You can not dream Review Essay Example

You can not dream Review Paper Essay on You can not dream And in the book Romka died so said to me back in school age, when I thought the movie You can not dream the best film about love So, I will not read the book. thought then: The film I still think one of the best adaptations of love. But the book is still read. It is a pity that she read. Well, that is already being an adult The story was written in 1977. Written out of desperation and without love for the light love story. Just because serious things Galina Shcherbakova, did not take into print. You can not dream took. Not only in print, and for filming. The Youth, where the manuscript was sent to a sample print story refused. Afraid. And sex, which at that time, according to rumors, the Soviet Union was not, and Roman, leaped out of the window We will write a custom essay sample on You can not dream Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on You can not dream Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on You can not dream Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer But the script for the film has been changed. Name Julia replaced by Katya, that the characters do not create a parallel with the Shakespearean Romeo and Juliet. Romka hopped rather slipped, but remained alive. Scene of sex and rum was replaced by sponging with alcohol. Cheeky neighbor who drinks coffee buckets on the night was replaced by a faceless neighbor. Melitopol and Mariupol all jammed. Crocodiles and Senya Venya left. And the dialogues. Dialogues elegant and memorable. Very smart. Word for word, that in the film, which in the story. And yet. More than anything. On the role of seventeen Katya and Roma took 16-year-old boy without much experience, who played only a short childrens roles, and the 23-year-old theater actress. And it is how they played how to play Emotions, eyes The film has turned out exactly love. A book A book is like a grown-hatred. No children there. Faceless some. And Roman, and Julia. Moms them, dad, teacher everything is there, all bright with their eccentricities and gags. A major no heroes. All the love Romka was a record the words are only words. No feelings, no emotions, all casual. And the same girl Julia turned. He does not want to learn. The plate was listening at night. Neighbor interferes. Thats all. All emotions. She even thinks prudently as it should sleep with Romka. Heck, 17 years old but still in time! This is how much strength, nerves and tortured soul it was necessary to decide on it. Nah not shown in the book nothing. Indifferently written. Just like that There would be no mo vie and the book would not have caught. Single word Hey I sold something. I hope nobodys feelings will not strike the light. And too bad grade still can not deliver. Because of the film (after all, there would be no story, would not have it). And because of the tragic fate of Nikita Mikhailovsky, in the end Sorry for the emotion. Just IMHO.

