Hamlet Nunnery Scene Analysis

In this article, I will expound on the subjects and methods in the â€Å"Nunnery† scene in William Shakespeare's play Hamlet. The entirety of the focuses I am going to cover have been communicated through various modes for instance in film and broadcast emotional plays where the idea of Hamlet’s outrage or utilization of cloister is seen to be distinctive through masterful permit and furthermore I will discuss the topics raised during the scene like defilement, double dealing, enthusiasm and betrayalThroughout all the adjustments of the â€Å"Nunnery† scene, duplicity is a urgent topic conveyed and supported. The widespread idea of misleading in the scene is introduced by three. Hamlet is being kept an eye on, by Claudius and Polonius. The explanation behind this is the two of them become very dubious of Hamlets current conduct. They are persuaded his new â€Å"madness† isn't certifiable. The manner in which they approach spying by utilizing Ophelia as a g adget to withdraw data for their very own advantage is a way duplicity is conveyed.Ophelia is misleading him; this is additionally a way the topic of double dealing is effectively brought through the scene, the way that Hamlet himself deceived Ophelia as barrier instrument to get out Ophelia’s lies and to fortify the point that he has a far unrivaled acumen. Another gadgets or strategy that you could state that Shakespeare uses to make and keep up the double dealing in this scene is that, at whatever point Ophelia answers Hamlet, she needs detail and attempts to evade and abetting questions and imagine as though the inquiries were never asked.An case of this is when Hamlet asks â€Å"Ha, ha, Are you fair? Ophelia answers â€Å"My master â€Å". Again Hamlet asks â€Å"Are you reasonable â€Å". Also, he gets this answer from Ophelia â€Å"What mean you lordship†. This is an away from of her slowing down or ‘beating around the bush’ so to speak, to dis cover future time up with an answer that would lure her out as a government agent and a liar. In each and every Adaptation and performance of the play, the feeling of dread and disarray in Ophelia’s voice is incredibly evident. As I would like to think this dread she has begins from two potential scenarios.Firstly; she is uncovered as a liar. Furthermore; she neglects to increase any definitive data from Hamlet and this would prompt the likelihood her dad and Claudius wouldn’t be excessively satisfied with her seeing as they put decidedly an excessive amount of exertion in to this activity and its probability of achievement. I can say this since Claudius and Polonius both went to the degree of spying on Ophelia so no detail was missed and furthermore to take out the likelihood that Ophelia would manufacture a few components of her discussion/encounter with Hamlet to ensure him.Corruption and selling out are two topics that connect to one another somewhat well. Debaseme nt is far more clear and progressively evident as it is conveyed all through the entire play. It is available by the reality Claudius makes it his strategic demolish Hamlet, so he can keep the seat he ached for a long while seeing as he slaughtered his own sibling to acquire it. The main way he can discover what Hamlet is believing is by utilizing Ophelia as a temporary employable to remove the data they need. They do this as Ophelia is just individual other than his mom he can completely trust.However double-crossing is increasingly unpredictable. It is shown in the supposed â€Å"Turning point† of the Nunnery scene, there are a few opportunities for this relying upon the sort of adjustment the principle ones are: when Hamlet asks â€Å"Where’s you Father† and furthermore when a commotion (A sound made by either Polonius or Claudius) is heard by Hamlet. In the Mel Gibson form of Hamlet there is no commotion yet a shadow seen by Hamlet, additionally in the conte mporary Ethan Hawke Version when Hamlet approaches Ophelia for an embrace he feels the wire planted on Ophelia to keep an eye on him.However in the Kozintsev rendition this â€Å"Turning point† shows up a lot prior it isn't as climatic and ceaseless as different adjustments. This revelation made by Hamlet in the entirety of its structures opens up the torpid doubts and reservations of Ophelia concocted by Hamlet. The motivation behind why his doubts were lethargic was that Hamlet for the most part is a despairing youngster who has been kept from going to college, his dad dead and he realizes who slaughtered him and he’s now wedded to his mom as we as a whole know. Hamlet consistently wears both dark or unexciting dull hues like earthy colored, dim and an extremely dim blood red in his clothing.The truth is, Ophelia is all things considered, his better half and conceivably a potential spouse in this way she is an individual of an incredible significance in his life. In the event that Hamlet had given her access his life, he obviously would have never expect edto have been sold out by her by any stretch of the imagination. Seeing as Hamlet is a very unpredictable and conceivably crazy character so This causes his relentless wrath which in itself is another topic in the Nunnery scene, which is conveyed till the end where he storms out while he yells that he realize he is dependent upon secret activities and he is being misled. â€Å"God ath given you a face and you proceed to make yourself another†. He isn’t cheerful about it (obviously) and he threateningly advises Ophelia to go to a religious shelter. â€Å"To a cloister go! † Love and Passion in a sexual/relationship setting, are two different topics that drive both Ophelia and Hamlet to get things done, respond or act a specific route in the Nunnery. In all actuality they are both in adoration but since of the inconveniences in the earth where they live and furthermore the s teady impedance of their relationship by others, for example, Ophelia’s father Polonius. No my great master, yet I did as you order, I repulse his letters and denied his entrance to meâ€Å". These are the directions Polonius gave to Ophelia much before the Nunnery Scene in act 2 scene 1. Beginning from â€Å"Turning point† Hamlet utilizes his affection for Ophelia as a weapon against her multiple times. A case of this is the point at which he says: â€Å"I adored you notâ€Å", â€Å"I loved you once† and â€Å"I state we have no mo marriages†.Hamlet does this since he has recently demonstrated his internal character to Ophelia by confiding in her and to show that he really irate he should utilize a weapon that Ophelia can see through or expect and furthermore a weapon that he has utilized against her before particularly his affection for her as she never questioned. The topic of enthusiasm anyway is depicted in Hamlet’s outrage, his response s hows his failure in Ophelia, by shaking her and grasping her firmly and in certain adjustments e. g. the Branagh and Lawrence Olivier variant Hamlet physical strikes her.This is the one of the most clear signs of the power of the adoration the two of them shared and the cherished they were denied. The set and the setting have a significant impact in increasing the topics clarified above all through the Nunnery scene. The nonexclusive setting or premise of all the setting in the scene for all the adjustments is Elsinore Castle, the areas that are most usually utilized are the patio or a huge corridor. In the BBC form happens in an exceptionally encased space, unusually this is one of the main rendition where outwardly it Hamlet shows definitely no resentment at all and show sympathy rather to Ophelia and feels sorry for her.However in the other whole form I have seen the setting helps makes a threatening and delicate condition, where village is capable do utilize the acoustic to exte nd his voice and furthermore amusingly to help Claudius and Polonius to listen stealthily. In many adaptations the Openness as space where the scene happens makes a feeling of presentation and frailty for the two characters particularly for Ophelia as she is caught both truly by Hamlet and intellectually/sincerely by her Claudius and Polonius in light of the fact that she needs to finish her ‘mission’ relegated to her. Another Technique utilized in the Nunnery scene is the discourse and the contention inside it.These methods are the fundamental part of the subject of double dealing and selling out; this is the thing that brings these to topics through the scene and in this way the remainder of the play. As referenced the utilization of facetious inquiries and mockery particularly in Hamlet’s tone. For instance: â€Å"That is you be straightforward and reasonable your genuineness ought to concede no talk to your beauty† this is an away from of Hamletâ€℠¢s mockery and non-serious inquiry. The trigger for this type of correspondence is the unexpected tending to of Hamlet in a conventional manner when they never talk in that way.The strife in the discourse likewise assists with knowing Ophelia is lying. â€Å"My regarded master, you realize right well you did †¦Ã¢â‚¬ ¦.. Take these again for the honorable psyche , rich endowments wax poor when suppliers demonstrate unkind†. The blend of sound similarity and similar sounding word usage in Ophelia’s line neglects to make her unconstrained and real it rather makes it sound practiced and phony. Likewise after Ophelia’s bombed endeavor to mislead villa in think he gave the recognitions. His reaction â€Å"Ha, ha would you say you are straightforward? † shows his far prevalent insight.

