order to manage childhood obesity. Primary care based intervention is likely to be more efficient when implanted at a greater intensity by a professional interventionist. Additionally, adolescent females taking part in a weekly group sitting for a period of three months shadowed by two weeks meetings for two months lessened self-effacingly, not importantly, in BMI elements associated with normal care control collection. An additional intensive examination that accomplished in primary care that concentrated on physical activity and diet habit change in both parents and preschoolers demonstrated higher loss of w eight compared to control. Therefore, any treatment which is delivered in primary care should be the great intensity to be consistent and effective screening for obesity and overweight and appointment to evidence-based care provided in and outside the health center can be an optimal responsibility of the primary care provider. Gerards et al., (2012) suggested that lifestyle interventions are usually defined as dynamic treatments which concentrate on changing daily activity behaviors and dietary of children, targeting maintainable changes linked with health management of weight. The effectiveness of behavior intervention is reliant on many features: the most prosperous take a multi-dimensional method focusing on the diet, behavior modification and physical activity, are based on the family which targets on both the child and parent behaviors. Additionally, they are of adequate duration and concentrate on behaviors which are across the socio-environmental contexts. Randomized organize d meta-analyses and trials have constantly confirmed the dominance of these multi-element behavior interventions above education alone or typical care situations for handling childhood obesity where family-based interventions show the largest impacts. Evidently, the US Preventive Services Task Force acclaims that doctors show screen the issue of obesity in every child over the age of 6 years and refer those who are obese or showing signs of obesity to intensive lifestyle interventions as well as counseling which targets physical activity, diet and behavior change (Endevelt et al., 2014). Over this population, the intervention based on family treatment has also shown effectiveness in children between the ages of 2-6. Notably, following the physical activity and diet targets, children over the age of two should stress improved consumption of vegetables and fruits, non-fat dairy products and low-fat, whole grains, fish, beans, and lean meat. According to Taylor et al., (2013), family-b ased behavioral treatment which is a multi-element lifestyle intervention focuses on the behaviors of both the parent and the child has steadily confirmed to be the healthiest intervention regarding childhood obesity. Research shows that FBT has shown both a big effect size as well as long-term conservation of loss of weight with toddlers decreasing the percentage overweight by 20 percent and impacts still important at ten years post-treatment (Sacher et al., 2010). Though some studies show that children tend to eat unhealthy when they are with their parents, there is no much report on this. Most parents watch their childrens diet, and they observe their physical activities. The exercising and eating behaviors of children mostly happen primarily around the home surrounding, and the powerful predictors regarding obesity and overweight are those linked with home and parents. Thus, family based treatment targets to modify physical activity and eating behaviors of both the parent and th e child with successive alters to the environments at home, and use the parents as the change agents. The treatment is concentrated on the issue of self-monitoring where parents are always on the lookout to monitor their childrens eating and exercise behaviors, using praises and positive reinforcement for children who obey the rules of eating and exercising. Existing Gaps in Policy, Programs and Practice The issue of preventing obesity and excess weight gain from early ages of a child is possibly the most consistent track to healthy weight, as treatment may be somewhat challenging despite the approaches taken. Prevention strategies comprise behaviors which have been linked with great increased weight in toddlers as well as adolescents, with a certain target on high-risk childhood populations. Looking at family-based treatment, it helps in preventing obesity regarding dietary intake, exercising, and eating behaviors are common elements of a healthy way of life and are comparable to the behavioral alters which are usually unified into treatment interventions (Siegrist, Hanssen, Lammel, Haller, Halle, 2011). Additionally, primary care sessions are underutilized for preventive tracking and screening of child weight. Doctors are now diagnosing those children who are at risk of obesity and there is counseling which is offered to families affected by the issue on ways of addressing the sit uation so as to avoid great incidences of childhood obesity. The US Preventive Services Task Force acclaims that doctors show screen the issue of obesity in every child over the age of 6 years and refer those who are obese or showing signs of obesity to intensive lifestyle interventions as well as counseling which targets physical activity, diet and behavior change. Physicians are now on the lookout to screen children over the age of six regarding obesity and best treatments, interventions, and counseling is offered to parents and children. Early intervention for obesity, as early as the fetal phase, can be particularly significant for prevention. Increased parental weight pre-pregnancy as well as gestational gaining of weight has been linked with newborn adiposity and is the main risk feature for childhood obesity. In other words, parents should watch their weight during the period of pregnancy and they should go for regular checkups during this duration. Thus, interventions which target parent weight can be an efficient prevention method (Reinehr, 2013). When a pregnant woman is diagnosed to be obese or over weight, the doctors should advice the mother accordingly and direct her to the right intervention in order to reduce her weight before the baby is born. Additionally, breasting is an important preventative measure and mothers should be advised to breast feed their children continuously for a period of six months without introducing any kind of food during the six months. Breast feeding is significant for both the child and the mother and it prevent the issue of obesity for both of them. As a matter of fact, most studies do not include parents in the prevention initiatives yet they have a role to play in preventing childhood obesity (Vilallonga et al., 2017). Recommendations Focusing on family based treatment, the most common potential barrier of this intervention is the fact that parents are not always available at home to watch their children while eating and engaging in physical activities. As stated by researchers, staying indoors, playing video games and eating unhealthy food is the most common cause of childhood obesity and parents are not always around at home to encourage their children to play outside. Parents should always keep an eye on their children and ensure that they are eating healthy and engaging in physical activities. Whenever, they are not around, they should instruct other caregivers to watch their children pay outside and only give them healthy foods. Food such as snacks, sugary beverages should not be encouraged on children (Bhadoria et al., 2015). Notably, following the physical activity and diet targets, children over the age of two should stress improved consumption of vegetables and fruits, non-fat dairy products and low-fat, whole grains, fish, beans, and lean meat. Parents should advice their children to concentrate on reducing high calorie foods, high-fat, and eliminating or reducing sugar sweetened drinks like fruit drinks and soft-drinks. Additionally, they should restrict mild caloric to be effective and safe. At primary care intervention, most physicians do not focus on checking the weight of a child since most of them ignore the issue of overweight or obesity in children and think that most of them are not at risk of getting obese. Doctors should check the weight of all children as well as pregnant mothers in order to know whether they are obese or not. Physicians should be on the lookout to screen children over the age of six regarding obesity and best treatments, interventions, and counseling is offered to parents and children. Early intervention for obesity, as early as the fetal phase, can be particularly significant for prevention (Bhadoria et al., 2015). Additionally, breasting is an import ant preventative measure and mothers should be advised to breast feed their children continuously for a period of six months without introducing any kind of food during the six months. Breast feeding is significant for both the child and the mother and it prevent the issue of obesity for both of them. As a matter of fact, most studies do not include parents in the prevention initiatives yet they have a role to play in preventing childhood obesity (Gurnani, Birken, Hamilton, 2015). Additionally, parents should watch their weight during the period of pregnancy and they should go for regular checkups during this duration. Thus, interventions which target parent weight can be an efficient prevention method for obesity. When a pregnant woman is diagnosed to be obese or over weight, the doctors should advice the mother accordingly and direct her to the right intervention in order to reduce her weight before the baby is born. Conclusion This paper seeks to review the issue of childhood obesity, explain the reason why it is a significant public health issue, interventions and preventions are also explained. Last, the paper states the recommendations based on childhood obesity. Family based treatment is effective in the intervention of childhood obesity. Parents should always keep an eye on their children and ensure that they are eating healthy and engaging in physical activities. Parents should advise their children to concentrate on reducing high-calorie foods, high-fat, and eliminating or reducing sugar sweetened drinks like fruit drinks and soft-drinks. Additionally, parents should watch their weight during the period of pregnancy, and they should go for regular checkups during this duration. Physicians should be on the lookout to screen children over the age of six regarding obesity and best treatments, interventions, and counseling is offered to parents and children. Additionally, breasting is an important preve ntative measure and mothers should be advised to breast feed their children continuously for six months without introducing any food during the six months. Studies should show the importance of breast feeding as well because very few of them concentrate on this area. References Bhadoria, A., Sahoo, K., Sahoo, B., Choudhury, A., Sufi, N., Kumar, R. (2015). Childhood obesity: Causes and consequences. Journal of Family Medicine and Primary Care, 4(2), 187. https://doi.org/10.4103/2249-4863.154628 Endevelt, R., Elkayam, O., Cohen, R., Peled, R., Tal-Pony, L., Michaelis Grunwald, R., Heymann, A. D. (2014). An intensive family intervention clinic for reducing childhood obesity. Journal of the American Board of Family Medicine?: JABFM, 27(3), 3218. https://doi.org/10.3122/jabfm.2014.03.130243 Gerards, S. M. P. L., Dagnelie, P. C., Jansen, M. W. J., van der Goot, L. O. H. M., de Vries, N. K., Sanders, M. R., Kremers, S. P. J. (2012). Lifestyle Triple P: a parenting intervention for childhood obesity. BMC Public Health, 12(1), 267. https://doi.org/10.1186/1471-2458-12-267 Gurnani, M., Birken, C., Hamilton, J. (2015). Childhood Obesity: Causes, Consequences, and Management. Pediatric Clinics of North America. https://doi.org/10.1016/j.pcl.2015.04.001 Lakshman, R., Elks, C. E., Ong, K. K. (2012). Childhood obesity. Circulation, 126(14), 17701779. https://doi.org/10.1161/CIRCULATIONAHA.111.047738 Papoutsi, G. S., Drichoutis, A. C., Nayga, R. M. (2013). The causes of childhood obesity: A survey. Journal of Economic Surveys, 27(4), 743767. https://doi.org/10.1111/j.1467-6419.2011.00717.x Rajalakshmi Lakshman, MD, PhD1, Cathy E. Elks, PhD, MPhil1, and Ken K. Ong, MB BChir PhD1, 2. (2012). Childhood obesity. Circulation, 126(14), 17701779. https://doi.org/10.1161/CIRCULATIONAHA.111.047738.CHILDHOOD Reinehr, T. (2013). Lifestyle intervention in childhood obesity: changes and challenges. Nature Reviews. Endocrinology, 9(10), 60714. https://doi.org/10.1038/nrendo.2013.149 Sacher, P. M., Kolotourou, M., Chadwick, P. M., Cole, T. J., Lawson, M. S., Lucas, A., Singhal, A. (2010). Randomized Controlled Trial of the MEND Program: A Family-based Community Intervention for Childhood Obesity. Obesity, 18(n1s), S62S68. https://doi.org/10.1038/oby.2009.433 Siegrist, M., Hanssen, H., Lammel, C., Haller, B., Halle, M. (2011). A cluster randomised school-based lifestyle intervention programme for the prevention of childhood obesity and related early cardiovascular disease (JuvenTUM 3). BMC Public Health, 11(1), 258. https://doi.org/10.1186/1471-2458-11-258 Taylor, N. J., Sahota, P., Sargent, J., Barber, S., Loach, J., Louch, G., Wright, J. (2013). Using intervention mapping to develop a culturally appropriate intervention to prevent childhood obesity: the HAPPY (Healthy and Active Parenting Programme for Early Years) study. The International Journal of Behavioral Nutrition and Physical Activity, 10, 142. https://doi.org/10.1186/1479-5868-10-142 Vilallonga, R., Moreno Villares, J. M., Yeste Fernndez, D., Snchez Santos, R., Casanueva Freijo, F., Santolaya Ochando, F., de Ruiz de Adana, J. C. (2017). Erratum to: Initial Approach to Childhood Obesity in Spain. A Multisociety Expert Panel Assessment (Obesity Surgery, (2017), 27, 4, (997-1006), 10.1007/s11695-016-2413-8). Obesity Surgery. https://doi.org/10.1007/s11695-016-2451-2 WHO. (2016). Report of the Commission on Ending Childhood Obesity. WHO. https://doi.org/ISBN 978 92 4 151006 6 Wright, S. M., Aronne, L. J. (2012). Causes of obesity. Abdominal Imaging, 37(5), 730732. https://doi.org/10.1007/s00261-012-9862-x