Students Speaking Anxiety Essay Sample

Students Speaking Anxiety Essay Sample Students Speaking Anxiety Essay Example Students Speaking Anxiety Essay Example Language learners often consider learning a second language as a difficult task because of a veritable fear of performing unknown grammar, phonology and writing. In other words, language anxiety could be a serious obstacle for learners. Due to the globalization process, there arose an absolute necessity of studying a foreign language because it allows students and people all over the world to communicate and exchange cultural experience. Reducing ESL Students Speaking Anxiety inside the Classroom Mutual understanding is impossible when people speak different languages and, therefore, language teachers admit that learning a foreign language is a challenging task that depends on social and cultural background, age, aptitude, motivation, learning styles and personality (Randall, 2007). According to Humphries (2011), â€Å"Anxiety is the subjective feeling of tension, apprehension, nervousness and worry associated with an arousal of the autonomic nervous system† (p. 66). It has been found to depend on many aspect of learning and can be applied to the second language learning. The feeling of apprehension and tension relates to the second language environments and contexts, including listening, learning and speaking (The Language Learner, n.d.). The problem of language anxiety is serious because it prevents students from acquiring new knowledge and expanding their experience in communication and interaction. Therefore, there should be specific strategies that would help them overcome the fear of interaction. Causes of Language Anxiety Language anxiety was studied by numerous theorists who have been striving to define both its internal and external factors. There are different aspects affecting language anxiety such as gender, cultural affiliation or teaching methods. For example, Hewitt and Stephenson (2011) focus on the assessment of impact of language anxiety encountered by foreign language students on their oral performance. The results of the interview have detected students with anxiety presenting different outcomes and aspects, which have been improved in the course of gradual adjustment. Apart from cultural affiliations and the types of assignments presented to ESL learners, there are specific personal characteristics, which influence the development of language anxiety. Thus, Dewaele (2013) has focused on the analysis of psychological, emotional and socio-biographical factors to show the link between student’s perception and language anxiety. By dividing students into four groups, the author seeks to explore whether language anxiety is associated with personality features such as neuroticism. Despite previous findings, it has been reported that there is a strong correlation between language anxiety and neuroticism, sharing up to 25% of probability. Additionally, significant correlations were found between psychoticism and extraversion. Social environment and context also affect students’ feeling of language anxiety. As a result, teachers should reconsider methodological dimensions and teaching techniques that can contribute to the reduction of language learning fears and anxieties. In particular, close attention should be paid to the nature of language interactions and the language itself (Wesely, 2013). There is also a strong connection between language anxiety and emotional intelligence. In particular, Chinese students’ emotional intelligence and its relation to English classroom learning anxiety in three universities of China were explored. Several important conclusions have been made. To begin with, over half of Chinese students had a high level of emotional intelligence, and only one third of them faced language anxiety. Second, moderate and strong correlations among students’ emotional intelligence, English achievement, foreign language anxiety and self-rated English proficiency have been detected. Third, language anxiety has had a strong effect on emotional intelligence in forecasting English achievement. Finally, foreign language also significantly influences the relationship between self-rated English proficiency and emotional intelligence. The nature of language anxiety could be associated with gender and age issues as well. Nahavandi and Jayakaran (2013) have conducted the research on 548 students who study in Jahad-e-Daneshgahi institute. It was aimed at evaluating language anxiety at English classes, communication apprehension and text anxiety. There was also an attempt to understand whether anxiety aspects are distinguished in terms of gender, social backgrounds and proficiency levels. The results have showed that students have differently experienced the higher side of the range. Specifically, it has been reported that communication anxiety has been found to be the major anxiety problem in comparison to other aspects. Furthermore, gender did not have a positive correlation with the feeling of anxiety. At the same time, anxiety has been largely dependent on proficiency level. Gender distribution in classes could also be a serious aspect affecting language anxiety and second language performance. In the study by Park and French (2013), attention was paid to the analysis of Second Language Classroom Anxiety Scale among 948 university students who study English in Korea. Several conclusions can be drawn from the results of the study. Specifically, it has been reported that females have higher anxiety levels as well as higher grades in comparison to males. Furthermore, gender influence is not specifically associated with the items presented in the scale. The findings, therefore, have been discussed with practical and theoretical implications for a deeper understanding of the nature and causes of anxiety. When it concerns teaching techniques, students often resort to different forms of learning, which are encouraged by motivation and attitude. However, the latter two are largely affected by language anxiety. In this context, Jain and Sidhu (2013) have introduced their outlook on the correlation between anxiety and motivation among ESL learners. The data was collected with the help of questionnaires and software to define the identified relationship. The findings have shown there is a strong negative correlation between ESL learning and gender, discipline and language proficiency. Additionally, it has been reported that science students have much higher positive attitude to language learning as compared to non-science learning. Interestingly, students with lower proficiency have a stronger relationship in motivation and attitude as compared to high proficiency students. Influence of Language Anxiety on Students inside the Classroom It should be admitted that language anxiety is explicitly revealed in the classroom as teachers could define the level of student’s readiness for English language learning. In this respect, MacIntyre and Gregersen (2012) have stated, â€Å"in the classroom, anxious learners tend to freeze up in role-play activities, forget previously learned material, are less likely to volunteer answers, and participate less than their non-anxious counterparts† (p. 104). Anxious students sometimes answer by learning more but complete courses with lower levels of achievement. Such a situation is explained by students’ increased level of anxiety and their inability to cope with nervous situations. Furthermore, the feeling of being disregarded for their performance and achievements can be the genuine reason for significant frustration among anxious learners. Anxious students are less enthusiastic about responding and correcting their mistakes and rely heavily on their own emotions. What is more important, they often exercise avoidance behavior, such as procrastinating or skipping classes, which can be associated with a high level of personal standards. Partidge and Eamoraphan (2015) have also dedicated their studies to the analysis of students’ foreign language anxiety through a cooperative learning in Thailand. The study has been confined to four objectives. First of all, the scholars have sought to discuss the level of reported language anxiety in the classroom. Second, they have compared the difference between the extent of classroom anxiety of the focus group before and after learning by means of cooperative learning approach. The third objective was to perform a comparative analysis of the differences between groups before and after the introduction approach. Fourth, the authors have compared the difference between language classroom anxiety, communication apprehension and negative evaluation before and after the introduction of a learning approach. Additionally, the classroom anxiety is a broader concept that could also include language learning anxiety. There are different factors affecting foreign language acquisitio n in the classroom. According to Partidge and Eamoraphan (2015), â€Å"the affective variable includes the student’s motivation, self-confidence, and their anxiety/ the affective variables are factors that affect learning and can act as a filter which is known as the affective filter† (p. 176). Strategies for Reducing Speaking Anxiety Since the nature of language learning anxiety refers to social, psychological and cultural reasons, the methods of reducing the level of anxiety could also be different. As such, Partidge and Eamoraphan (2015) have proposed the method of cooperative learning, an instructional method that allows achieving results in pairs and teams, pledging students to be more enthusiastic, relying on their partners or members of the group. The benefits of this strategy will show how extraverts and introverts could cooperate to deal with the problem of communication. The findings confirm that students did not show significant improvements before and after cooperative learning. However, the study has also supported the idea that language anxiety depends more on personal characteristics rather than on the ability of working in a team. Specifically, the author has argued that â€Å"language anxiety [has] to be a stable personality trait which occurs