Analysis Of A Drawing For Art His Class Essay Example For Students

Examination Of A Drawing For Art His Class Essay Chance Meeting is a dry point scratching print by Martin Lewis and was made in the mid 1930s. The subjects are two figures, male and female, who have chanced upon one another in the setting of an open walkway at the passageway of a retail facade. It might be a division in wording to call the piece, Idealized Urban Realism, however Lewis work harmonizes well with the Urban Realist development surfacing in this period with specialists, for example, Edward Hopper. It likewise has a glorified and complex quality similar to crafted by specialists like Roy Liechtenstein in an a lot later timeframe. Initially, Chance Meeting is a basic work planned to recount to a story with negligible detail and it is hard to recognize any clear example in the sythesis. With cautious examination be that as it may, the watcher can find a request in the arrangement of articles, the presence of balance, and maybe an a lot further importance to the piece through the understanding of imagery. The sense of taste utilized in the piece is essentially highly contrasting, except for the figment of shades of dark made with the concealing method, cross-bring forth. This strengthens the utilization of light and shadow in what certainly could be called chiaroscuro. The nearness of a solitary, seriously brilliant directional light makes territories of outrageous differentiation that could be called tenebrism. An outrageous assortment of lighting strategies can be found, as certain articles are lit from the side, and others are totally illuminated, making all the more an outline than a discernable three-dimensional shape. Shadows in the openings of the male figures face unmistakably contradict features upon his forehead and stunning. Lewis is by all accounts exploring different avenues regarding what may be reasonable lighting conditions around evening time on a run of the mill city road, and misrepresenting the outcomes in light of a legitimate concern for style. A zone of center is made in the frontal area by the power of light tumbling off suddenly as separation increments. Parity in lighting is accomplished with the intermittent sprinkle of light in an intelligent surface, and the presence of littler, less highlighted lights out of sight of the print. The piece infers a great deal of its authenticity from the surfaces on the surfaces of articles. The asphalt has an example in it that it perhaps the aftereffect of its concrete tiles being thrown in wooden molds, deserting the impression of the grain. A portion of the tiles are broken and recolored, giving the impact of a mostly worn and matured open walkway. The glass in one of the structures is obviously gleaming as the impressions of road lights and vehicle headlights can be found in its surface. Fabric in the shades on the structures and the dress of the subjects is normally wrinkled in loosened up zones and wrinkled where it is pulled instructed. These progressively natural shapes and surfaces help to adjust the severe geometry and surface of the totally structural foundation. An assortment of precisely depicted articles occupy the space with fascinating, yet not diverting point of interest. The signage in and around the shops isn't just noticeable, yet additionally decipherable. It is really conceivable to peruse a portion of the signs. The book truck before the shop bears a hand attracted sign that gives off an impression of being a square of cardboard removed from a crate and is problematically situated at an off point to its improvised base. The entirety of this fastidious tender loving care helps in making a feeling of authenticity in the print. In the prints period, these articles likewise presumably served to make a feeling of commonality for the watcher, who was most likely used to seeing comparative signage and items in the physical world. .u3e2e8c59f711e0f995ccf1a1f28ab87c , .u3e2e8c59f711e0f995ccf1a1f28ab87c .postImageUrl , .u3e2e8c59f711e0f995ccf1a1f28ab87c .focused content territory { min-tallness: 80px; position: relative; } .u3e2e8c59f711e0f995ccf1a1f28ab87c , .u3e2e8c59f711e0f995ccf1a1f28ab87c:hover , .u3e2e8c59f711e0f995ccf1a1f28ab87c:visited , .u3e2e8c59f711e0f995ccf1a1f28ab87c:active { border:0!important; } .u3e2e8c59f711e0f995ccf1a1f28ab87c .clearfix:after { content: ; show: table; clear: both; } .u3e2e8c59f711e0f995ccf1a1f28ab87c { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; haziness: 1; change: obscurity 250ms; webkit-progress: darkness 250ms; foundation shading: #95A5A6; } .u3e2e8c59f711e0f995ccf1a1f28ab87c:active , .u3e2e8c59f711e0f995ccf1a1f28ab87c:hover { murkiness: 1; change: mistiness 250ms; webkit-progress: murkiness 250ms; foundation shading: #2C3E50; } .u3e2e8c59f711e0f995ccf1a1f28ab87c .focused content zone { width: 100%; position: relat ive; } .u3e2e8c59f711e0f995ccf1a1f28ab87c .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content adornment: underline; } .u3e2e8c59f711e0f995ccf1a1f28ab87c .