Pay for Performance in the NFL Essay Example

Pay for Performance in the NFL Paper Statistics Project Pay for Performance in the NFL Introduction Pay for performance is a common theme throughout almost all organizations. Merit increases, performance bonuses for executives, and commissions for real estate salespeople are common examples of this concept. Even teachers’ pay in some states is linked to performance of their students. According to the Washington Post, the state of Florida instituted a policy that individual teacher’s raises and performance starting in 2007 will be tied directly to student’s scores on standardized tests. This pay for performance concept has generally been accepted by the new Obama administration and may make its way into more common usage across the United States. In corporate America, examples of pay for performance are quite common, especially for top executives. Most year end bonuses are based on individuals meeting certain criteria established by the board of directors. These bonuses can be quite substantial. According to the Proxy Statement for Meredith Corporation, the total executive bonuses for the year 2007 exceeded $2. 5 million dollars. While pay for performance seems a reasonable concept in general, it is not without its critics. In education, there are a number of critics that question the fairness of the standardized test score results as a measure of teacher performance. They worry about teaching towards the exam at the expense of the overall education of the student. The criticism from Congress and much of the population of the United States over the bonuses paid to AIG executives questions how performance is actually measured. This paper will attempt to partially address the issue of pay for performance in professional sport, specifically in the National Football League. We will write a custom essay sample on Pay for Performance in the NFL specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Pay for Performance in the NFL specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Pay for Performance in the NFL specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Many different positions in football are difficult to obtain good performance measures. Offensive lineman, special teams players especially do not have good measures of individual performance that are tracked. This analysis will focuses on two groups of NFL players, quarterbacks and running backs where individual performance measures are readily available. Analytical Technique A correlation study will be done on a variety of performance measures and the salaries of both NFL quarterbacks and running backs to see which of the individual performance measures are most closely related to the individuals salaries. The assumption will be that the current salary is based on last year’s performance. In addition to the correlation study, a multiple regression model with the best performance measures will be used to explain the relationship between the measures and salaries. This could be potentially used as a basis of predicting next year’s salary for those players that are in contract discussions or are entering the market as free agents. The data for the study will be obtained from two primary sources, ESPN. com which tracks player performance measures for a number of years, and USATODAY. com for player salaries. Professional football players are compensated in a number of ways, base salary, signing bonus, and other bonuses. This study will be using base salary as the pay in the pay for performance analysis. Performance measures for quarterbacks will include: completion percentage, total passing yardage, touchdown completions, interceptions, and finally QB rating. Performance measures for running backs will include: total yards, yards per game, touchdowns, and fumbles lost. While other measures are collected it is felt that these are the most appropriate performance measures to use for both categories of NFL players. A sample of 22 NFL quarterbacks from the 2007 season was selected while a sample of 13 NFL running backs from 2007 was used. RESULTS NFL quarterbacks: Pearson’s correlation coefficients for all variables in the study were run and are presented in the table below: |   |PCT |YDS |TD |INT |RAT |Salary | |PCT |1 | | | | | | |YDS |0. 43677 |1 | | | | | |TD |0. 230412 |0. 843951 |1 | | | | |INT |-0. 31751 |0. 475031 |0. 247018 |1 | | | |RAT |0. 639073 |0. 45897 |0. 703364 |-0. 41675 |1 | | |2008 Salary |0. 211532 |0. 562896 |0. 428047 |0. 276031 |0. 265671 |1 | As can be seen in the above table the strongest correlation exists between salary and total yards passing (0. 562896) and the number of touchdowns (0. 428047). The other variables have very weak relationships between themselves and salary and will be excluded from further analysis. It seems that only total passing yards is an important variable in understanding the relationship between quarterback’s salary and on field performance. A second part of the study is to use a regression model to predict the next periods salary for free agents and other players whose contracts are up for negotiation. It could be a valuable tool in beginning negotiations between the player and team owner. Since only two variables had anything more than a very weak relationship with salary, two regressions will be run. The first is a simple linear regression with yards passing as the independent variable and the second is a multiple regression with number of touchdowns included. The regression analysis is presented below: Simple linear regression using yards: |Regression Statistics | | | | |Multiple R |0. 62896387 | | | | |R Square |0. 316852343 | | | | |Observations |22 | | | | | | | | | | |   |Coefficients |Standard Error |t Stat |P-value | |Intercept |-1267325. 07 |1976273. 783 |-0. 64127 |0. 528628 | |YDS |1839. 467659 |603. 9569583 |3. 045693 |0. 006383 | Multiple regression using yards and touchdowns: |Regression Statistics | | | | |Multiple R |0. 569677436 | | | | |R Square |0. 24532381 | | | | |Observations |22 | | | | | | | | | | |   |Coefficients |Standard Error |t Stat |P-value | |In tercept |-1596606. 7 |2137031. 816 |-0. 747114146 |0. 464141 | |YDS |2290. 32518 |1148. 639878 |1. 993690591 |0. 060741 | |TD |-50963. 9896 |109649. 6343 |0. 464789417 |0. 647365 | The multiple regression will be excluded from use because the sign of the coefficient is negative, implying that the more touchdowns thrown the lower the salary. This is not logical. The most likely cause is that relationship between total yards passing and touchdowns is stronger than the correlation between touchdowns and salary. This could cause the regression coefficient for touchdowns to be unreliable. The regression equation provides only marginal explanatory power, based on the R square this equation using total yards only explains 31. 68% of salary for an NFL quarterback leaving over 68% of salary unexplained. It usefulness as a tool in negotiation would seem to be very limited. NFL running backs: Pearson’s correlation coefficients for all variables in the study were run and are presented in the table below    |YDS |AVG |TD |FUM |Salary | |YDS |1 | | | | | |AVG |0. 196119 |1 | | | | |TD |0. 382323 |0. 466749 |1 | | | |FUM |0. 017765 |0. 069592 |-0. 31995 |1 | | |Salary |0. 571773 |0. 260196 |0. 38083 |-0. 05109 |1 | Only the total yards gained seem to have anything but a weak relationship with salary. The number of touchdowns being somewhat explanatory of salary and will be used in the multiple regression. Since only two variables had anything more than a very weak relationship with salary, two regressions will be run. The first is a simple linear regression with yards rushing as the independent variable and the second is a multiple regression with number of touchdowns included as well. The regression analysis is presented below: Simple linear regression using yards: Regression Statistics | | | | |Multiple R |0. 57177269 | | | | |R Square |0. 326924009 | | | | | | | | | | |   |Coefficients |Standard Error |t Stat |P-value | |Intercept |-1273523. 69 |1812128. 448 |-0. 702777759 |0. 496798 | |YDS |3659. 184626 |1583. 057254 |2. 311467016 |0. 041192 | Multiple regression using yards and touchdowns: |Regression Statistics | | | | |Multiple R |0. 598119739 | | | | |R Square |0. 57747222 | | | | |Ob servations |13 | | | | | | | | | | |   |Coefficients |Standard Error |t Stat |P-value | |Intercept |-1191870. 48 |1860286. 025 |-0. 64069 |0. 536128 | |YDS |3194. 299878 |1755. 207634 |1. 819899 |0. 098793 | |TD |64585. 6109 |93229. 10033 |0. 692765 |0. 504227 | The multiple regression will be used since it is marginally better in explanatory power than the simple regression model The regression equation provides only marginal explanatory power, based on the R square this equation using total yards only explains 35. 77% of salary for an NFL quarterback leaving over 64% of salary unexplained. It usefulness as a tool in negotiation would seem to be very limited. Conclusion While there seems to be a relationship between player salaries and total yardage for both quarterbacks and running backs, the relationship is not very strong. The use of individual statistics does not seem to explain the greatest proportion of player salaries. It does not seem as if trying to use individual performance measures provides much important information on the value of the player to the team as measured by salary. This could be due to a number of issues. Possibly base salary is not the appropriate measure for player compensation. Maybe the owners look at improvement in individual performance measures over time or the average of the performance measures over time. We also need to consider that qualitative factors play a role in player salaries. It could be the so called â€Å"star power† of the player as an entertainment value. Or maybe the owners do not look at the individual statistics but rather the ability of the player to improve overall team performance. Is the owner actually looking at numbers put up by the player or is the owner estimating how many more games can we win by having this player? Sample Data Quarteracks |NAME |PCT |YDS |TD |INT |RAT |salary | |Tom Brady QB, NWE |68. 9 |4806 |50 |8 |117. | |Tomlinson RB, SDG |1474 |4. 7 |15 |0 |$5,750,000 | | Peterson RB, MIN |1341 |5. 6 |12 |4 |$2,821,320 | |Willie Parker RB, PIT |1316 |4. 1 |2 |4 |$2,900,000 | |Jamal Lewis RB, CLE |1304 |4. 4 |9 |4 |$1,400,000 | |E. James RB, ARI |1222 |3. 8 |7 |4 |$5,000,000 | |Fred Taylor RB, JAC |1202 |5. 4 |5 |2 |$4,000,000 | |Thomas Jones RB, NYJ |1119 |3. |1 |2 |$2,000,000 | |M. Lynch RB, BUF |1115 |4 |7 |1 |$2,635,770 | |Frank Gore RB, SFO |1102 |4. 2 |5 |3 |$2,562,000 | |E. Graham RB, TAM |898 |4 |10 |0 |$1,500,000 | |D. Foster RB, CAR |876 |3. 5 |3 |5 |$1,903,120 | |C. Taylor RB, MIN |844 |5. 4 |7 |5 |$3,000,000 | |L. Maroney RB, NWE |835 |4. 5 |6 |0 |$1,571,720 |