when the student has to use a language they are not p roficient in† (Partidge Eamoraphan, 2015, p. 181). Considering this idea, language anxiety could be regarded as a stable phenomenon and students should work on personal achievement before they enter a specific group. In case students encounter foreign language anxiety, the teachers should define what types of actions – direct or indirect- should be taken. They should cope with anxiety through the development of a less provoking environment. A range of techniques should be applied to help students to deal with their fears, making the classroom setting is less provoking and reducing the level of foreign language anxiety. Piazzoli (2011) has put forward an interesting theory regarding the means of reducing language learning anxiety. Specifically, the author integrates a research project that is aimed at analysis of what happens when drama strategies are applied to a higher level of language learning. The author has offered six process drama workshops as a part of the three-year Italian course in Australia. The findings have suggested that authentic contexts and dramatic tensions should be outlined for the participants in the study, which can be engaged into target language production with the interference of spontaneous communication. Additionally, the results have also reported about affective space developed by the process of drama, which was essential in introducing the extent of language anxiety among the participants. The analysis of these components should be related to the training programs developed for teachers and students. There are different aspects of these methods because they provide a specific theoretical and practical framework through which students could learn more about effective and interesting methods of learning. Prior to understanding the genuine methods of learning, teachers should pay specific attention to the cultural, psychological and emotional background of students. In this context, it is highly important to introduce a specific counseling system to learn more about student’s psychological profile and adjust the corresponding learning techniques. Integrating face-to-face interviews with school counselors will help teachers better understand what type of teaching approaches should be introduced. For instance, in case a student is defined as extravert, it can be possible to engage him/her into the development of collaborative projects in which students can exchange i deas and become less stressed with the classroom environment. When it comes to introvert students, it is possible to develop specific technological tools to help them feel more comfortable (Cassady, 2010). The analysis of these issues could be more appropriate for understanding psychological and emotional dimensions of the learning process. Further, the type of language learned and the national affiliation of students play an important role in the way they perceive second language learning. For instance, foreign students who study English language in the country of this language will definitely feel more anxiety than those who study English language in their native country. This factor should be considered by educators to adjust their teaching theories accordingly. Apart from external factors and analysis of student’s characteristics, there are also specific teaching methods, such as a psychological approach. In fact, Mahmud and Suryana (2015) have admitted that language learners should be approached individually. There are two basic methods to redeem language learners’ level of fear and language anxiety such as classroom setting and learner centre solution. In a certain context, the best solution to cope with the problem is to implement a holistic approach by evaluating learner’s individual traits and the effectiveness of classroom management. At this point, language teachers should find out more about new teaching materials as well as about the psychological aspects of teaching. Training programs should both encourage student to be less narrow-focused and be more opened. Specifically, the task of teachers is to ignite student’s motivation and desire to communicate with peers. In case of failure, educators should find out the way to make reluctant students act in the classroom environment and perform different tasks. In the majority of cases, students who participated in the training programs had a better awareness of their problems and were more prone to start regulating their behavior with regard to external demands. Teachers could also engage students’ parents in solving the problem of language anxiety. A holistic approach is the best solution in this case because it embraces new collaborative ideas in which cultural, psychological and educational dimensions are taken into consideration. Teachers should also inform students about the significance and challenges of second language learning to keep them more motivated and enthusiastic. In other words, acknowledgment of the possible difficulties and obstacles can make students be ready for these challenges and will be more predictable in the outcomes of learning. Higher awareness of the difficulties will also make them less stressed when they make certain mistakes. Additionally, the task of the teacher is to pay attention to individual traits that make students unique. Highlighting their achievements and controlling their performance will provide a powerful framework for the development of new methods of learning in case of failure of the previous ones. The majority of students emphasized the need for independence and intrinsic motivation for external regulation, whereas others were more concerned with the external motivating factors. Teacher’s obligation is to notice these differences in order to timely offer support and help. Further, teachers should also encourage their students to be more self-motivated; they should invent new approaches to make students more enthusiastic about their problems and challenges (Cassady, 2010). What is more important, they should serve both as teachers and counselors, expressing their concern with the emotional and psychological state of students. In fact, self-regulation is one of the most challenging and exciting aspects of foreign language learning because it embraces cognitive dimension and introduces a specific space for analyzing attitudes, emotions, beliefs and motivation for context and cultural communication. It is also a powerful source for personal development and self-determinatio n. There are many other approaches that can enhance students’ awareness and reduce language anxiety. Teaching students to be self-reliant and independent can have a positive influence on language anxiety reduction. Further, enhancing students’ proficiency will also facilitate the reduction of language reduction as well as introduce more motivation and independence to students. Internal factors play a much more significant role in reducing the consequences of language proficiency. In fact, the development of learning strategies should also be congruent with the specifics of the training programs accepted in a specific educational establishment. At this point, teachers should make everything possible to inform about the details of the program and provide new schemes for its successful accomplishment. This dimension should also correlate with the student’s readiness to enter a new language environment. Such aspects as gender and age should be taken into consideration since it has been found that females feel greater levels of anxiety as compared to male students (Alrabai, 2014). Besides, they could also introduce a certain level of readiness to accept challenges and changes. In case students are reluctant and unmotivated, the task of the teacher is to notice the way students accept new information and acquire new knowledge. As soon as these challenges are considered with greater detail, teachers can create new theoretical and practical frameworks within w hich they can improve the quality of education at schools and reduce the level of language anxiety. In conclusion, the students should realize the significance of learning a foreign language at schools in order to develop and maintain strong motivation to learn English. It is also useful for students to further confirm their awareness of the significance of ESL learning when studying in higher education establishments. Motivation can allow students to establish achievable goals for their foreign language learning. Additionally, students should also enhance their attention, volitional control and motivation. The majority of students who take part in the studies focused on their independence. Therefore, a holistic approach plays an important role since the majority of the studies reviewed above underscored the importance of integrating collaborative teams in the classrooms for reducing language anxieties. In such a way, it is possible to understand how these challenges could be reduced and dealt with. Most of these challenges could be removed with the help of introducing counseling a nd analysis of these aspects. Higher awareness of the significance of foreign language learning could be estimated by teachers who should constantly control the level of students’ engagement and performance. Lower level of awareness will stipulate students’ anxiety despite the high emotional intelligence level and proficiency. In general, the development of anxiety reducing strategy should be associated with the expanded notion of language anxiety, which does not often relate to students’ knowledge of the subject but to their ability to communicate, their personal psychological traits and overall social and cultural background. The latter should also be taken into consideration since there could be many national affiliations in these groups. Awareness of personal weak and strong points will help students be more confident in their knowledge and proficiency. The language proficiency level is also essential because it has a direct impact on language anxiety among students. However, sometimes lover level of language proficiency is outweighed by certain psychological and emotional characteristics of students.