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u3e2e8c59f711e0f995ccf1a1f28ab87c .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-stature: 26px; moz-outskirt span: 3px; content adjust: focus; content embellishment: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: total; right: 0; top: 0; } .u3e2e8c59f711e0f995ccf1a1f28ab87c:hover .ctaButton { foundation shading: #34495E!important; } .u3e2 e8c59f711e0f995ccf1a1f28ab87c .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u3e2e8c59f711e0f995ccf1a1f28ab87c-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u3e2e8c59f711e0f995ccf1a1f28ab87c:after { content: ; show: square; clear: both; } READ: Jfk Rhetorical Analysis EssayIn review, the relic of these curios adds a level important to the scene and maybe a touch of sentimentality for a few. A feeling of profundity and space is made by the utilization of one point straight viewpoint. The orthogonals begin of the image plane to one side with the disappearing bring up of sight by an extensive separation. Numerous lines that characterize the design augment to the privilege making a fanlike example that causes the watchers to notice the subjects and the detail in the forefront of the print. A meaning of request and parity surfaces when we start to inspect the shapes made by the long shadows cast by the light transmitting from the window of the customer facing facade. These shadows discover their edges in their own kind of disappearing direct situated at the light source some place toward within the structure and far out. The position of this light source nearly reflects the disappearing point on the rival side. The covering of lines coming from these two focuses makes a kind of precious stone shape normally connected with two-point viewpoint. Now we can see that few different articles in the scene additionally fit in with this precious stone shape. Hung lengths of fabric suspended from the coverings of the shops appear to incline toward the upper internal slanting point, While the subjects themselves fit into the geometry of the lower edges. The balance of these edges nearly outlines a point between the two fundamental subjects, where notwithstanding a sign publicizing papers, maybe a kind of comprehended enthusiastic attraction is established. The subjects nearly appear to be truly influenced by the attraction among them, and their bodies have all the earmarks of being drawn toward one another. Lewis achieves this in an unobtrusive manner, and neither of the subjects gives off an impression of being unnaturally distorted. The male subject looks to some degree loose and is moving his weight a piece into an adapted minor departure from the old style contrapposto present. The female subject powers her hip out to the other side and tilts her head a piece, presenting in a way that may have been viewed as appealing for a young lady in the mid 1930s in America. Their apparel is of some intrigue on the grounds that without sufficient lighting, we probably won't have an increasingly dependable sign old enough. The two figures are dressed in what was most likely thought to be easygoing apparel for the period. The female figures dress is to some degree shorter and more fitted than it would be in the event that she were more seasoned and progressively moderate. The Male figures neckline is unfastened and his sleeves and trouser legs are moved up. His hair seems, by all accounts, to be to some degree tousled. From these subtleties we can accept that they were most likely in their late youngsters or mid 20s, as it would be disliked for individuals of more established age to dress along these lines in this fairly socially moderate period. Out of sight of the print, we see two extra figures, likewise a man and a lady. The two are standing extremely near one and other, and have all the earmarks of being occupied with a private discussion. From a strict point of view, one may reach the determination that this subsequent couple speaks to the prominence of the idea of meeting ones mate and, experiencing passionate feelings for. It may have been a pondering of numerous Americans in this time the boulevards of urban America were loaded up with youthful alluring youngsters, pursuing, dating, and getting ready for marriage. From an increasingly representative viewpoint, it is plausible that this second pair of figures really speaks to a similar couple we find in the frontal area, presently further not far off, or further along in time. The two are currently occupied with the customs of getting progressively private. The street itself can be viewed as an image of the way of destiny for these two characters, as it evaporates off of the image plane into the vulnerability of things to come. Conflicting to most Urban Realist works, Chance gathering appears to introduce a somewhat admired and blameless perspective on the period, yet stylishly, it is a genuinely practical picture of urban city life in Americas 1930s.