#8220;Analytical Essay Sample on Reading Techniques on How to Read#8221;

#8220;Analytical Essay Sample on Reading Techniques on How to Read#8221; Any good writer knows about the impact that reading can have on his/her work, as well as that in order to be able to fully understand and digest a piece of literature, one should follow the basic guidelines of active reading, the type of reading where a reader subjects a writing to a critical analyze by using different types of reading techniques (Stubbs, Barnet, and Cain, 2). However, every reader, just like every writer, has his/her own style of reading that is composed of or is guided by a combination of different standard techniques set by active reading. Navigated by the guidelines of active reading, a reader can experience a book as a whole, without missing any important parts or ideas, while at the same time have an opportunity to establish a writer’s persona and subject his/her work to critical thinking. In order to explore further on the different reading styles I had an opportunity to interview a classmate, Valeriya Pupchenko, and compare her approach to reading with mine. It was clear from the beginning that we enjoy similar types of literature for our leisure reading, however our tactic of picking a book and the pre reading actions have their differences. In order to pick an appropriate book for her purposes Valeriya prefers to rely on the title of the book and the authors note (Pupchenko, Valeriya). The title may provide a clue by using different methods presenting a book (Stubbs, Barnet, and Cain, 3). A title can have the ability to attract a reader with intriguing or appealing sound, or it can simply attract a reader by presenting the contents of the book in just a few words. Although a title does not always gets to the point of the book, a reader can often rely on the title of a book to get a sense of what he/she is getting. Another method of getting to know more about a piece of literature is by reading the authors note which often summarizes the context of the book. the author’s note also usually has the information about the writer and the book’s origins and its purpose. From the author’s note a reader can establish the writer’s persona and the style of writing. Author’s note is one of Valeriya’s techniques of reading a book and even though she sometimes finds that it gives away the plot of the story, she thinks that this is a helpful way of looking up a book (Pupchenko, Valeriya). I, on the other hand find the author’s note too vague to determine whether or not the book has the desired topic. I have also noticed that compared to the book itself, the author’s note tends to be written in a different style of writing. It is because of these reasons I prefer to read the book first and if I find the book interesting I come back to the author’s note in order to find out more about the writer. When doing a research Valeriya finds it very useful to annotate and underline the key phrases (Pupchenko, Valeriya). This technique helps her to have a quick overview of the read material without missing any important details. I, also, find this technique convenient and helpful, although I prefer taking notes to annotating because it allows me to keep things organized and in one specific place rather than spread all over the place. however my notes are not a summary of the text, but individual phrases that I find important. Summarizing is a useful technique that neither I nor Valeriya like to use, for the simple reason of time consumption. Index is probably the most convenient part of the book when searching for a specific topic. Skimming is another skill that saves time and helps to focus on the main ideas, even though it puts a reader at risk of missing on important ideas. These are the two techniques that I and Valeriya both find essential to a good research. in order to reduce the risk of missing information it is useful to pay attention to the thesis, headings, key phrases, first sentences of the paragraph, and the conclusion (Stubbs, Barnet, and Cain, 5). Active reading also includes other helpful techniques, such as previewing, engaging in critical thinking, and finding out about the author and the place of publication (Stubbs, Barnet, and Cain, 2-17). While previewing a piece of literature a reader should pay attention to the genre of the book and the original place of publication because it will provide a reader with the clues to what was the targeted audience. Subjecting a work to critical thinking provokes the reader to pay a close attention to details. Different people have different habits and methods they use when they read a piece of work, however the origins of these techniques can be traced to come from active reading. When a reader follows the basic approaches of previewing, skimming, and critical thinking, the process of reading becomes more comprehensive and beneficial. Active reading doesn’t only assists a reader in analyzing a piece of literature in a way that shows the full and complete picture of the book, but it also helps a reader to become also a better writer because a person can approach analytically to his/her own work just as if it was someone else’s.

Anglo-Saxon and Viking Queens of England

Anglo-Saxon and Viking Queens of England Either Aethelstan or his grandfather, Alfred the Great, is usually considered the first king of England, rather than of one part of England.   Alfred the Great adopted the title of king of the Anglo-Saxons, and Aethelstan, king of the English. The powers and roles of queens – the wives of monarchs – evolved considerably through this period.   Some werent even named in contemporary records. I’ve arranged these queens (and consorts who were not queens) according to their husbands for clarity. Alfred The Great (r. 871-899) He was the son of Aethelwulf, king of Wessex, and Osburh Ealhswith - married 868She was the daughter of Aethelred Mucil, a Mercian noble, and Eadburh, also a Mercian noble, supposedly descended from King Cenwulf of Mercia (ruled 796 – 812).She was never actually given the title of â€Å"queen.†Among their children were Aethelflaed, Lady of the Mercians; Aelfthryth, who married the Count of Flanders; and Edward, who succeeded his father as king. Edward The Elder (r. 899-924) He was the son of Alfred and Ealhswith (above).   He  had three marriages (or two and one nonmarital relationship). Ecgwynn – married 893, son was Athelstan, daughter Edith Aelfflaed – married 899seven children including four daughters who married into European royalty and a fifth who became a nun, and two sons, Aelfweard of Wessex and Edwin of Wessexone daughter was Edith (Eadgyth) of England, who married Emperor Otto I of Germany Eadgifu – married about 919, sons included Edmund I and Edred, a daughter Saint Edith of Winchester who was considered a saint, and another daughter (whose existence is questionable) who may have married a prince of Aquitaine Aelfweard (r. briefly and contested: 924) He was the son of Edward and Aelfflaed (above). no recorded consort Athelstan (r. 924-939) He was the son of Edward and Ecgwynn (above). no recorded consort Edmund I (r. 939-946) He was the son of Edward and Eadgifu (above). Aelfgifu of Shaftesbury – date of marriage unknown, died 944revered as a saint soon after her deathmother of his two sons, who each ruled: Eadwig (born about 940) and Edgar (born 943)no indication she was recognized with the title of queen during her time Aethelflaed of Damerham – married 944, daughter of Aelfgar of Essex. Left a wealthy widow when Edmund died in 946, she remarried. Eadred (r. 946-55) He was the son of Edward and Eadgifu (above). no recorded consort Eadwig (r.955-959) He was the son of Edmund I and Aelfgifu (above). Aelfgifu, married about 957; details are uncertain but she may have been of Mercian background; a lurid story is told of her and the king, involving a fight with (later Saint) Dunstan and Archbishop Oda. The marriage was dissolved in 958 because they were closely related – or perhaps to protect the claim of Eadwig’s brother, Edward, to the throne; she seems to have gone on to accumulate significant property Edgar (r. 959-975) He was the son of Edmund I and Aelfgifu (above) – the details of his relationships and the mothers of his sons are disputed. Aethelflaed (not married)Son Edward (below) Wulthryth (not married; Edgar is said to have kidnapped her from the nunnery at Wilton)Daughter Saint Edith of Wilton Aelfthryth, who was anointed as queenSon Aethelred (below) Edward II The Martyr (r. 975-979) He was the son of Edgar and Aethelflaed no known consort Aethelred II The Unready (R. 979-1013 and 1014-1016) He was the son of Edgar and Aelfthryth (above). Also spelled Ethelred. Aelfgifu of York – married possibly in the 980s – her name does not appear in writings until about 1100 – probably the daughter of Earl Thored of Northumbria – never anointed as queen – died about 1002Six sons, including Aethelstan Aetheling (heir apparent) and the future Edmund II, and at least three daughters including Eadgyth, married to Eadric Streona Emma of Normandy (about 985 – 1052) – married 1002 – daughter of Richard I, Duke of Normandy, and Gunnora – changed her name to Aelfgifu on marriage to Aethelred – married Canute after Aethelred’s defeat and death.   Their children were:Edward the ConfessorAlfredGoda or Godgifu Sweyn or Svein Forkbeard(r. 1013-1014) He was the son of Harold Bluetooth of Denmark and Gyrid Olafsdottir. Gunhild of Wenden – married about 990, fate unknown Sigrid the Haughty – married about 1000Daughter Estrith or Margaret, married Richard II of Normandy Edmund II Ironside (r Apr - Nov 1016) He was the son of Aethelred the Unready and Aelfgifu of York (above). Ealdgyth (Edith) of East Anglia - married about 1015 - born about 992 – died after 1016 – probably the widow of a man named Sigeferth. Probably the mother of:Edward the ExileEdmund Aetheling Canute The Great (r. 1016-1035) He was the son of  Svein Forkbeard  and Ã…Å¡wiÄ™tosÅ‚awa (Sigrid or Gunhild). Aelfgifu of Northampton – born about 990, died after 1040, regent in Norway 1030 – 1035 – she was simply put aside as a wife according to customs of the time so that Cnut could marry Emma of NormandySweyn, King of NorwayHarold Harefoot, King of England (below) Emma of Normandy, widow of Aethelred (above)Harthacnut (about 1018 – June 8, 1042) (below)Gunhilda of Denmark (about 1020 – July 18, 1038), married Henry III, Holy Roman Emperor, without offspring Harold Harefoot (r. 1035-1040) He was the son of Canute and Aelfgifu of Northampton (above). may have been married to an Aelfgifu, may have had a son Harthacnut (r. 1035-1042) He was the son of Canute and Emma of Normandy (above). not married, no children Edward III The Confessor (r. 1042-1066) He was the son of Aethelred and Emma of Normandy (above). Edith of Wessex –lived about 1025 to December 18, 1075 – married January 23, 1045 – crowned as queen – they had no childrenHer father was Godwin, an English earl, and mother was Ulf, a sister of Cnut’s brother-in-law Harold II Godwinson (r. Jan - Oct 1066) He was the son of Godwin, Earl of Wessex, and Gytha Thorkelsdottir. Edith Swannesha or Edith the Fair – lived about 1025 – 1086 – common-law wife? five children including a daughter who married a Grand Duke of Kiev Ealdgyth or Edith of Mercia – was the wife of Wales ruler Gruffud ap Llywelyn and then queen consort of Harold Godwineson – marriage date probably 1066 Edgar Atheling (r. Oct - Dec 1066) He was the son of Edward the Exile (son of Edmund II Ironside and Ealdgyth, above) and Agatha of Hungary.   not married, no children Edgar’s sisters had connections to later English and Scottish rulers: Margaret who married Malcolm III of Scotland and had two daughters, Mary and Matilda of Scotland Cristina who became a nun and tutor to her nieces Mary and MatildaMatilda (born Edith) married Henry I of England and was the mother of the Empress Matilda Mary was the mother of Matilda of Boulogne  who married King Stephen of England Next queens:   Norman Queens of England