Chemistry Abbreviations Starting With the Letter L

Chemistry Abbreviations Starting With the Letter L Chemistry abbreviations and acronyms are common in all fields of science. This collection offers common abbreviations and acronyms beginning with the letter L used in chemistry and chemical engineering. List of Abbreviations Starting With the Letter L l - angular momentum quantum numberL or l - lengthL- - LevorotatoryL - literl - liquidLa - LanthanumLA - Linoleic AcidLA - Lactic AcidLA - Lewis Acid LAE - Lyman Alpha EmitterLAB - Linear Alkyl BenzeneLASER - Light Amplification by Stimulated Emission of RadiationLB - Lewis Baselb - poundLBNL - Lawrence Berkeley National LaboratoryLC - Liquid CooledLC - Liquid ChromatographyLC - Liquid CrystalLC-MS Liquid Chromotography with Mass SpectroscopyLCB - Long Chain BaseLCP - Le Chateliers PrincipleLCS - Laboratory Control SampleLD - Lethal DoseLD50 - Lethal Dose- 50%LDF - London Dispersion ForceLDP - Low Density PolyethyleneLEOGER - Losing Electron Oxidation/Gaining Electron ReductionLEP - Large Electron-Positron colliderLF - Low FrequencyLFL - Lower Flammable LimitLG - Leaving GroupLGB - Lotte Gas BoilerLH - Low HeatLH - Light HydrocarbonLH2 - Liquid HydrogenLHC - Large Hadron ColliderLHH - Light, Heat, HumidityLi - LithiumLIBS - Laser Induced Breakdown SpectroscopyLiP - Lithium Polymer ba tteryLiq - LiquidLLD - Liquid Level DetectionLLE - Liquid-Liquid EquilibriumLLNL - Lawrence Livermore National LaboratoryLMA - Low Moisture AbsorptionLME - Liquid Metal EmbritlementLMH - Liquid HydrogenLN - Liquid Nitrogenln - natural logarithmLNG - Liquid Natural GasLO - Localized OrbitalsLOD - Loss On DryingLOQ - Limit Of QuantificationLOX - Liquid OxygenLP - Liquid PetroleumLP - Liquid PropaneLPA - Liquid Pressure AmplifierLPG - Liquid Petroleum GasLq - LiquidLqd - LiquidLr - LawrenciumLSE - Low Surface EnergyLSD - Lysergic Acid DiethylamideLT - Less ThanLt - lightLT - Low TemperatureLTE - Local Thermodynamic Equilibrium LTG - Liquid To GasLTOEL - Long Term Occupational Exposure LimitLu - LutetiumLUMO - Lowest Unoccupied Molecular OrbitalLV - Low VolatilityLVS - Large Volume SamplerLw - Lawrencium (Changed to Lr)LWC - Light Water ContentLWG - Liquid Water in Grams