Application question scholastic and non-scholastic distinctions

Application question scholastic and non-scholastic distinctions One new section of our application this year distinguishes between scholastic and non-scholastic distinctions. The questions read: List any scholastic distinctions you have won since entering high school and indicate the level of distinction. List any non-scholastic distinctions you have won since entering high school and indicate the level of distinction. It seems that the distinction between scholastic and non-scholastic has been causing some confusion, based on web comments and phone calls. In an attempt to alleviate confusion, I sat down with my colleague McGreggor Crowley 00, MD, who directs the admissions process here, and together we tried to make the distinction. One way to think of it would be this: academic and co-curricular awards will usually be scholastic. Extracurricular awards will usually be non-scholastic. However, an important message is this: there is no wrong way to fill out this section. Dont worry about putting an award in the wrong section, as there really is no best way to fill this out. Do your best to place things where you think they belong, but dont stress out over it. McGreggor and I also brainstormed a list of awards and distinctions, and how we might categorize them. (Again, these are not the right answers, but rather some insight into how we might do the sorting). Here goes Examples of what might be considered scholastic distinctions: Math (e.g. AMC, ARML, Mu Alpha Theta) Science (e.g. Science Olympiad, USABO) Robotics (e.g. FIRST Chairmans Award, firefighting robots) Computer science (e.g. ACSL, USACO) Engineering (e.g. bridge building, rocketry) Research science fairs (e.g. school/regional science fair, ISEF) Academic summer programs (e.g. Governors school, SSP, RSI, MITES, WTP) Academic competition (e.g. Academic Decathlon, Quiz Bowl) Exam-based awards (e.g. AP Scholar, National Merit) Grade-based awards (e.g. Honor Roll) Awards linked to a class or department (e.g. History department award, NCTE, National Latin Exam) Honor societies (e.g. National Honor Society) Book awards (e.g. Harvard Book Award, Rensselaer Medal) Examples of what might be considered non-scholastic distinctions: Leadership (HOBY, Rotary, student government) Music (e.g. competitive orchestras, concerto competitions, All County, Interlochen) Art (e.g. placing in a competition, having a gallery show) Athletics (e.g. All League, varsity letter, Wendys High School Heisman) Volunteering (e.g. Prudential Spirit of Community Award) Work-related accomplishments (e.g. employee of the month) Politcal (e.g. Model UN, debate, Boys/Girls State) Dance (e.g. arangetram) Scouting (e.g. Gold Award, Order of the Arrow) Random stuff (e.g. Prom King/Queen, Most Likely to Succeed, I have read all of Modern Librarys Top 100 Novels) Now, if you happened to list debate as scholastic, or FIRST as non-scholastic, dont worry. As I said above, these are not the right answers, rather one attempt at sorting. As long as youve done your best to list those distinctions of which youre most proud and best show your talents, you have done this section correctly. I hope this is helpful!