Anglo-Saxon and Viking Queens of England

Anglo-Saxon and Viking Queens of England Either Aethelstan or his grandfather, Alfred the Great, is usually considered the first king of England, rather than of one part of England.   Alfred the Great adopted the title of king of the Anglo-Saxons, and Aethelstan, king of the English. The powers and roles of queens – the wives of monarchs – evolved considerably through this period.   Some werent even named in contemporary records. I’ve arranged these queens (and consorts who were not queens) according to their husbands for clarity. Alfred The Great (r. 871-899) He was the son of Aethelwulf, king of Wessex, and Osburh Ealhswith - married 868She was the daughter of Aethelred Mucil, a Mercian noble, and Eadburh, also a Mercian noble, supposedly descended from King Cenwulf of Mercia (ruled 796 – 812).She was never actually given the title of â€Å"queen.†Among their children were Aethelflaed, Lady of the Mercians; Aelfthryth, who married the Count of Flanders; and Edward, who succeeded his father as king. Edward The Elder (r. 899-924) He was the son of Alfred and Ealhswith (above).   He  had three marriages (or two and one nonmarital relationship). Ecgwynn – married 893, son was Athelstan, daughter Edith Aelfflaed – married 899seven children including four daughters who married into European royalty and a fifth who became a nun, and two sons, Aelfweard of Wessex and Edwin of Wessexone daughter was Edith (Eadgyth) of England, who married Emperor Otto I of Germany Eadgifu – married about 919, sons included Edmund I and Edred, a daughter Saint Edith of Winchester who was considered a saint, and another daughter (whose existence is questionable) who may have married a prince of Aquitaine Aelfweard (r. briefly and contested: 924) He was the son of Edward and Aelfflaed (above). no recorded consort Athelstan (r. 924-939) He was the son of Edward and Ecgwynn (above). no recorded consort Edmund I (r. 939-946) He was the son of Edward and Eadgifu (above). Aelfgifu of Shaftesbury – date of marriage unknown, died 944revered as a saint soon after her deathmother of his two sons, who each ruled: Eadwig (born about 940) and Edgar (born 943)no indication she was recognized with the title of queen during her time Aethelflaed of Damerham – married 944, daughter of Aelfgar of Essex. Left a wealthy widow when Edmund died in 946, she remarried. Eadred (r. 946-55) He was the son of Edward and Eadgifu (above). no recorded consort Eadwig (r.955-959) He was the son of Edmund I and Aelfgifu (above). Aelfgifu, married about 957; details are uncertain but she may have been of Mercian background; a lurid story is told of her and the king, involving a fight with (later Saint) Dunstan and Archbishop Oda. The marriage was dissolved in 958 because they were closely related – or perhaps to protect the claim of Eadwig’s brother, Edward, to the throne; she seems to have gone on to accumulate significant property Edgar (r. 959-975) He was the son of Edmund I and Aelfgifu (above) – the details of his relationships and the mothers of his sons are disputed. Aethelflaed (not married)Son Edward (below) Wulthryth (not married; Edgar is said to have kidnapped her from the nunnery at Wilton)Daughter Saint Edith of Wilton Aelfthryth, who was anointed as queenSon Aethelred (below) Edward II The Martyr (r. 975-979) He was the son of Edgar and Aethelflaed no known consort Aethelred II The Unready (R. 979-1013 and 1014-1016) He was the son of Edgar and Aelfthryth (above). Also spelled Ethelred. Aelfgifu of York – married possibly in the 980s – her name does not appear in writings until about 1100 – probably the daughter of Earl Thored of Northumbria – never anointed as queen – died about 1002Six sons, including Aethelstan Aetheling (heir apparent) and the future Edmund II, and at least three daughters including Eadgyth, married to Eadric Streona Emma of Normandy (about 985 – 1052) – married 1002 – daughter of Richard I, Duke of Normandy, and Gunnora – changed her name to Aelfgifu on marriage to Aethelred – married Canute after Aethelred’s defeat and death.   Their children were:Edward the ConfessorAlfredGoda or Godgifu Sweyn or Svein Forkbeard(r. 1013-1014) He was the son of Harold Bluetooth of Denmark and Gyrid Olafsdottir. Gunhild of Wenden – married about 990, fate unknown Sigrid the Haughty – married about 1000Daughter Estrith or Margaret, married Richard II of Normandy Edmund II Ironside (r Apr - Nov 1016) He was the son of Aethelred the Unready and Aelfgifu of York (above). Ealdgyth (Edith) of East Anglia - married about 1015 - born about 992 – died after 1016 – probably the widow of a man named Sigeferth. Probably the mother of:Edward the ExileEdmund Aetheling Canute The Great (r. 1016-1035) He was the son of  Svein Forkbeard  and Ã…Å¡wiÄ™tosÅ‚awa (Sigrid or Gunhild). Aelfgifu of Northampton – born about 990, died after 1040, regent in Norway 1030 – 1035 – she was simply put aside as a wife according to customs of the time so that Cnut could marry Emma of NormandySweyn, King of NorwayHarold Harefoot, King of England (below) Emma of Normandy, widow of Aethelred (above)Harthacnut (about 1018 – June 8, 1042) (below)Gunhilda of Denmark (about 1020 – July 18, 1038), married Henry III, Holy Roman Emperor, without offspring Harold Harefoot (r. 1035-1040) He was the son of Canute and Aelfgifu of Northampton (above). may have been married to an Aelfgifu, may have had a son Harthacnut (r. 1035-1042) He was the son of Canute and Emma of Normandy (above). not married, no children Edward III The Confessor (r. 1042-1066) He was the son of Aethelred and Emma of Normandy (above). Edith of Wessex –lived about 1025 to December 18, 1075 – married January 23, 1045 – crowned as queen – they had no childrenHer father was Godwin, an English earl, and mother was Ulf, a sister of Cnut’s brother-in-law Harold II Godwinson (r. Jan - Oct 1066) He was the son of Godwin, Earl of Wessex, and Gytha Thorkelsdottir. Edith Swannesha or Edith the Fair – lived about 1025 – 1086 – common-law wife? five children including a daughter who married a Grand Duke of Kiev Ealdgyth or Edith of Mercia – was the wife of Wales ruler Gruffud ap Llywelyn and then queen consort of Harold Godwineson – marriage date probably 1066 Edgar Atheling (r. Oct - Dec 1066) He was the son of Edward the Exile (son of Edmund II Ironside and Ealdgyth, above) and Agatha of Hungary.   not married, no children Edgar’s sisters had connections to later English and Scottish rulers: Margaret who married Malcolm III of Scotland and had two daughters, Mary and Matilda of Scotland Cristina who became a nun and tutor to her nieces Mary and MatildaMatilda (born Edith) married Henry I of England and was the mother of the Empress Matilda Mary was the mother of Matilda of Boulogne  who married King Stephen of England Next queens:   Norman Queens of England

To what extent should we widen the agenda of security studies to Essay

To what extent should we widen the agenda of security studies to include issues like the environment, population migration, food security, and the concerns of women (and other groups) - Essay Example Because of the far reaching consequences of such wars, it became increasingly necessary to select less violent means of settling conflict2. The rise of the Cold war however brought along with it a different set of crimes that defined the way in which this war was fought. The primary area of focus for security studies takes organized violence as its focus. It seeks to explore the various mechanisms by which individuals and aggregations of individuals use to undertake organized violent crime in an area. Once these mechanisms have been identified, security studies goes ahead to identify various ways in which the effects of such levels of violence can be mitigated. Accumulation of knowledge is a fundamental means of protecting oneself from organized violent crime. Knowing when criminals will attack and exactly where they will attack is vital knowledge in light of security issues. This knowledge can relate to the type of weapons that they will use their tactics, their use of humans as soft targets and the exact mechanisms by which they derive their motivation to undertake organized violent crime. Security studies also looks into greater fundamental aspects of organized crime at a national level3. The nature of weapons that a country has at its disposal is essential in determining the level of damage that could be caused by a security threat. The study if security studies would not be complete without evaluating the exact means by which war is caused. War is a delicate subject in the security systems of any country. Previously, it was entered into lightly as witnessed by the occurrence of World War I and World War II. However, with the numerous casualties that were experienced as a result of these wars, it became inhuman to the common man for these wars to be supported. In recent times, security studies has faced increasing pressure to investigate other areas of security that had not been the considered a security concern.