Bonds, which tie people to the places they live Essay

Bonds, which tie people to the places they live - Essay Example It is often in the midst of an environment that is foreign to them that people tend to have a feeling of nostalgia for their previous lives, which was their comfort zone, and actually regret the cutting of those bonds, which tied them to their previous lives. It can be said that severing old ties or bonds is a necessary part of an attempt to gain one’s freedom from cultures, which have only a one-dimensional view of the world, and learning about other cultures. In this way, people end up being more cosmopolitan and by being cosmopolitan; it encourages them to have a more focused view of the world, free of the prejudices, which often make people very narrow-minded. The question that one should ask himself is whether they made the right choice in severing their old bonds or whether they should have kept these ties. One of the most important bonds that human beings have is the bond to family. This is the bond that one does not choose to have, and is instead born into and it is th e closest bond an individual can have. Family is very important thing to the human being and it is the first society that he experiences. Not only is it the first socializing factor in one’s life, but it is also the most influential considering the fact that the parents often raise their children to be responsible and successful people in society and to do this, they instill in them the virtues which are considered desirable by the rest of the society. The bonds, which tie one to one’s family are often very strong, even though one does not choose which families they belong to, these bonds are permanent. The only way through which one can break the family bonds is perhaps through the death of all of one’s family, and this is a very rare thing. However, there are times when even the bonds of family can be broken. A good example of this is in Adichie’s Headstrong Historian where Anikwenwa rejects everything concerning his mother once he is converted to Chris tianity. Not only does the bond, which tied him to his mother, get broken, but also Anikwenwa ends up losing the virtues, which his mother had taught him since childhood, and instead, he adopts those from another culture. This severance of bonds is permanent, and mother and son do not look eye to eye on matters again until the former’s death (Adiche 212). In addition, another bond, which is also very hard to break, is the bond of origins. A person’s origins are very important to him and many people often display a sense of pride in it. When people immigrate to a new country, for example, they often take with them fond memories of their countries of origin and tend to compare their progress in their new home to that of their old one. Many carry the customs and practices of their old country to their new one and they continue practicing them due to their belief that the culture in which they were born is better than the one they have come to live within. Not only do they continue to practice this culture, but they also have great pride in it. However, there is often a great bitterness among the first generation immigrants to a new culture when their children and grandchildren adopt the culture of their adopted country instead of continuing with the culture of the old country. The younger generation

Digital inspection in food industry(compuer vision) Essay

Digital inspection in food industry(compuer vision) - Essay Example Current paper explores the various aspects of foods’ digital inspection, which is commonly developed through computer vision. The requirements of this process are analyzed and its value is explained. Examples, as available in the literature, are presented so that the benefits and the risks of the specific technique are clear. It is proved that the digital inspection of foods through computer vision can be quite helpful in identifying defects in foods but also in checking the actual ingredients of foods provided to the public. This means that digital inspection, as applied using computer vision, can serve the need for testing the appropriateness of foods for consumption but also for identifying their ingredients, if they are aligned with the standards related to the particular type of food or not. 2.0 Research Questions The research questions on which this study is based can be described as follows: A) which are the key characteristics and role of digital inspection in regard t o the food industry? B) Which are the components of digital inspection with computer vision? C) Which are the phases of computer vision in digital inspection of foods? D) Which are the risks related with the use of computer vision in digital inspection of foods? 3.0 Research Methodology Literature Review has been chosen as the research methodology for exploring the various aspects of this study’s subject. More specifically, a series of articles published in academic journals has been employed for answering to the study’s research questions, as described in the previous section. Effort has been made to retrieve recent studies. In fact, the studies used have been published from 2011 up today, with an exception of 3 studies, 2 of which were published in 2004 and one was published in 2006. These studies were used, even if not quite recent, at the level they analyzed issues that need to be incorporated in this paper. 4.0 Limitations of research During the research developed for this study the following issue appeared: not all issues addressed in this study are sufficiently covered in the literature. Effort has been made to refer to as many aspects of the study’s subject as possible; however, it is possible that gaps can be identified in regard to the answers given to the study’s research questions. These gaps are identified and highlighted in the end of the study making suggestions for future research. The fact that the recent studies available for the particular subject are limited should be also highlighted; older studies have been used instead for covering this gap so that the credibility of the study is not affected. 5.0 Literature Review 5.1 Digital inspection in food industry – overview and role Digital inspection of foods, as a process, is incorporated in food engineering sector (Yam and Papadakis 2004). The specific process focuses on the analysis of specific characteristics of food so that its condition and its synthesis are checked. This type of analysis is characterized as qualitative analysis and ‘involves visual inspection and comparison of the food samples’

PEP and performance analysis for rounders Essay Example for Free

PEP and performance analysis for rounders Essay There are many important skills and techniques required in Rounders. As a batter in order to successfully hit the ball the player will need to have good hand and eye co-ordination. A number of things contribute to making, a good hit, these include the hand grip you are using while holding the bat, the hand grip of the bat is bad then the direction the ball will be other target because of awkward angles. Hitting the ball in Rounders is fairly significant as it will make getting the ball pass the opposition easier allowing you to ran around more bases allowing you to score more points for your team. Also when hitting the ball in a batter role it is important to keep you head in an up-right position this is because if you hit the ball with your head in an awkward position it will affect the direction the ball will go because of your lack of area awareness. Stance is important in Rounders because it determines whether you hit the ball well. A good stance includes, having your legs apart with knees slightly bent. When batting if you manage to hit a perfect ball then you will need good agility, to run around the bases well with out hitting them or going around them to far (if this happens it will affect you because it means your will have to run further out making your time slower because of the larger  distance you will have to run.) In Rounders when playing in a fielding position you need to have the ability to both catch and throw a ball in order to either get batter out or stop them from scoring the maximum points. The .reason you need to have the capabilities to catch is to catch someone out if they hit a high ball, this requires good co-ordination. When throwing a ball in a fielding position you need to have a good ball grip and good timing (this is because it will make the ball go accurate when thrown.) it is important to have a good grip of the ball when throwing it because if your grip is to loose then the ball will fall out of your hand. Also when you throw the ball you need to keep it up right so it goes in the direction you want it to go in. 2. (a) List in detail the strengths of the player/competitor/participant.  In Rounders Im good at hitting the ball when batting; in order for me to do this I had good hand and eye co-ordination. When batting it is good to have good hand and eye coordination because it determines whether a hit will be good or bad, I think the ball the reason why Im good at batting is because I hi the ball right in the middle making the ball go at max speed, the reason I can do this is because of the co-ordination. This also involves me having a good grip of the bat this is so I get the angle right when hitting the ball, if I did not have this angle right then I would not be able to hit the ball well directionally wise, it is important a can hit the ball in a good direction because it makes it more hard for the opposite sides fielders to get the ball and try get me out. Im also good in the fielding position where I have to stop the ball going past me and stopping the ball go a longer distance reducing the chance of the batter t score more points.  (b) List in detail the weaknesses of the player/competitor/participant.  The weaknesses of me when playing Rounders is in the fielding position where I have to throw the ball to a team mate where by it becomes possible for them to get the batter out. The reason why I think Im bad at throwing the ball long distances and in an accurate direction is because of the strength of my arms and because my co-ordination is not the best it could be. This could be because of the lack of flexibility in my arms making me not able to move my arm in a swift motion. Another weakness is the lack of agility making my body not as agile as it could be (making running in different directions harder.) 3. Suggest what raining practices might be used to improve the strengths and in particular the weaknesses you have identified.  One of the weaknesses I have found out is my lack of agility, a training practice could be set out for me where b I have to run in and out of cones in opposite directions as fast as I can while recording the tie, I can keep track of my progress by comparing the different times I have ran it in. (this test is called Illinois Agility Run and is commonly used with sport competitors throughout the world.) I can also use ladders in m exercise, going through them as fast as I can see what time I did and then improving it. This will help my timing and it will tune my muscles into knowing where my feet are, giving me a better sporting feel.  To improve my throwing ability I can set out a base with a thin pole in it and see how many times I can hit it, if this activity gets to easy I can always position myself further away from the pole and as time goes on I should see my coordination levels increase as my muscle more gets more use to doing this exercise thus making m directional throwing better.