The Dinosaurs and Prehistoric Animals of Montana

Essay on Appearance vs. Reality in Peter Shaffers Amadeus

Appearance vs. Reality in Peter Shaffers Amadeus In the world of the 18th century, appearance was everything; and appearance often conflicted with reality. Such is the case in Peter Shaffer’s, Amadeus, which follows Wolfgang Amadeus Mozart’s musical career. Mozart’s career was enveloped in deceit and falsity, appearing to be brought on by poor choices he made, when all along he was being sabotaged by Salieri. When Mozart arrives in Vienna, Antonio Salieri pretends to welcome him. He even writes a welcome March for Mozart, to be played as the young, rebellious musician enters the court. However, Salieri hates Mozart from the beginning. Salieri is nice to Mozart’s face, and pretends to support his career to all†¦show more content†¦So shameful I can hardly speak of it even now...A design -- childish, cruel beyond all justifying -- to hasten the man towards madness or even death. Unable to stop myself, I got me a cloack of grey -- yes -- and a mask of grey. And appeared myself to the demented creature as the figure from his dreams. Yes! I, Antonio Salieri, First Royal Kappelmeister to the Empire, stalked in this guise through th e freezing night, into that dingy alley where he lived. Stationed myself beneath his window. And waited.† (Amadeus, 79) Mozart sees him standing below his window, and invites the ghastly figure up to his room. Salieri begins â€Å"tramping up the stairs with feet of stone† and enters the place where Mozart lives. The poor musician is half-mad and ranting about his incomplete Mass. The conversation continues... â€Å"Mozart: ...Is it not good? Salieri: What else would it be? Mozart: Signore?...Signore...Salieri? Why? It’s a game, yes?...Good game!...Has it been you, all the time? Salieri: All the time: yes...All the time. Ten years. Ever since you came here. Ever since that moment in the library, when I first tasted it. Your sublime poison. Mozart: Poison? Salieri: We

Programming †Example of a Selection Structure Free Essays

Introduction: The purpose of this paper is to provide a simple example of a selection structure that is contained as part of the Programming Solution Proposal I am developing throughout the course of this programming class. The selection structure I chose to make an example of isn’t really inclusive as part of my original programming proposal due in week 5, however, I devised a very simple â€Å"If-Then-Else† structure that uses somewhat of the same information and calculation as what I may use in my final proposal. I’ve written the pseudocode for a section that at this time appears to make sense to use, given the selection structure I chose, and I also paralleled that with a Visual Logic We will write a custom essay sample on Programming – Example of a Selection Structure or any similar topic only for you Order Now com/cards/"flowchart. The visual logic flowchart was executed correctly with specific values that are to be used in order for others to properly test it. These values will change as the program gets fine-tuned, however, for now there are specific values that must be used to obtain the correct percentages. Purpose of the structure The reason I chose the â€Å"If-Then-Else† structure is because it seemed to make the most sense for my program and it didn’t appear to be too complicated a structure to master. Even though this structure may not be included as part of my final proposal paper, I thought it would be good to work with and verify if I could somehow make it work. The program I’ll ultimately be creating is one where seasonal stats will be entered in by an assistant coach, for athletes on any given basketball team. Through this they will be able to determine a players overall field goal average, free throw percentage, rebound average, etc. However, for now, I’ve decided to simply use an If-Then-Else structure that displays a friendly output message of what the user might see if he/she entered their â€Å"field goals attempted†Ã‚  value and â€Å"field goals made† value. The pseudocode for the If-Then-Else structure Again, I must reiterate, that the selection structure I chose to use may not be part of my final proposal paper, however, the pseudocode that is displayed below is a simple and short example of how I used the information for my original proposal, using the If-Then-Else structure: Write â€Å"Enter amount of field goals attempted: â€Å" Input FGA Write â€Å"Enter amount of field goals made: † Input FGM Set Average = FGM / FGA If Average = 50 Then Set FieldGoalAverage = Average Write â€Å"Your field goal average is: † + FieldGoalAverage + â€Å"%† Else Write â€Å"Your field goal average is: † + FieldGoalAverage + â€Å"%† Write â€Å"You need to work on your shooting game!† End If Visual Logic flowchart The Visual Logic flowchart I put together, which parallels the pseudocode above, has been executed successfully. The field goal average in this VL example is calculated using the following values: FieldGoalAttempts (FGsAttempted): 5000 FieldGoalsMade (FGsMade): 50 The values for the variables above test the ‘True’ decision statement. Entering the following values below execute and test the ‘False’ decision statement: FieldGoalAttempts (FGsAttempted): 2000 FieldGoalsMade (FGsMade): 50 The .vls file has been uploaded as a separate attachment in the Assignments tab of the UoP Student website. How to cite Programming – Example of a Selection Structure, Papers