Literary Analysis Essay Example | Topics and Well Written Essays - 750 words - 6

Literary Analysis - Essay Example The transformation of Oedipus from a quester to sinner in the play can be seen as a dramatic device to reveal the tragic flaw, hamartia, of the protagonist. From a man who was in search of his true identity, Oedipus ends up being the King of Thebes where he remains unaware of the very horrors present in his life, from which he was trying to run away. Even though it can be argued that the sins committed by Oedipus can be the outcome of his ignorance, the years he spent in Thebes without any effort to find out the people whom he came across in the life he chose shows the extent to which he was blinded by power. In fact, the moment he became the king of Thebes distanced him from his search for identity. Tiresius’s accusations from the perspective of Apollonian reasoning and piety explore the irrational and irresponsible actions of Oedipus which were once considered heroic. When insulted by Oedipus for his blindness and alleged inability to foresee the future of Thebes, Tiresius retorts: Oedipus can be seen as belonging to that aspect of Greek culture which operated on the pragmatic aspects of life which included action at the expense of introspection though the element of piety was a major element in their day-to-day existence. In a broad analysis, it is possible to analyze Oedipus as a Dionysian representation in Greek terms, exhibiting sudden action, excesses, violence, ruthlessness, and so on. The Apollonian representations, on the contrary would depict contemplative action with due emphasis on intelligence over impulse. Terry Eagleton, in his Holy Terror (2005) observes how in Sophocles’s Oedipus at Colonus, Oedipus â€Å"is transformed into a tutelary deity, protecting the citizens of Athens from assault† (15) and states that the Dionysian impulse for violence is normally a reaction to â€Å"lack of piety† (Eagleton, 16). In Oedipus the King, the question of morality is not strictly the concern of its

Factors in a child’s development Essay Example for Free

Factors in a child’s development Essay Family is one of the biggest external factors in a child’s development. The first three years of a child’s life are when their foundations are laid out influencing what type of a person they may grow up to be. A child who is given lots of love, attention and guidance are more likely to thrive compared to those who are ignored. At this very early age parents and siblings are the most important thing in a child’s life so everything they do can influence a child, this is when they first start to imitate other peoples actions so if a child is in a stimulating environment then they are more likely to want to continue to be stimulated when they reach school age. Friendships are also a major factor, by the age of three children start to form strong friendships. Friendships may begin to influence behavior, in a positive or sometimes a negative way. They will start to learn how to listen to other people’s opinions and also how to voice their own views. Read more:Â  Explain how children and young people’s development is influenced by a range of external factors essay It’s when children start making friends that their personalities really start to develop and they start either start to become a leader or a follower. Peers may become a big influence over their likes and dislikes. What a child eats also plays a big part in a child’s development both in a physical and mental way. Calcium, protein and fats are all essential in a child’s diet to help them grow. When a child starts school it becomes more difficult from a parents prospective to supervise what children are eating especially in children of high school age, too much sugary and fatty foods can lead to children becoming over weight and lacking in energy. It is important for schools to take an active approach in what children are allowed to eat when possible. In today’s world of high technology the media is also a big factor in how children develop. The television can be an amazing aid in a child’s development if watched in moderation. A child that spends too much time in front of a television may run an increased risk of becoming over weight and children who view violent television shows show a tendency towards an aggressive behavior. Social media is also taking a part in children’s developments as friendships are formed with people from all over the world that once would not have been accessible unfortunately it can also have negative results as children can be bullied without an adult around to help them and can lead to a very low self esteem.

Alphonse mucha - Cigarette Job :: essays research papers fc

Cigarette Job - Alphonse Marie Mucha The purpose of this Essay is to discuss an example of design from the late 1800s, I will relate it to the social, economic, technical and cultural context of that time. . I intend on delivering details of the artist and his life experiences as well as his style and possible interests. I will also evaluate the subject with my own opinion, likes and dislikes, with comparisons of work and artists from within that period up to the present date The design I have chosen to focus on is ‘Cigarette Job’ (1898) by the great Alphonse Marie Mucha. Alphonse Mucha was born in 1860 in Czechoslovakia and died in 1939. He is most often remembered for the prominent role he played in shaping the aesthetics of French Art Nouveau at the turn of the century, he was in fact the most famous artist of the Art Nouveau period. His imagery was so inextricably entwined with Art Nouveau that the entire movement was referred to by Goncourt as the 'Mucha Style'. Famous throughout Europe and the Americas, he inspired other artists and designers who copied him and plagiarised him so that for years the image of the Muchaesque beauty surrounded by her characteristic symbols was enshrined in advertising, magazine covers and illustrations, book jackets, posters, paintings and numerous artefacts. Art Nouveau is the Decorative style of the late 19th century and the early 20th that flourished principally in Europe and the USA. Although it influenced painting and sculpture, its chief manifestations were in architecture and the decorative and graphic arts. It is characterized by sinuous, asymmetrical lines based on organic forms; in a broader sense it encompasses the geometrical and more abstract patterns and rhythms that were evolved as part of the general reaction to 19th-century historicism. There are wide variations in the style according to where it appeared and the materials that were employed ‘Florated madness, liniar hysteria, strange decoratve disease, stylistic free-for-all’, such were the terms its contemporaries used to describe Art Nouveau, the first international design style. Art Nouveau was the rebellion against the entire Victorian sensibility, steeped as it was in the past. The exponents of the style hoped to revolutionize every aspect of design in order to set a standard that would be compatible with the new age. Art Nouveau was a direct descendant of the Arts and Crafts movement and influenced by celtic ornament as well as Japanese woodcut prints, all this resulted in an international style based on decoration.

Education in the 19th Century Essay

I. General Theme: * Nationalism in Europe grew stronger and with it was the belief in the power of education to shape the future of nation as well as individuals. * Spread of democratic ideas and of the application industry to science. * There were charity schools supported by the church and charitable organization. * Establishment of agricultural, commercial, scientific and industrial schools II. Specific Events and Facts 1. Increase in the number of Science Schools â€Å"The Nineteenth Century,† says Lavasseur, â€Å"is the first which has systematized and generalized the education of the people for the value of education in itself.† The Sheffield Scientific School of Yale University was established in 1847, the Lawrence Scientific School of Harvard in 1848, and the Chandler Scientific School of Dartmouth in 1852. The land grants of 1862 by Congress encouraged this system of education and scientific courses were added to the state universities, while Columbia organized its School of Mines, Washington University of St. Louis its School of Engineering, and in 1861 the Massachusetts Institute of Technology opened its doors. In 1871 the Stevens Institute of Technology was founded at Hoboken, and the Green School of Science was established as a branch of Princeton College. 2. Universities opened for women Women were not admitted to university examinations in England until 1867, when the doors of the University of London were thrown open, and, in 1871, Miss Clough opened a house for women students in Cambridge, which in 1875 became Newnham College. Women were formally admitted to Cambridge in 1881, and somewhat similar privileges were given at Oxford in 1884. The two earliest women’s colleges in the United States are generally reported to be Mount Holyoke, which dates from 1836, and was organized by Mary Lyon; but it had for its curriculum merely an academic course, and this is true of the  Georgia Female College, opened at Macon, Georgia, in 1839. The first institution in the world designed to give women a full collegiate course was founded at Poughkeepsie, New York, in 1861, by Matthew Vassar, and it was opened in 1865. 3. Co-educational schools The first co-educational institutions were Antioch and Oberlin Colleges; but during the last generation co-education has met with growing favor, until now more than half the colleges of the United States admit women as well as men. Having gained a collegiate education the women sought admission to the professional schools, which they have gradually secured, until now women lawyers and physicians are quite common in the larger cities, and women legislators and mayors win public favor in Colorado and Iowa.† 4. Education Act of 1870 in England â€Å"Foster Act† The 1870 Education Act stands as the very first piece of legislation to deal specifically with the provision of education in Britain. Most importantly, it demonstrated a commitment to provision on a national scale. The Act allowed voluntary schools to carry on unchanged, but established a system of ‘school boards’ to build and manage schools in areas where they were needed. The boards were locally elected bodies which drew their funding from the local rates. Unlike the voluntary schools, religious teaching in the board schools was to be ‘non-denominational’. A separate Act extended similar provisions to Scotland in 1872. 5. Education Act of 1891 in England The 1891 Elementary Education Act (5 August 1891) was another significant step in the process which the 1870 Act had begun, as it decreed that elementary education was to be provided free. The Act provided for ten shillings (50p) a year to be paid as a ‘fee grant’ by Parliament for each child over three and under fifteen attending a public elementary school. The schools were forbidden to charge additional fees except in certain circumstances. 6. French Model of Education System Moving into the 19th century, the objective of universities evolved from teaching the â€Å"regurgitation of knowledge† to â€Å"encourage productive thinking.  Two new university models, the German and the post-Revolutionary French, arose and made an impact on established models such as the Russian and Britain – especially the newer foundations of University College London and King’s College London. Such free thinking and experimentation had notably already begun in Britain’s oldest universities beginning in the seventeenth century at Oxford with the fathers of British scientific methodology Robert Hooke and Robert Boyle, and at Cambridge where Isaac Newton was Lucasian Professor of Mathematics & Physics. 7. Prussian Education System The educational system was divided into three groups. The elite of Prussian society were seen as comprising .5% of the society. Approximately 5.5% of the remaining children were sent to what was called realschulen, where they were partially taught to think. The remaining 94% went to volkschulen, where they were to learn â€Å"harmony, obedience, freedom from stressful thinking and how to follow orders.† An important part of this new system was to break the link between reading and the young child, because a child who reads too well becomes knowledgeable and independent from the system of instruction and is capable of finding out anything. In order to have an efficient policy-making class and a sub-class beneath it, you’ve got to remove the power of most people to make anything out of available information. The Prussian education system was a system of mandatory education dating to the early 19th century. Parts of the Prussianeducation system have served as models for the education systems in a number of other countries, including Japan and the United States. 8. Early Education Reading, writing, religion and arithmetic were only some of the subjects that were taught during the 19th century. 9. Fencing Fencing has a long history with universities and schools. At least one style of fencing, Mensur in Germany is practiced only within universities. University students compete internationally at the World University Games. The United States holds two national level university tournaments including  the NCAA championship and the USACFC National Championships tournaments in the USA and theBUCS fencing championships in the United Kingdom. 10. Johann Friedrich Herbart * Created an international attention and attracted thousands of European and American visitors. * They saw physically active children – running, jumping and playing with letter blocks. * Goal: Natural Development of the Individual Child * Learning begins with firsthand observation of an object and moves gradually toward the remote and abstract realm of words and ideas. Sources: http://www.oldandsold.com/articles35/19th-century-17.shtml http://www.publicbookshelf.com/public_html/The_Great_Republic_By_the_Master_Historians_Vol_IV/19thcentu_fh.html http://www.parliament.uk/about/living-heritage/transformingsociety/livinglearning/school/overview/1870educationact/ http://www.educationengland.org.uk/history/chapter03.html http://en.wikipedia.org/wiki/History_of_European_research_universities#European_university_models_in_the_19th_and_20th_centuries http://www.condorcet.com.au/en/studying-with-us/french-education-system/main-principles.aspx http://en.wikipedia.org/wiki/Prussian_education_system http://feltd.wordpress.com/2010/09/16/the-prussian-german-educational-system/ http://en.wikipedia.org/wiki/Fencing http://education.stateuniversity.com/pages/2319/Pestalozzi-Johann-1746-1827.html http://en.wikipedia.org/wiki/Johann_Heinrich_Pestalozzi http://www.britannica.com/EBchecked/topic/453469/Johann-Heinrich-Pestalozzi