A View from the Bridge Essay -- English Literature

A View from the Bridge. 'Justice is very important here' is spoken by Alfieri in his opening speech. Alfieri is a lawyer representing the official legal system of America. He also acts as a narrator, commentator who is almost like a bystander watching the events but remains powerless to have any impact on them. This is very similar to the chorus, featured in tragedies from ancient Greek playwright, who are a group of on lookers watching and commenting on events but are unable to act upon any of the incidents. Alfieri describes his neighbourhood of Red Hook as a 'slum' area of Brooklyn inhabited by Italians, who bring to America their own sense of justice which they find outside the law. This is because the law can not dispense total justice. Justice is one of the main themes in the play because all the characters feel some sense of injustice for one reason or another for example Eddie, the main character endures the greatest sense of injustice none of which can be solved by the law. Most characters in 'A View from the Bridge' are poor and have to struggle which in itself is a form of social injustice which radiates unfair exploitation of dock workers. They all have an innate sense of injustice. Each house hold has only one of everything for example the 'tablecloth' mentioned at the beginning of Act I, Beatrice wanted the house to be perfect for when the guests arrived and she needed a new table cloth. All the shops where closed so Catherine suggested 'Mrs Dondero upstairs' may be able to lend them hers but it was obvious from Beatrice's reply that it had seen better days. It becomes apparent their poverty stricken neighbourhood was located near the docks when Beatrice said 'I smelled coffee all day today... ...an do is give advice and hope that it will be used. It is extremely important he does what is right because of his key position. It becomes apparent at the end of the play that Alfieri has some compassion and veneration towards Eddie as he 'allowed himself to be wholly known' Alfieri places events within the drama in context and explains conflicts related to the play which occurred in Italian history. He knows the law is incapable of satisfying everybody and that it contains many boundaries. Alfieri is able to reflect on matters and diffuse widespread concepts. The Immigration Officers are direct and uncompromising the law is the law and this transcends any patriotic feelings. The officers speak Italian, 'andiamo, andiamo' which may mean they have Italian connections, but this Italian background does not affect them as they are there to do their job.

Unit 208 Support Children and Young Persons Health and Safety

Level 2 Certificate in Supporting Teaching and Learning in Schools Unit 208 Support children and young people’s health and safety Written Questions 1. 1 Give examples of how current health and safety legislation, policies and procedures are implemented in your school The Health & Safety Act 1974 – Under this act individuals in any organisation are required to ensure that they report any hazards, follow the schools safety policy, make sure their actions do not harm themselves or others and use any safety equipment that is provided. There are posters that explain the employers and employees responsibilities throughout Longford Park Primary School to remind everyone how to comply with the act. My school complies with the act by ensuring any hazards are reported to Mr Provaker, the caretaker. By having cleaners coming in daily to ensure all areas of the school are clean and tidy. All equipment is stored in a locked cupboard. Fire evacuation procedures are displayed throughout the school in each classroom. Safety equipment is used by staff, for example staf on playground duty wear high visability vests and carry first aid kits. Food Hygiene Legislation 2006 – Covers the safe preparation and storage of food. All of the cooks, kitchen and serving staff at Longford Park Primary School comply with this by holding an up to date food hygiene certificate and having annual re-tests. There are posters in the kitchen reminding staff of good practice – i. e which colour chopping board to use for which food and how to store food in the fridge correctly. Risk Assesment – This is to identify potential hazards to staff and children, the risks are evaluated and steps to minimize the possibility of the situation arising are set out, Theses are done for day to day activities in all areas of the school and for new activities such as school trips. My school complies with this by carrying out risk assessment for activites during lesson planning and recently when all the children at Longford Park Primary School went to the local theatre to watch a pantomime, a through risk assessment was done before hand. COSHH 2 Regulations 2002 – Longford Park Primary School complies with this by keeping all COSHH items in a locked cupboard by the staff toilets. Data Sheets for all the chemicals are displayed on the wall in the cupboard. Al items are stored out of reach of the children and in its original packaging. Protective clothing such as gloves, masks and goggles are provided when nessecary. The key for the cupboard is kept with the caretaker, Mr Provaker. Every Child Matters – This has 5 outcomes: 1 – Be Healthy 2 – Be Safe 3 – Enjoy 4- Postive 5 – Economic Longford Park Primary school promotes these outcomes by promoting healthy eating; the children had a piece of fruit during their morning break, by teaching children how to keep themselves safe from accidents and harm i. e – An assemble to inform about the dangers of fireworks, no running in corridors, how to safely carry scissors. They children do an exercise video called Activate first thing in the morning whilst the register is being taken and a cycling proficiency course is offered to all children in year five. Fire Procedures – Longford Park Primary School has procedures tor evacuationg all areas of the school during a fire, the escape route and assembly points is displayed on an Action Plan in all classrooms, corridors and other areas of the school. The schools fire alarm system is checked weekly and a fire drill is carried out every term, the fire drill is recorded and then evaluated to detertime if it could be done better. Emergency exits are clearly marked, in my classroom the fire exit is the door that leads directly out to the play ground. Health and Safety (First Aid) 1981 – Longford Park Primary School complies with this by keeping well stocked first aid boxes on the teachers desk in each classroom and are carried by playground supervisors. Designated first aiders are appointed and suitably trained with a list of all first aiders on display in the staff room so that all staff know who to refeer to if a child has an accident, all accidents are recorded in the accident book. 1. 1 continued ————————————————- 1. 2 How is health and safety monitored and maintained in your school? (Describe) The Health and Safety representative, Mrs Walker carries out regular checks by walking around the school and outside areas * Weekly staff meetings are used to address and health and safety concerns * Equipment, material and the environment are checked and any hazards are identified and removed * Lunchtime supervisors m onitor health and safety in the dining hall and in the playground looking out for risks and removing or minimising them or reporting them. * Hand washing facilities are available outside every classroom and children wash their hands after being outside. Boxes of tissues on each table help to the the spreading of germs when coughing and sneezing. * All electrical and fire extinguishers are checked annually by a qualified person and a label is stuck on the checked equipment with the date it was tested. Only equipment that has been checked and has a label should be used. * Food hygiene procedures are in place for cooks, kitchen and serving staff. 1. 3 How people in my school are made aware of risks & hazards and encouraged to work safely (Describe) ————————————————- 1. Identify the lines of responsibility and reporting for health and safety in your school. Head Teacher, Mandy Walker or Deputy Head Mina Provarker has ultimate responsibility for Health and Safety in school. The Health and safety officer at Longford Park Primary School is Mr Provarker and is responsible for monitoring Health and Safety by carrying out routine inspections or equipment and premisis and for ensuring everyone is aware of the procedures for reporting and recording hazards. The Caretaker; Mr Provarker is responsible to dealing with and removing any hazards. All staff and students are responsible for reporting health and safety issues such as hazards and accidents. Students would report issues to a suitable member of staff according to the nature of the issue. 3. 1 Outline the importance of taking a balanced approach to risk management Children should learn to be able to take some risks and most activities will carry some element of danger but they should be given the opportunity to assess risks for themselves by exploring and by challenging themselves and by discussing risks and safety. Childrens safety is important but we need to be careful not to be over protective or they may be prevented from assessing risks, exploring and learning, discovering the world around them or recognising their own limitations. If childrens experiences are limited due to an adults anxieties they are more likely to find it difficult to asses and manage risks as they develop and may not feel confident when trying new things. Think of 2 examples of activities in your placement where there is an element of measured risk. How does the risk involved balance with the learning experience? Example 1 Example 2