Thoughts On Feminists Essay Research Paper Thoughts free essay sample

Ideas On Feminists Essay, Research Paper Ideas on Feminists. I was non yet ten when I was foremost made aware of the feminist motion and my female parent didn? Ts have much usage for that type of thing. You see, feminism in the 1880ss was a female version of the neo-nazi skinhead outlook. With work forces being the enemy alternatively of other races. In this motion, even to digest work forces was blasphemy, and to be attractive was considered failing. This motion is no longer the norm, but it isn? t gone either. While earlier womens rightists were: male bashing, sapphic, nihilists, modern womens rightists are female parents, married womans, coworkers and everyone else who believes that adult females should hold the same chances as work forces. Not merely can you be married to a adult male and still be a womens rightist, you can be a adult male and be a womens rightist. We will write a custom essay sample on Thoughts On Feminists Essay Research Paper Thoughts or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I may be incorrect, but I don? t see much for a modern womens rightist to contend for. Womans can vote ; they can keep any office that a adult male can, with the exclusion of some military places, they get paid the same sum as work forces for the same work, and they have affirmatory action to boot. Were is the unfairness in a adult male and a adult female both using for the same occupation, both being every bit qualified, and unless the adult male is cheery or portion of some other loud mouthed minority, the adult female will acquire the occupation because the company can non afford to make otherwise? Is it fair that a adult female that has a 3.0 GPA gets into med.-school and a adult male with a 3.4 doesn? T? If you can? t Tell, I? m non seeking to be politically right and I? m non a fan of affirmatory action. I didn? T truly have an sentiment on affirmatory action until my sister expressed how she felt, she doesn? T want classs that she doesn? t deserve, she doesn? T want to be considered a 2nd category pupil because of her sex. In the field of natural philosophies, it isn? T normal to see adult females stand out, but she does and she deserves because she does the work, non because she is a adult female. I think that womens rightists need to rethink what is best for society. They have been looking for equality for so long that they past it bargain and have adopted a new signifier of inequality. A adult female is now disadvantaged because she doesn? Ts have to make her best. It is adequate that she is a adult female. ? State me truthfully, would you instead travel and see a male physician that graduated at the underside of his category, or a female physician that shouldn? Ts have graduated but did because of the fact that there are non as many female physicians as male? ? I think that the really early womens rightist motion was great ; adult females deserve to vote, and they are merely as capable of being attorneies, physicians and of keeping office as are work forces. It is good to stand up for your rights, but don? T stand up for them on the dorsums of others. In short, feminism has done a batch of good, but it can and has besides done injury.

Free Essays Online

Free Essays Online Free Essays Online Free Essays Online Free essays online are abundant but you should be very careful not to copy a single line. Teachers as well as students are fully aware of the splendor of essays posted online. Therefore, do not play games with your academic career - use free essays online as samples only.   If you need help with essay writing, we offer customized assistance with all types of essays. You may either place an order or contact us for further clarification. is open 24/7! Free essay online sample - health At the personal level, risk-benefit decisions often involve the question of whether to avoid substances that may be harmful to health. Is the flavor of a steak well marbled with fat worth a possibly increased probability of dying of a heart attack? Is the relaxation, pleasure, and possible ease of weight control that accompanies smoking a sufficient benefit to counterbalance the substantially increased possibilities of dying young of lung cancer or circulatory disease? Do the benefits of using aerosol underarm deodorants or hair sprays compensate for possible health effects, which are certainly small (and may be zero), of inhaling them? People informally weigh such risks all the time, always in the face of uncertainty and often even without access to the basic information about the risks that society possesses. Even when considerable information is available, and the power to act is in your hands, decisions may not be easy. Suppose it were announced that your town's drinking water contained that chemical that gives you a one in 10 million chance of dying of liver cancer if you drink that water for the rest of your life. Would you spend $10 a year on a filter to remove the material? $100 a year? $1,000? Your answer would obviously depend on many things, including your age and financial situation. Consider a more familiar example. There are undeniable benefits to driving a private automobile's convenience being paramount among them. But when everybody is driving a private automobile and commuters spend hours daily in near gridlock, the convenience factor is reduced and the direct (accident) and indirect (air pollution) risks escalate. Even now the benefits of driving are difficult to balance against the escalating risks. How does one calculate into the conveniences and inconveniences of automobile commuting the risks of additional exposure to airborne carcinogens and heart-threatening carbon monoxide or the contribution that the automobile makes toward global warming? Is the residual convenience worth a month-shorter life expectancy? A year? Two years? Is it worth a 1-percent chance of subjecting your grandchildren to food shortages by contributing to future crop failures caused by global warming? A 2 percent chance? A 5-percent chance? Custom Writing The above sample is posted here for free. Thus, it is open for all visitors of the site. If you have found this page, your teacher may find it as well.  Thus, it is recommended to use customized writing help, service offered by professional writers. Your customized essay will be written from scratch and never resold to other customers.   Finally, it will not be posted anywhere online. Prices are very affordable.