Hunting by Kristina Kilbourne Essay

The culture being explored in the essay â€Å"Hunting† by Kristina Kilbourne is one regarding hunting and changes in its overall perception by the public throughout the past two centuries. The narrative also explores the benefits and costs to society of promoting the hunting culture in modern-day America. No explicit and concise definition of hunting and the culture is provided. However, the entire introduction does provide a clear and detailed explanation of the players involved in the hunting culture as well as where, why, and to what extent such a culture exists in the United States. The stereotypes concerning hunting presented in the passage depict it as an inhumane practice that does not consider the environment. However, the writer also points out a growing media understanding of the population and ecological benefits that hunting presents for the environment. She uses examples from published population demographics concerning the animals most hunted, and demonstrates how hunters contribute to wildlife preservation through activism and contribution of taxes. Kilbourne describes the history and values of the hunting culture by providing information concerning the historical population trends that show hunting as important in population control. She also shows hunters’ values by pointing out their dedication to preserving the populations of the animals they hunt. To substantiate this, the author uses real-life examples of hunters she knows and demonstrates their attention to hunting population trends. In providing research evidence for exploring the stereotype, Kilbourne hints at scientific evidence concerning the necessity of hunting in preventing animal populations from getting too large to be sustained within the environment. However, had this evidence been more explicitly presented and explained, the argument would have been stronger. Other evidence presented includes testimonials from the author’s husband who is a hunter. While this anecdotal information was of some value, the fact that this took up half the essay reduces its overall impact. The reason for this is that such information may be biased, since it comes from a source that is a close relative of the author. Furthermore, the overuse of this source had the effect of reducing the variability of the sources within the paper. The format of the paper is adequate as far as in-text citations go. Since the sources were taken mainly from the internet, one understands why no page numbers were provided. The author might have considered providing paragraph numbers, however, as well as providing the URL’s for the sources on the works cited page. For the first two paragraphs, Kilbourne does provide lead-in and topic sentences. However, no topic sentences are provided for the last three paragraphs. The writer does provide direct quotes as well as paraphrasing of the sources. Most of the works cited sources do match the in-text citations, though in one instance the Ohio citation would have been better replaced with the author (Myers’) last name.

How Students Can Leverage Part-Time and Volunteer Work - Guest Post by Gary Ryan

How Students Can Leverage Part-Time and Volunteer Work - Guest Post by Gary Ryan The following is a guest post by Gary Ryan, founder of Organisations That Matter. Edited by Brenda Bernstein, The Essay Expert. Summer vacations (or â€Å"holiday seasons† as they say Down Under), are terrific for many reasons. They present an opportunity to catch up with friends and family as well as to relax. For many students, summer means a chance to earn money and/or volunteer (especially if you aren’t taking extra classes). Unfortunately, many students don’t take full advantage of their holiday work. Too often I hear things like, â€Å"I’m just a check-out operator,† or â€Å"I just work at a cafà ©,† or â€Å"I just provide meals to homeless people.† There is no such thing as â€Å"just† a part time job- not if you are prepared to consider the employability skills that you are developing while doing your work! Below is a short list of ten employability skills that part time / volunteer work develops: 1. Communication skills 2. Problem solving skills 3. Initiative 4. Teamwork 5. Technology skills 6. Planning and organizing skills 7. Service excellence skills 8. Leadership skills 9. Learning skills 10. Self-management skills Let’s look at some examples of how you might develop these skills: 1. Communication If you communicate with your boss, other team members and/or the general public, then you have the opportunity to develop communication skills. Here’s a tip: Good communicators are good listeners †¦ which also means that you are good at asking questions. So, develop your questioning skills and your communication skills will skyrocket! 2. Problem solving Problems occur all the time. In every job. A computer won’t work. Another staff member didn’t turn up for their shift. The delivery hasn’t arrived and customers are waiting for their orders. The list goes on. Each of these examples is a wonderful opportunity for you to consciously practice your problem solving skills. Not only that, but you can create a bank of stories about how you solve problems. Can you imagine any of your future employers not wanting a problem solver? Neither can I! 3. Initiative Showing initiative is doing something helpful without having been asked. Every time you see that something could go wrong (like someone slipping on a banana peel) and you take action to stop that from happening (like picking up the banana peel) you are showing initiative. Opportunities to demonstrate initiative are everywhere. Keep your eye out for them and grasp them with both hands when they pop up. They also create great stories that can be used in interviews. 4. Teamwork There is hardly a job that exists that does not involve teamwork. Even if you work alone, you are probably still part of a team. Imagine an interview when you are asked about your experience of working in teams. If you’ve covered a shift for a teammate, taught someone something, or helped out in some other way, you will have a great answer to this question! 5. Technology Technology skills don’t just include using electronic devices such as computers and scanners. Using technology can mean writing on whiteboards, driving forklifts (providing you have a license) and whatever else you have to use to do your job. If you volunteer planting trees, the shovels, picks and other tools that you use are all forms of technology. By having a range of stories about your technological capacity, you can demonstrate your adaptability and ability to learn quickly. Most students don’t even think about these things as being relevant to their future. But, they are! 6. Planning and organizing In whatever work you are doing, show up on time and meet your deadlines. Employers expect it. Practice it and practice it now. 7. Leadership For those of you who have responsibility for a team or other staff, how do you treat the people you lead? What are your mental models about leadership? How are your personal values reflected in how you lead? Conscious thought about these questions can create wonderful leadership experiences for you as well as the opportunity to make relatively â€Å"safe† mistakes. Think about your personal theory about formal leadership. Try it out. See if it works. Learn how to lead by doing it when the opportunity arises. 8. Learning Part time and volunteer work always involves learning one or more of the following: technical skills policies and procedures cash management processes customer service procedures people’s names how to work in a team how to communicate the company mission / vision This list could go on. The point is, notice what you have to learn to do your job. You’ll have a mountain of examples to share in an interview! 9. Service excellence No job is worth its salt if you aren’t able to practice developing your service excellence skills. Quite simply, service excellence is like oxygen. In any job, we can’t live without it. The simplest and best practice to adopt is, â€Å"Everyone is my customer: my boss, my colleagues and my customers.† If you wouldn’t choose to be a customer of yourself, then you need to improve your skills in this area or you will likely â€Å"suffocate† your career. 10. Self-management In order to consciously practice the above skills you have to practice self-management. You will have all had a challenging on-the-job experience. How did you handle it? How did you overcome any negative experiences? Challenges at work require a significant amount of positive self-talk, time management, problem solving and communication skills. Develop them now! Part-time and volunteer work are goldmines as far as developing your employability skills. Take full advantage of your opportunities. The gold in this sense will come in the future when you get the job that you really want. So, enjoy your time off this â€Å"holiday season†- and make it an even more valuable summer by developing yourself in the workplace! Gary Ryan is the Founder of Organisations That Matter, author of What Really Matters For Young Professionals! and creator of the Yes For Success online platform for creating and executing a life of balance and personal success!

History Thesis

History Thesis History Thesis History ThesisYou are at your graduate school learning history and researching the topic you have been assigned in the course of your studying. If you have to write a history thesis, it means that you have already accomplished three or four years of your studying and the final step is to be done.History thesis is not easy, especially if you have to time and no desire to work on it. Nevertheless, if you are looking for successful graduation, you must complete a thesis writing project, despite of your desires, wants, and lack of time.History Thesis TopicsThere are many possible history thesis topics and they are not limited to current events or social movements, to elections of Barack Obama or gay rights. History thesis be wide enough to allow proper secondary research and yet leave some space for primary investigation, unless you are writing a history thesis about the Roman Empire and there are not witnesses of that time left.You may develop your history thesis topic by focusing on g eographical area (African history, American history, Asian history)You may focus your history thesis topic on certain period (Medieval History, Modern History, Renaissance History)You may write about difference civilizations (Western Civilization History, Indian Civilization, Aztec Civilization)You may explore the specific field of history (Art History, Oral History, Forgotten History)You may trace the relationship between history and other academic disciplines (History of Eastern Philosophy).Professional History Thesis WritingWe know that history thesis writing is not easy, especially if you have no time to write it. Well-written thesis must be based on sufficient research. It means that you should spend many hours in the library trying to find supporting information. Do you have enough time to devote to thesis writing?The majority of students are too busy to have enough time for all academic assignments. Consequently, many of students recall having a history thesis due on ly when the deadline is tomorrow morning. What should you do in such a situation? There is an effective solution: professional history thesis writing service from scratch!If you have written your history thesis partially and want someone to finish it, if you seek professional editing service online, you may also turn to us and get your history thesis written or edited by experts in academic assignments!

The House of Lords Lynn Case Study Example | Topics and Well Written Essays - 1500 words

The House of Lords Lynn - Case Study Example The question then arises what type of conduct will be sufficient to infer a common intention to share ownership Lord Bridge appears to suggest in Lloyds that indirect contributions are insufficient to found a beneficial interest under an implied constructive trust too: "In this situation direct contributions to the purchase price by the partner who is not the legal owner, whether initially or by payment of mortgage instalments, will readily justify the inference necessary for the creation of a constructive trust. But, as I read the authorities, it is at least extremely doubtful whether anything less will do." It is not clear to which cases Lord Bridges is referring in his final sentence. There are high profile cases where it is argued that indirect contributions should be regarded as evidence that an agreement for a beneficial interest should be inferred: Gissing v Gissing [1971] AC 886 and Burns v Burns [1984] 1 Ch 317. The line of reasoning in these cases suggest that it is not just the making of the indirect contribution; there must also have been the aim of assisting in the purchase of the property and/or that without that contribution the mortgage would not have been paid. "Contributions are not limited to those made directly in part payment of the price of the property or to those made at the time when the property is conveyed into the name of one of the spouses. For instance there can be a contribution if by arrangement between the spouses one of them by payment of the household expenses enables the other to pay the mortgage instalments." Given the importance of precedent in English law it is submitted that Lord Bridge's statement could not have been meant to overrule such authorities. Clearly there is established authority that in appropriate circumstances the court may infer that the parties' common intention was to give the claimant an interest by way of indirect contributions. We are told that 'Mike would not have been able to meet the mortgage payments out of his own salary' had Lynn not worked part-time to discharge the other household expenses. There is clearly a link between the mortgage payments and the expenses undertaken by Lynn. It is therefore submitted that Le Foe v Le Foe [2001] 2 FLR 970 is consistent with Lord Bridge's speech in Lloyds and in fact is a direct application of precedent in this area. As Mr Mostyn QC himself said: "I believe that a fair reading of [May LJ's judgement in Burns v. Burns [1984] FLR 216] is that such a state of affairs should suffice to enable the necessary inference to be drawn. Otherwise these cases would be decided by reference to mere accidents of fortune, being the arbitrary allocation of financial responsibility as between the parties." Le Foe is an illustration of such contributions and their effects, where the court construed the Lloyds' principles and concluded that the claimant will be entitled to a beneficial interest by way of indirect contributions in exceptional circumstances. It is therefore submitted that at first instance and appeal Lord Bridge's remarks have been misinterpreted and that Lynn does indeed have a beneficial interest in the property via an implied constructive trust. Waite LJ's judgement in Midland Bank plc v Cooke [1995] 4 All ER 562 goes to quantification of the