Islam in UK Essay

I am going to write about â€Å"Islam†. In this topic, I’ll describe Islamic values, Islamic traditions, the meaning of Islam and other things, which are related to Islam. I am writing this to inform Muslims about Islamic culture and values. I have chosen this topic to advise and persuade them to follow the right ways of Islam. The reason to choose this topic is that in Pakistan there are many people who call themselves Muslims, but in reality, they don’t fulfil the duties of Islam. They don’t understand what Islam is. They don’t know how to treat their children, how to teach them Islamic principles. My aim is to inform Muslims about the true meaning of Islam. I’ll get the information from the internet, my family, my teachers and my personal points of view. I am a Muslim therefore I have lots of information about my topic. I’ll tell you about God, belief, sects of Islam, prophets and other information. The people, who call themselves Muslims, they consider that they belong to a Muslim family so they are also Muslims, but it is wrong. They don’t know their religion’s facts. For being a Muslim, they should know their religion’s reality. There are also some people who think that they have recited the creed, so they would be called Muslims, but this is not reality. Muslims are those people who have firm belief in their heart and soul, on Islam, Allah, His angels, His messengers, His books and His revelations. You should believe in the judgement day, and fate and destiny. Muslims believe in only One God, the same God that Jews and Christians believe in. For a Muslim, the life of the prophet Muhammad (peace be upon him) is the perfect example. A Muslim is that person, who follows the principles and the acts of the prophet Muhammad (peace be upon him), these principles and acts are called ‘Sunnah’. For being a Muslim, the first thing that you should know about Islam is its meaning. Islam is the Arabic word, which simply means peace and purity. Islam connotes submission, surrender, and obedience. As a religion, Islam stands for complete submission and obedience to Allah and therefore it is called ‘Islam’. Anyone who has firm belief in Islam and surrenders himself to Allah is called a Muslim. Islam is not a new religion. It is in essence the same message and guidance which Allah revealed to all His previous messengers. The message which was revealed to the Prophet Muhammad (peace be upon him), is Islam in its comprehensive, complete and final form. Islam is the religion, which was given to Adam, the first man, and the first prophet of Allah, and it was the religion of all the prophets sent by Allah to humankind. The name of God’s religion Islam was not decided upon by later generations of man. It was chosen by Allah Himself and clearly mentioned in His final revelation to man. In the final book of divine revelation, the Koran, Allah states the following: â€Å"This day I have perfected your religion for you, completed My favour upon you, and have chosen Islam for you as your religion†. (Soorah Al-Maa’idah 5:3) After having faith in Allah, a Muslim worships God to seek His will. The five pillars of Islam are core beliefs that shape a Muslim’s thought, deed, and society. A Muslim who fulfils the five Pillars of Islam, remains in the faith of Islam, and sincerely repents of his sins, will make it to paradise. One of these pillars is the ‘Shahada’, which is the Islamic proclamation that â€Å"there is no true God except Allah, and Muhammad is the Messenger of Allah†. This is the declaration that Allah is the one and only true God, that Allah alone is worthy of worship and the sovereign lord who does what he wills with whoever he wills. It means that all of His rules and laws found in the Koran are to be followed. Muhammad is the true and greatest prophet of God and recognition of Muhammad as the Prophet of God is required. It was through Muhammad that God conveyed the last and final revelation. I have seen some Muslims who just recite the Islamic proclamation but do not care about acting upon other pillars. The second pillar is prayer, which involves confession of sins, which begins with the purification of the body and ends with the purification of the soul. Prayer is performed five times a day. The first prayer is at dawn and the last at sunset. The names of the prayers, which are essential to pray, are Fajr, Dhuhr, Asr, Maghrib, Isha. There are also some prayers, which are not obligatory to pray. As a Muslim, I perform these prayers, but unfortunately not regularly. The third pillar is ‘fasting’, which is an act of worship where the faithful follower denies his own needs and seeks Allah. Usually, this fasting entails no drinking, eating, or having sexual relations during the daylight hours for the entire month of Ramadan. The month of Ramadan is the month of fasting in Islam. I must keep fast myself in the month of Ramadan, but sometimes I keep fast in other days instead of Ramadan. The fourth pillar of Islam is giving alms to poor people, disabled people, orphans and widows. Charity is the biggest source of asking forgiveness for our sins. Whenever I have something to give someone, I give alms to needy people. The fifth pillar is the pilgrimage to Mecca, which has been ordered to everyone to do it at least one time in your life. That pilgrimage purifies your soul from all sins as the water cleans the dirtiness. If you perform the five pillars, but do not remain in the faith, you will not be saved. Islam has a number of special occasions of celebration. These occasions are observed with devotion to seek the pleasure of Allah. There is no concept of festival only for pleasure. The festivals are the occasions of thanksgiving, joy and happiness. The two major occasions in Islam in each year are Eid-ul-Fitr and Eid-ul-Adha. I also celebrate these occasions. I enjoy them a lot. Eid-ul-Fitr is observed at the end of the month of Ramadan. On this day, after a month of fasting, Muslims express their joy and happiness by offering a congregational prayer. This day is generally observed as a holiday in Muslim countries. Eid-ul-Adha begins on the 10th of Dhu’l Hijjah and continues until the 12th day of the month. It is celebrated to commemorate the Prophet Abraham’s readiness to sacrifice his son Ishmael on the command of Allah. This occasion of great importance comes every year during the days of the pilgrimage of Mecca and is observed by offering congregational prayer, as i n Eid-ul-Fitr. Some other occasions to observe and celebrate include Lailat-ul-Qadr (Night of power), Lailat-ul-Miraj (Night of the Ascent), the beginning of Hijrah, and the dates for Islamic battles, the birthday of the Prophet Muhammad (peace be upon him) and Ashurah (10th of Muharram). Islamic festivals are observed according to the Islamic calendar, which is based on Lunar months. The Lunar year is shorter than the solar year by about 10 days. Festival dates are determined by the sighting of the moon. Unfortunately, there is not a single Islamic calendar, which has been accepted by Muslims all over the world. I do not celebrate all of these occasions, but I try my best to celebrate all of these festivals. Nowadays in many Muslim countries, most of people lay stress on celebrating non Islamic festivals instead of Islamic like Basant (festival of flying kites), Holli (festival of playing with colours and music) and Christmas. Some people think that â€Å"a perfect Muslim† is simply one who is correct in the observance of the ritual prayer, the fasting, the charity, and the pilgrimage to Mecca. This is not the fact. If you are not humble, pious and truly God-fearing instead of performing ritual prayers, then you are not a real Muslim. A Muslim should be truthful, honest, and moderate in everything, loving, optimistic, hopeful and sincere. You should take special care to keep away yourself from all the shameful and sinful things God has forbidden. The main forbidden acts in Islam are refusing from the oneness of Allah, testifying false testimonies, murdering people and making money by taking interest on loans. Allah has also forbidden us from taking other’s money unjustly especially money of orphans and needy people. Islam has prohibited us from slandering chaste and pure women, and having sexual relationships outside marriage. The other things, which are not allowed to do in Islam, are drinking alcohol, gambling, stealing, swearing, lying, eating pork and committing suicide. Islam makes faith and religion the basis of the entire human society and the most important for the system of its relationships. The Islamic concept of nationhood is not based on language, colour or region kinship. The Islamic community is a society of faith. Anyone who believes in the Islamic religion and its beliefs is an undeniable part of this nation whatever his race, colour, language or place of birth. I accept it that all human beings are equal. Social responsibilities have lots of importance in a Muslim’s life. The base of Islamic teachings about social responsibilities has been built on kindness and consideration of others. The responsibilities and rights of different relationships are defined in Islam. Islam also lays emphasis on specific acts of kindness. In a widening circle of relationship, our first obligation is to our immediate family which includes parents, husband or wife and children, then to other relatives, neighbours, friends and acquaintances, orphans and widows, the needy of the community, our fellow Muslims, all our fellow human beings and animals. Respect and care for parents is very much stressed in the Islamic teaching and is a very important part of a Muslim’s expression of faith. Islam says that you should be kind to your parents, whether if they reach their old age in their lifetime. You should not say to them a word of contempt nor repel them, but address them in terms of honour. Your mother has more right on you than your father, because she gives you birth after facing many problems. Mother has three times higher level than father, therefore it is said that the paradise lies under the feet of your mother. You should obey your mother’s command whether that command is right or wrong. There is only one command of your mother, which has been prohibited to obey, and that command is refusing from the uniqueness of Allah. I respect my parents very much, especially my mother, because I know that I have to give answer to my Allah, on the Day of Judgment. On that day, children will be called referring to their mother’s names. As parents, you have some jobs towards your children. Your first aim towards your child is to teach him Islamic values. You should treat your children with love and kindness. You should get them good education. You are responsible for their spiritual and moral amendment. You should fulfil all their needs. You should not torture them, because the person, who does not love children, is not one of the Muslims. The prophet Muhammad (peace be upon him) said, â€Å"children are the flowers of Allah’s garden†. I also like children very much, because they are very innocent and cute. They are far away from tyranny and sins. As a husband, you have some duties and responsibilities towards your wife. You should give your wife her dowry in its entirety, and co-habit with her in a good way, take care of her and teach her matters of her religion. You should guard her in her religion and dignity, and protect her secrets, honour her family and her friends. I have seen many Muslim husbands in Pakistan and England who don’t respect their wives and their family and relatives. They torture their wives like an animal if their wives are barren or do not bring many expensive things in their dowry. As a wife, you have some duties and responsibilities towards your husband. Your duty is the good organization of your home. The house is your kingdom and you are its princess. You should protect your husband’s property and children, and should be honest and truthful to him. You should respect your husband and his family and relatives. In my family, some of my relatives are very obedient to their husbands and look after their children in the absence of their husbands. My mother is also one of them. For being a Muslim, you also have some obligations towards your other relatives such as aunts, uncles, nephews, nieces, cousins, brothers, sisters, mother-in-law, father-in-law and others. You should help them in their needs whether that help is financial, emotional or social. You should speak to them very softly and respect them. According to the statement of the prophet Muhammad (peace be upon him), you are not a Muslim, if you know that your neighbours are hungry and you eat whole heartedly. If your neighbours are not safe from your injurious conduct, you do not believe in Islam. A teacher has a great position in Islam. A teacher is called a spiritual father, because he is responsible for a sensible and educated society. It is your duty to respect your teacher as you respect and take care about your parents. I have never talked to my teachers harshly, because I have lots of respect in my heart for all of my relatives. According to the Koran and Sunnah, as a Muslim, you have to discharge your moral responsibility not only to your parents, children, relatives and neighbours, but also to the entire humankind, animals and trees and plants. Hunting of birds and animals for the sake of game is not permitted. Similarly, cutting trees and plants which yield fruit is forbidden unless there is a very serious need for it. Thus, on the basic moral characteristics, Islam builds a higher system of morality by virtue of which humankind can realize its greatest potential. Islam purifies the soul from selfishness, tyranny, shamelessness and indiscipline. In Islam, it is said that all individuals become responsible and accountable for their behaviour at the age of puberty. At that time, the Islamic teachings about modest dress apply to any person whether that person is male or female. Nothing should be seen of you except your face, feet and hands when you reach your age of puberty. Therefore, at this age, it is expected from you to adopt more modest styles of dress that do not expose too much. As a Muslim, I also act upon these teachings of Islam. According to Sunnah, all Muslim marriages should be simple and far away from false showing of wealth. Nowadays Muslims spend lots of money on marriages which is their waste of money. I have attended many marriages in which people use their money incorrectly. As a Muslim, you can give your money to the needy persons for the sake of Allah instead of wasting your money on unnecessary customs. I can conclude from this piece of writing that what I have set out to do, I have achieved it. My aim was to tell Muslims about the true meaning of Islam. I have not been completely successful in achieving my aim, because I had decided to write about Islamic months, Islamic education and Islamic miracles, but I could not include them in my piece of writing because of the word limit. It was not too difficult to do the research, because I got most of information from the internet and from my personal experience. I could not find suitable books for my topic, therefore I searched on the internet. I really enjoyed doing the extended writing, because I have learnt lots of things about Islam. I have learned lots of vocabulary. I have found out how to write a long essay and how to join paragraphs to each other. By finding information, I have found out that Islam is the second largest religion in the world. According to the estimation, the range of Muslims is from 0.7 to 1.2 billion worldwide. Bibliography: The Koran http://www.islamonline.net/english/introducingislam/index.shtml (9.02.05) http://www.hammoude.com/Islam.html (20.3.05) http://islam.about.com (28.03.05) http://www.carm.org/islam/faith_five_pillars.htm (28.03.05) http://www.religioustolerance.org/islam.htm (6.04.05)