Everything You Need to Know About Writing an Interesting Paper Outline

Everything You Need to Know About Writing an Interesting Paper Outline After choosing a great topic and stating strong arguments, it can be hard for many people to write interesting academic papers. You may have many points or thoughts about where you prefer assignment to go, but you will fail to write a good one without your detailed plan of action. This is when an outline comes in handy. It’s a general plan of everything you will discuss in your essay. It’s an effective tool to organize the main facts, connect all ideas, and find the best order to present your major point in a concise manner. What is a Paper Outline? You can easily define it as an efficient organizational plan (about 1 page long) that will help you complete academic assignments. It’s the best way to organize or guide your ideas. An outline breaks down your paper in a hierarchical and clear manner to help you determine its final format or flow. Include such basic parts of any paper outline as body paragraphs, your strong conclusion, and introduction with a thesis statement. Why do You Need a Paper Outline? Spending your time on making a paper outline will improve your understanding of a specific subject and simplify the entire writing process. Some teachers even ask their students to submit a plan before they start completing academic assignments because it’s very helpful. Why should you create a paper outline? There are different reasons to do that, including: Showing the logical order or hierarchical links of background information; Keeping track of your search; Organizing different threads. ORDER PAPER OUTLINE 6 Basic paper outline purposes Helping you to organize a list of all thoughts; Simplifying your process of writing; Showing connections in ideas; Presenting your writing in its logical form; Determining groups or special boundaries; Constructing a brief and ordered overview of your essay. How to Plan your Paper Outline It can help you organize all ideas before you start, but you should pick a brilliant topic first. You can choose a broad subject because creating a detailed plan will help you narrow it down to come clear arguments. Your outline will help you plan the structure of any paper. What is an Introduction? In this essay paragraph, it’s necessary to clearly state your major argument, purpose of your academic assignment, and how you will approach a particular topic. Briefly explain the points that your paper outline covers, why targeted readers should feel interested in your subject, and answer a few basic questions. Why are you writing your essay? Is it a book review or a problem analysis? Body paragraphs - in body paragraphs, you present strong arguments, develop relevant discussions to support your thesis, and make readers believe that your stance is correct. Find a few supporting facts for every major point. Start with a strong argument, write separate topic sentences and transitions. What is a thesis? It declares your beliefs and what your essay will prove. A strong thesis can make a huge difference in retelling facts and your thoughtful academic assignment, so state it powerfully. It helps you focus your research because you should check many sources of information to identify key questions and choose suitable materials for your paper outline. Place your thesis at the end of your introduction. A concluding paragraph - this section should reword or restate your thesis, sum up all arguments, and explain why you make a specific conclusion. How to Write your Paper Outline Start with ordering your major subtopics in a chronological or any other suitable order and label them with Roman numerals. Choose a few points for every category. Make this choice based on the purpose of your writing and all the supporting materials that you have because they will structure the second level of your paper outline. Indent and label them in letters. Feel free to expand your ideas with sub-points if needed. If any of them are big topics that require extra details to explain, put them in the next level of your paper outline. Indent and label them in ordinary numbers. Add more layers if needed and use lowercase letters, numbers, and lowercase Roman numerals to create your logical paper outline. Most students prefer to include 3-4 layers in their paper outline. Look at your prepared outline and think about a conclusion and if it matches the goals of writing your academic paper. Add more subtopics if you don’t have enough facts to support it. GET HELP WITH AN OUTLINE FOR MY PAPER Set important paper outline goals Your essay can inform other people about a given topic, persuade them of your stance, or reflect on personal experiences. Set basic goals for your academic assignment and use these effective approaches: Present causes and effects of any significant historical event (conduct your in-depth research); Compare and contrast events, people, or books (apply your critical analysis skills); Describe how personal experiences shaped you (practice excellent communication skills). Gather supporting materials They’re useful for your paper outline and final drafts. Pay attention to subtopics with relevant ideas, stats, or quotes because they will become major parts of your detailed plan. Note down where you get any information to avoid plagiarism. Pick the best paper outline type There are two basic options to choose from: A sentence outline of your paper uses complete sentences, relies on many details, and lists separate bullet points; A topic outline of your paper uses short phrases. If you have any difficulties with your paper outline, our helping hand is only a few clicks away because our professional writers are ready to complete assignment for you at affordable rates.

Dual Leadership in UK organizations Essay Example | Topics and Well Written Essays - 1500 words

Dual Leadership in UK organizations - Essay Example The dynamics of the CEO-Chairman interrelationship and the effects of this on the enterprise have been studied by Kakabadse et al (2006) who adopted a qualitative methodology and provided in-depth interviews of chairmen, CEOs and non-executive directors. The chairman-CEO interactions and their effects were also studied and the findings of the paper have been based on the chairman's role and contribution, nature of the relationship between the chairman and CEO, the attributes or traits of an effective chairman and the impact of the chairman-CEO relationship on board effectiveness (Kakadabse et al, 2006). The study provides a clearer picture of the chairman-CEO dyad and the influence of the dyadic interaction on the formative context of the enterprise. Using data from 2180 Chairmanships from 460 UK firms over a period of 8 years, Florou (2005) suggested that there is a link between the Chairman and CEO in many ways as when a CEO is dismissed, the Chairman is also replaced. The data on dismissal events also suggest that replacement of a Chairman is associated with restructuring of the board and with restructuring, new skills are brought in which might facilitate future corporate decisions. However Florou (2005) claims that the Chairman's previous position does not affect the Chairman removal or the CEO dismissal process although if the Chairman has been responsible for the appointment of the failing CEO, during CEO departure, the dismissal of the Chairman is also likely because they tend to work as a team and one's failure mirrors the other's failure as well. This in turn would suggest effective governance within an enterprise. Sora et al (2004) discuss some resultant problems when the role of the chief executive officer and role of the chairman are merged and when person takes up both the roles. There are controversies to this sort of responsibility as when the responsibilities of the CEO and Chairman are given to one person, there can be a decrease of vigilance and flaws in accountability and operations of the company. As the power for the company centers around one leader, the CEO/Chairman can use this power for his personal gain at the expense of other stakeholders in the company (Sora te al, 2004). Thus a unitary leadership structure with no distribution of power can lead to an environment of greed and corruption resulting in mistrust towards the company and its people. This suggests that the regulation of leadership and distribution of power should be done considering the benefits to the company and the credibility that the company can gain with it governance and management structure. There have been several pressures on US companies to separate the roles of CEO and Chairman because a unitary leadership can lead to too much power given to one person. Shareholder activists and regulators maintain that US firms should separate the titles of CEO and Chairman of the Board as separate titles could reduce agency costs in corporation and improve performance. According to shareholders and regulators, separation of the role of CEO and Chairman has potential costs and benefits and Brickley et al (1997) suggest that costs of such separation would be larger than benefits for most firms. So how can the one man show or unitary leadership