Protecting the House of Under Armour Article Example | Topics and Well Written Essays - 750 words

Protecting the House of Under Armour - Article Example Kraft and Lee involve an evaluation of the company’s dealings in its bid to ensure success upon its product portfolio. Findings from the article indicate that the company engaged on production with a capital base amounting to $310,000 after Kevin Plank realized the need to enhance sports through manufacturing the ideal wears for each sports activity. The authors account on the initial capital base of the company as sourced from three bodies for example, $20,000 from private equity, $30,000 from borrowed finances, and $250,000 loan for small business enterprises. Eventually, the article establishes that the founders’ zeal propelled the success of the company to reach its goals in becoming a competent producer of sports equipment. Despite the variations of managing the Under Armour products to become a brand, the company’s successes remain interrelated to the strategic involvement and the indulged passion of Kevin Plank in his quest to facilitate sports. The articl e articulates that the company’s focus on the current culture, the target market share, and the involvement in brand placement are the constituent propellants to its success. The two authors successfully ascertain that the engaged programs guaranteed Under Armour to acquire its current market share and beneficial outcomes. CRITIQUE Protecting the house of under armour The article’s title, â€Å"Protecting the house of Under Armour† seeks to analyze the Under Armour brand management beginning from the initial foundation to the current state of the company. Kraft and Lee authored the article purporting to enable readers derive necessary knowledge concerning the development of products and protection of brands. The article establishes that Kevin Plank’s initial intention emanated from the urge and desire to manufacture athletes’ wears that suited their psychological and physical purposes. The article’s title entails protection of a house of und er armour. However, the article contains managerial and production activities of the Under Armour brand (Kraft and Lee, 2009, p, 113). This is a distractive course taken upon by the authors since the readers find it confusing since they have to understand the correlations of protecting and managing the brand. After the title of the article, the authors directly address the issue of the initial manufacturing processing and sourcing of capital under a subtopic named building the house. Normally, the reader would expect to read the abstract of the article in order to be certain of the context and relevance. The authors fail to acknowledge the salient need of the introduction as they engage on establishing various subtopics, which tend to be independent from each other (Kraft and Lee, 2009, p, 115). Arguably, the method of writing tends to be ill since the avoidance of introduction serves as a deception for the reader lacks an overview of the items contains in the article. The article a ccounts on Kevin’s resolutions to establish a longtime remedy to the problems that befell athletes during sports. Kraft and Lee establish the founder who is also the company’s head embarked on the production plan to help his teammates after realizing the psychological discomfort they all experienced from their sportswear. However, the article fails to account on the founder’

Self Evaluation Essay Example | Topics and Well Written Essays - 250 words

Self Evaluation - Essay Example I possess effective communication and listening skills, which are vital in any organization. I always listen carefully and make judgment after critical evaluation of the problem; thus likely to reduce conflicts that may arise in an origination. Besides communication and listening skills, I have learnt that effective teamwork, as well as controlling emotions is essential in the work environment. I am always read to work as a team and my future and I look forward to work in a dynamic organization that fully utilizes my potential and knowledge gained in classroom. Maxwell (34) argues that great leaders are the ones that embrace and work in a team; thus achieving success. Therefore, my aim is to deliver quality services and offer exemplary services; thus my biggest goal is to make clients happy since only if they are satisfied, then, I will also benefit from my work. My objective is to work in an organization that calls for total dedication, creativity, evaluation and effective decision; thus improving organizational performance