Vacuole essays

Vacuole essays Cells are the basic building blocks of all living things. All cells are small 'sacks' composed mostly of water. There are millions of different types of cells, but they are divided into two main groups. The first group, Prokaryotes, is made up of very small cells that have no membrane around their nucleus and no organelles with membranes. Prokaryotes include bacteria and are the most common type of cell. The second group of cells is called Eukaryotes. There are many different types of Eukaryotes, but all types share some characteristics. The basic eukaryotic cell has a cell membrane which is also known as a plasma membrane. It has a nucleus, cytoplasm, a cytoskeleton, and membrane-covered organelles. The organelles inside a cell have special jobs that let the cell function like it is supposed to. Each type of organelle has its own individual shape and size. The number of organelles that a specific cell contains depends on what function the cell performs. An example of this would be a cell that uses up a lot of energy would have many mitochondria. Some cells have organelles that other cells do not have. An example of this is the chloroplast in the plant cell. Animal cells do not have chloroplast. Some organelles are very different in plant and animal cells. An example of this is the vacuole. The name vacuole comes form the Latin word vacuus which means empty. The vacuole is a space within a cell that is empty of cytoplasm. Vacuoles come in all different sizes from submicroscopic to almost as big as the whole cell. Vacuoles are sort of like storage bubbles in the cytoplasm in a cell. They are membrane-bound sacs with important jobs like storage, ingestion, digestion, excretion, and expulsion of excess water. The membrane around the vacuole is called the tonoplast. The tonoplast is pretty incredible because it can surround a small amount of fluid and then, after a short amount of time of taking in water, it can stretch to become an ...

6 Rules of Authoritative Leaders

6 Rules of Authoritative Leaders Authoritative Leaders are really good at setting the vision and painting an appealing picture of where we are going. The authoritative leader will not tell you how to get there, but will be inspiring you to follow. So he or she will say ‘Come with me’, ‘Look at where we are going’. When we catch someone we don’t tell them what to do, but we help people to find their own answers. A coaching style is really good to help the individual to unlock their potential. Some of the questions that we may ask in a coaching style is ‘What are you trying to achieve?’, ‘How can you get there?’. Democratic means that we share the problem space and in that sense a democratic leader will almost take a step back and denounce their leadership roles. They will ask people what they feel is the right thing to do. It has been proven that decision making by consensus is not most effective way of finding a good decision. Affiliative style is all about the harmony. It’s a very heart based style. People come first. If you are working with a team that feels a bit unsettled. Maybe, because two organizations have merged or something has happened. In that case people may not be ready to focus on the job because they are too much in the emotional part of the brain. In that case affiliative style can be really effective. As a pace setter I set a standard. ‘I will show how the job is to be done’. so I am not afraid of getting in there and really working with my team to show them how it must be done. In a long run that can be quite an exhausting style because I am here as a leader. I do it and I expect you to follow it. This is the old fashioned. Command and control management style where ‘It is my way’ or ‘No way’ or ‘You do as I tell you’. Coercive style, as you can probably imagine is not very effective in the long run because it doesn’t leave a lot of room for an individual to perform well and its not very empowering. But there is a time and place where it is appropriate. For example: In a crisis situation when a building is burning, I give you the direction to get out but we shouldn’t abuse this style because we think there is always crisis going on.

Contemporary Management Essay Example | Topics and Well Written Essays - 2000 words

Contemporary Management - Essay Example In this study, we will tackle how Amazon.com, a leading online seller of books and reading materials, advance its business strategies in a global scale applying theory contemporary management in reaching its market goals effectively. This paper will specifically (a) analyze effective management and the evolution of management’s ideation; (b) analyze effects, influences and changes from numerous factors using theory of contemporary management; (c) examine how management theory can be optimized in Amazon.com’s organization; (d) evaluate the significance and impact of information technologies in contemporary business operation; and finally, (e) appreciate how information systems are optimized to support Amazon.com’s management’s decision-making. Theories of Management Contemporary business management is distinguished by some significant factors with other theories of management. The latter is inclusive of scientific, bureaucratic management, human relations m ovement and progressive management development (McNamara, 2012, p. 1). Scientific management theory, which is more widely practiced in the 18th to mid-19th centuries by then emerging large industries, deals with routinary tasks in the manufacturing industries (McNamara, 2012, p. 1). ... 1). The dehumanizing and enslaving relations at workplaces under these management theories motivated workers to deliberate their rights and fought for human relations movement to improve their situations in work places (McNamara, 2012, p. 1). Impelled by labor unrest and uprisings, workers demanded for business management that respects their skills, capacities and intelligence (McNamara, 2012, p. 1). They asserted, as reflected with corporate behaviorism, that organizational integrity and development could only be attained if workers rights and needs are considered by the companies (McNamara, 2012, p. 1). Bolstered by these movements, workers were capacitated, coached, and mentored for their career development and supervisory skills acquisition (McNamara, 2012, p. 1). Most workers were sent to school to acquire knowledge on effective business operation and human resource management (McNamara, 2012, p. 1). Nowadays, companies embraced contemporary management which is featured with con tingency, systems and chaos theories (McNamara, 2012, p. 1). The first theory contended that the management assume the power of decision-makings using frameworks and approaches with better leadership styles (McNamara, 2012, p. 1). Contemporary leadership adopts the confluence of transformational, transactional, principle-centered and charismatic styles to manage human resources to ascertain that they are well-motivated to meet goals while engaging clients for their respective service satisfaction (McNamara, 2012, p. 1). On the other hand, systems theory extols functional systematic operational procedures laid for workers in business operations and in human resource management (McNamara, 2012, p. 1). The system includes regular meetings, planning, implementation, monitoring,