Material Culture in Education Essay

Material Culture in Education Essay This study explores the role of material culture in arts and design class at colleges in Singapore. Normally, students in a contemporary graphic design class face many difficulties particularly in interactive creation of arts and design. Basically, this study tends to identify and analyze the advantages of using material culture in a contemporary graphic design class. Furthermore, this paper also attempts to design an effective curriculum that will satisfy the needs of using material culture in a contemporary graphic design class. Concurrently, graphic design schools today face ever-increasing demands in their attempts to guarantee that students are well equipped to enter the workforce and navigate a complex world. Research indicates that material culture can help support learning concerning culture and past histories, and that it is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry. But the mere presence of material culture in the classroom does not ensure their effective use when it comes in adding validity and substance to graphic design study. This study explores the various ways material culture can be used to improve how and what student learn in the classroom particularly in creative design and arts. Moreover, this paper pointed out the use of material culture as an effective learning tool in studying past history and culture is more likely to take place when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a schools capacity for change. In this study, the researcher investigated several variables that may influence the development and progress of students in different contemporary graphic design classes at colleges of Singapore. These included perceptions of problem difficulty, creative designing, value of art, and quality of work. The researcher believes that enabling the students to use material culture aided by the procedure in graphic design will result in effective learning and understanding in creative design and provides quality design and art. This research will analyze and investigate the role of material culture and personal perception of the students in Singapore. This shall include a discussion on the positive and negative variables related to material culture and contemporary graphic design, an analysis of performance of the students in school in relation to material culture was also conducted. Particularly, the research will focus on examining the role of material culture in contemporary graphic design provided by the school instructors/administrators. Basically, the results of the study will lead the researcher to the development and devise an effective curriculum in arts and design with respect to material culture in graphic design. Problem Statement This researcher finds the necessity for a study that specifically tackles the effects of material culture in contemporary graphic design at Colleges in Singapore. Specifically, this study intends to explore the significant impact of this material to the Colleges in Singapore that are related in contemporary graphic design. It will present the performance of the students by identifying weaknesses and inefficiencies and recommending solutions. Basically, the problem of this study is about conventional methodology in teaching which used a dry lecturer is really dull and takes a lot of time to finish a modular or syllabus of each topic depending on lecturer capabilities, skills, availability, mood and student indulgent of what their thought. That is not effective for students to get an effective way to learn, there is a need to get a new and effective approach since material culture may now touch the cultural and historical value of a certain art or design. The purpose of using material culture in a contemporary graphic design class is to develop a better learning than conventional method in colleges but through the early resistance, it emphasized their ability to appreciate art and learn it cultural and historical value perform the complex tasks needed in contemporary graphic design. Through material culture student can develop a bond and understanding of ones traditional cultures that motivate visual communication students to create strong cultural identity graphic design. Moreover, this study will try to answer the following queries: Can understanding of ones traditional cultures motivate visual communication students to create strong cultural identity graphic design? Can material culture add validity and substance to graphic design study? Purpose This study seeks to understand fully how students awareness of their traditional cultures might be the factor that motivate them to research and explore their cultures as a graphic design topic. Hypotheses This paper will work on the following hypothesis: Material culture in graphic design class in colleges plays significant effect to the students awareness of their traditional cultures. Material culture in graphic design class in colleges has significant effect to the memory retention of the students when it comes in studying traditional culture. Since it is exciting, challenging and fun to use, then it encourages students to study the material culture again and again. Material culture has significant effect to the learning improvement of the students since it attaches to ones traditional culture. Definition of Key Terms Graphic Design- Graphic Design is the process and art of combining text and graphics and communicating an effective message in the design of logos, graphics, brochures, newsletters, posters, signs, and any other type of visual communication (http://www.geemultimedia.com.au/glossary.asp). Material Culture- Material Culture is a term often used by archaeologists as a non-specific way to refer to the artifacts or other concrete things left by past cultures. An archaeologist thus can be described as a person who studies the material culture of a past society (www.encyclopedia.com). Art- Art is the process or product of deliberately arranging elements in a way to affect the senses or emotions. It encompasses a diverse range of human activities, creations, and modes of expression, including music, literature, film, sculpture, and paintings (www.encyclopedia.com). Education- Education encompasses the teaching of specific skills, and also something less tangible but more profound: the imparting of knowledge, good judgment and wisdom. One of the fundamental goals of education is to impart culture across the generations socialization. (www.encyclopedia.com) Knowledge- Knowledge includes, but is not limited to, those descriptions, hypotheses, concepts, theories, principles and procedures which to a reasonable degree of certainty are either true or useful. (www.encyclopedia.com) School-A school is a type of educational institution. The range of institutions covered by the term varies from country to country. (www.encyclopedia.com) Review of Literature World history has witnessed the birth, development, and achievements of the most talented people. These people have their distinct gifts and area of mastery literature, politics, arts, science, and so forth. Still, much of their success can be traced back to the kind of life and personality they had. Childhood experiences, support from people around them, environmental influences and personal motivations often determine how a gifted person makes use of his innate abilities to become an important figure in his chosen field of expertise. The world of arts is one of the most interesting topics of study. This field usually includes some of the most peculiar people who can express their personalities through unique paintings, sculptures, and drawings. Art education is culturally identified as a subject area that enables students to use their imagination and creativity to produce pieces of artwork from a wide variety of materials. This identification may also include the study of famous artists and their well-known artwork (Oliver, 2010). On the other hand, the cultural identity is constructed through various signs and symbols that the culture attribute to art education.   Symbols include art making materials (The Culture of Education in the Visual Arts, 1999). These materials that are attached to ones culture were known as â€Å"material culture†.   Material cultures are becoming known to the teachers in contemporary graphic design because of its motivational effect to their students in studying culture and art. In graphic design class, art symbol with respect to materials are crucial. An example of art education symbols are the variety of medias- both two and three dimensional that are used to illustrate subject matter. In addition to more practical symbols of art education are the humanitarian symbols which may include connecting with artists and their work, both contemporary and historical (The Culture of Education in the Visual Arts, 1999).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The art and crafts around communities, in stores and on posters will always be a symbol of a reflection of art education (The Culture of Education in the Visual Arts, 1999). Another facet of creating a cultural identity is to reflect on the cultural rituals that are often associated with art education. The most apparent rituals include the various processes that are employed to make art.   It is important to remember that such rituals/processes are influenced by the geographical location of the school district (Oliver, 2010). Another cultural ritual attributed to art education is the physical demonstration that the art teacher must provide for students in order to teach them specific techniques. This demonstration often includes safety precautions as rituals that the students will then strictly employ to create art without hurting themselves with the tools in the making (Oliver, 2010). Other ritual distinctive to art education is the practice of critiquing students art work, often done by the whole class in order to provide constructive feedback and criticism of the finished piece of art.  Ã‚   One final ritual that should be imperative to an art education program is class field trips to museums, galleries, and artists studios that connect the learning of art in the school to actually viewing art in the community (The Culture of Education in the Visual Arts, 1999). It is important to connect these cultural rituals and symbols of art education to not only show how they produce a cultural identity, but also form a sense of social solidarity among students, teachers, and communities (Oliver, 2010). The visual arts or the graphic designs are arts that we see. It has its own language-the language of feelings, emotions and ideas without words. We could discover the world outside and inside us through visual arts. The visual artist through unspoken can communicate with us when he creates visual work of arts like painting. Paintings and works of art in general are meant to move us, especially in ways that words often cant. Graphic designs inspired by material culture play a major role not only in academic purposes but also in health and medicare related aspect and in the community as well. It develops the intelligence and the overall personality of the students. Moreover, graphic designs inspired by material culture also provide meaningful self-expression of all students. It is used in therapy procedures for aiding child development. It assists in educating disabled children, especially those who are blind and have hearing problems. And finally, visual arts also help in building communities and mural projects. In studying graphic designs inspired by material culture, it shows that visual arts and cultural identity are related. The cultural identity is constructed through various signs and symbols that the culture attribute to art education.   Methodology This section of the research proposal discusses the methods to be used.   This illustrates the method of research that identifies its applicability. Likewise, the section illustrates how the research was to be implemented and how to come up with relevant findings. Moreover, this methodology part of the research underwent into several stages. In the research design, the researcher collected data from students and teachers in some Colleges in Singapore that are using material culture in their graphic design class. At the time of data collection, the researcher gathered and sum upped the data acquired from these resources. Study Setting In accordance to the goal of this study i.e. to investigate the role of material culture in contemporary graphic design, the researcher decided to conduct the investigation in 10 Colleges in Singapore. Basically, in these 10 chosen schools in Singapore, a random sample of 10 students each will be chosen. The students to be included should be familiar to graphic design and material culture. Research Design Generally speaking, there are two research positions, often call paradigms, which researchers can choose from. The first is the quantitative paradigm in which researcher attempts to understand causal relationship of existing phenomena or attempts to discern the validity of the theory in a particular social context (Creswell, 1994). And since one of the purposes of this study determine the role of material culture in contemporary graphic design, the quantitative research position is taken here because it is appropriate for the research purpose. Aside from this, the second approach, called the qualitative paradigm, is not chosen. Actually, as indicated in the paper of Daymon Holloway (2002), the qualitative design the researcher assumes this position and attempts to understand a particular social phenomenon by using the actors frame of reference. In addition, data are presented not in numerical form but in actual words which is in contrast to the aim of this research. There are few research strategies that often used for conducting research such as survey, case study, action research, Ethnography etc. According to Yin (2003), there are three conditions to be considered for choosing an appropriate research strategy i.e. : The type of research question The extent of control an investigator has over actual behavioural events. The degree of focus on contemporary as opposed to historical events From the paper of Saunders, et al. (2007), survey approach often uses questionnaires to collect a large amount of data from a sizeable population in a highly economical way. Therefore, the survey approach is usually able to apply a more representative sample among a massive population for the study, trying to achieve generalisibility of the results. The case study, however, according to Denscombe (1998), is an investigation that focuses on detailed, in-depth descriptions and analysis of one or a few organisations. This approach is normally use to explore the phenomenon by in-depth data gained in the research context. This implies that the research results gained by case study cannot be generalized to a larger population due to that the investigation range is limited. By considering this limitation of case study approach, the researcher opted to choose the survey method. Population and Sampling Plan The sample size consists of students, who are the logical key informant related closely to the issue under investigation, as well as the teachers numbering to 10 subjects.   There is no reason to believe that 10 teachers is not a large enough sample size because ultimately it is this individual who works directly with the issue and teachers has the most intimate knowledge of the subject. Basically, the survey respondents are asked regarding their perception towards material culture and graphic designing and students performance. In essence, Guilford Fruchter (1973) argued that in choosing sample sizes, the Slovins formula should be considered. Therefore, in selecting the sample size (100 students) in this paper was identified by Slovins formula. The Slovin (1960) formula is given as: Where: e= needed error margin (percent requirement for non-precision due to the use of the sample as an alternative of the population). N= size of population n = size of sample Data Collection Procedures Yin (2004) provides six different sources of data collection that is commonly used in case study methodology, which include documentation, archival records, interviews, direct observation, participant observation and physical artifacts. The data collection method uses survey and interview that is to take place with the students and teachers, as these are the closest people working with the subject under scrutiny here Material culture and should serve as the key informant. In addition, students are also surveyed to understand how they feel about the use of material culture in their graphic design class since the teacher may provide biased information, however accessing the students is subject to the permission of the teacher who acts as the gatekeeper. If surveying the students is possible the survey that students will fill out will be left on the teachers desk where they can fill it out and return it to a drop box in a closed envelope without a name or other identifying information. The questions for the employees are created after a thorough review of literature. For documentation that refers to secondary information about the material culture and graphic designing, such considerations have been taken to reduce concerns as they would otherwise pertain to bias or the reliability and validity of the findings. Relying on documentation are used even if the students do participate since it strengthens the findings further (Yin, 2003). Documentation specifically includes performance reports and records, or books and journal articles discussing material culture and graphic design. Accessing of the teacher is going to take place by first, sending the school an outline of the study and ethical content forms and arrange meeting, through the telephone or MSN given geographical constraints, to explain what it is the research wishes to do and how it will benefit the organization. Ultimately, what the researcher wants to do is discern how training is able to increase students performance and the mechanisms that school in Singapore has in place to assure this. Executing the above step is useful since the gatekeepers are going to want to protect the interests of their students and the organization (Holloway Walker, 1999). Overall, the approach above is based on negotiation, which as researchers note, â€Å"Access is negotiated and re-negotiated throughout the research process† (Gubrium, Holstein, 2001, p. 301). The teacher was also assured that confidentiality by not releasing information that they do not want to be released and anonymity by using pseudonym s for students, participants and settings will be secured (Daymon Holloway, 2002). It is not unreasonable for the teacher to participate in the study given the steps executed above which are suggested by research methodology practitioners. Finally, research questions are based from the literature as is suggested by research methodology practitioners. Data Analysis To determine the perceptions of the student respondents pertaining to material culture and graphic design, the researcher a set of guide questions for the interview and prepared a questionnaire. A non-threatening questionnaire in nature that can be completed within 30 minutes are considered. The respondents graded each statement in the survey-questionnaire using a Likert scale with a five-response scale wherein respondents are given five response choices. The equivalent weights for the answers are: When the entire information consumer responses have been collected, the researcher used statistics to analyse it; and was assisted by the SPSS in coming up with the statistical analysis for this study. For the details gathered from journals, an evaluation was drawn in order to identify the role of material culture to contemporary graphic design. Moreover, this research will utilise the several statistics in order to determine the differences between their perceptions towards the impact of material culture on students performance and art appreciation. As stated above, the researcher was aided by the Statistical Package for the Social Sciences (SPSS) in the making and creation of the statistical analysis for this study. SPSS is one of the mainly and extensively accessible and potent statistical software packages that has a extensive range of statistical practices, which permits a researcher to sum up information (e.g. calculate standard deviations and means), identify whether there are major differences between groups (e.g., ANOVA t-tests), observe relationships among variables (e.g. multiple regression correlation) and graph output (e.g. line graphs, bar charts, pie chart, etc.) (Sauders, Lewis Thornhill 2007).   Concluding Remarks Significance This study will be a significant endeavour in promoting culture awareness among graphic design students. This study will be beneficial to future leaders. By understanding the needs of the students and the benefits of quality education, these practitioners will be assured of a larger progress performance. Moreover, this research will provide recommendations on how to value students as they are taking a large part in the overall performance of the school quality education. This study would also be of help to those school and market scientists who are interested in finding out the social implications of the boom and the bust phases of the school industry. Moreover, educators can gain from this study, as they find the connection between how they have designed their curriculum and what are the actual needs of the citizens.   In that way, they would be able to make immediate changes, if necessary, or continued improvement of their programs, through further studies. Furthermore, it is hoped that this study would help the students to improve learning and appreciation skill through Material culture in Art and Design at colleges in Singapore because Material culture has many advantages/effectiveness such as retention and motivational factors in accordance to the leaning behavior of student. Thus, student can go deeply into each topic areas they need to learn without lecturer involvement because material culture is related to the history of the arts they are perceiving. Moreover, this paper introduced important changes in our educational system and gives a huge influence to the way we communicate information with students. It would make them as an active participant in their own learning process, instead of just being passive learners of the educational content.   Apparently, this research also hoped can provides an opportunity to gain a greater understanding of the factors that impact on the students experiences of material culture in learning pr ocess. Finally, this study would benefit future researchers in the field of the, education, arts and design management, business and the social sciences since it depicts the future of the school industry and its varying effects to many sectors of society. Limitations This study will only cover material culture as part of studying contemporary graphic design in arts and design for the college students in some colleges in Singapore. Basically, this paper will only cover students selected from semester 1, conducted from some colleges in Singapore. As there are numerous issues surrounding the school, this research will primarily examine program development and performance progress. The outcome of this study will be limited only to the data gathered from books and journals and from the primary data gathered from the result of the questionnaire survey and interview that will be conducted by the researcher. As the research was completed in a relatively short period of time other factors and variables are not considered. This might have an impact on the results of the study.   Basically this research study will enable the researcher to design a quality curriculum that will satisfy the needs of the students. References: (1999). The Culture of Education in the Visual Arts. Retrieved March 24, 2010, from www.orgsites.com Creswell, J.W. (1994). Research design. Qualitative and quantitative approaches. Thousand Oaks, California: Sage. Daymon, C. Holloway, I. (2002). Qualitative research methods in public relations and marketing communications. Routledge. Denscombe, M. (1998), The Good Research Guide, Buckingham, Open University Press. Guilford, J.P. Fruchter B. (1973). Fundamental Statistics in Psychology and Education, 5th Edition. New York: Mc Graw-Hill. Holloway, I. Walker, J. (1999). Getting a PhD in health and social care. Wiley. Oliver, S. (2010). The Importance of Visual Arts in Schools. A Free Article. Retrieved March 24, 2010, from www.afreearticle.com Sauders M., Lewis, P. Thornhill, A.(2007). Research method for business students, FT Prentice Hall, Harlow. Yin, R.K. (2003). Case Study Research Design and Method (2nd ed), Sage, Thousand Oaks.