3 levels of analysis Essay Example | Topics and Well Written Essays - 1250 words - 1

3 levels of analysis - Essay Example Some homicide forms do not constitute acts that are criminal but murder is criminal homicide (Simon 2009). The circumstances that surround a killing are the determinants if it was criminal or not. In earlier days, homicide was divided into two categories; non-felonious and felonious. The latter was premeditated and deliberate killing and was therefore termed as murder. The former included excusable homicide, which was not classified as a crime, and justifiable homicide, which was a crime, but the offender was pardoned. The classification has since changed with the modern statutes. There are two categories namely manslaughter and murder. Murder is further classified into first degree that involves a killing intention that is premeditated and second degree whose intention to kill is not premeditated (Malmquist 2006). The most important elements in first-degree murder are intent and premeditation. Intentional crimes are committed purposely and knowingly. Crimes that are intentional are organized in advance. In the mentioned elements’ perspective, such homicide is neither an accident nor a moment’s incidence. Another form of first-degree murder is felony murder, since it applies in circumstances where a person dies as a felony is perpetrated. This is so even though the death was entirely unplanned or accidental. The difference between the first and second-degree is that, even though the guilty person kills intentionally, there is no prior plan and the crime is not given forethoughts, because acting is often on impulse (Simon 2009). Manslaughter involves unintentional killing, which results from criminal negligence of a person, or human life disregard that is reckless. Manslaughter is classified as voluntary and involuntary. The former is used in the designation of acts secondary to provocation or passion crimes. The killing is intended as much as there was adequate provocation encountered by the

Relative Age Effect in Football

Relative Age Effect in Football Abstract The purpose of the study was to investigate the performance level at which birth date effects selection for performance pathways in English football, as well as examining whether coaches are currently implementing arrangements to limit the relative age effect. The study comprised of 2450 players from performance levels including community, grass root and academy. The birth dates of each player within every performance level were analysed through the use of statistical tools within Microsoft Excel, with interviews analysed through transcription and the highlighting of recurrent themes. The sub-groups were viewed by age group, month of birth and the total percentage of players born within each quartile of the selection year to analyse the birth bias within specific performance levels. The statistical data of each sub-group were then collated to view differences in progressing through each performance level. The main results found an over-representation of players born in the first quartile throughout each performance level. The bias within the community and grass root subgroup was 4.1%, with a 39.9% bias towards the eldest players at academy standard. The evidence highlighted that birth date only has significant impact on selection once the academy standard of play is reached, with minimal difference in impact when progressing through inferior performance levels. Coaches in the study showed high awareness of the effect, with implementation of two strategies to reduce the relative age effect being implemented. The two strategies were found to be ineffective in the reduction of the relative age effect, through implementation occurring after selection. To conclude the academy pathway highlighted the most significant bias, with birth date having minimal impact at inferior performance levels. Strategies to reduce the relative age effect are currently ineffective requiring further research into reducing the bias prior to selection. Introduction Aims To investigate the performance level at which birth date may affect selection for performance pathways in English football. To examine if football coaches are making arrangements to limit the Relative age effect in football Research Question: In English football is there a starting point to the relative age effect and if this is the case then how are football coaches currently taking this bias into consideration when working with children at all levels of football.  Ã‚   Rationale Relative age effect is the difference in ages between children in the same age group. An example being, a child born in the start of the selection period in football i.e. 1st September will be 11 months older than a player who falls in the same age group born on the 1st of August. (Barnsley et al, 1992) Throughout the study research has referred to the relative age effect as birth date and birth bias, all meaning the same. The football world is competitive and making sure that your team are developing young athletes to progress into the first team and national team is very important. This has made the selection and development of children an important aspect in youth football. Studies have progressively shown that in football there are children not given the opportunity, due to a simple aspect such as their age. (Brewer et al 1995; Cobley et al 2008; Delorme et al 2010) The research that has previously been carried out has rarely been specified around the English game with only a minority being carried out in this area. (Simmons Paull, 2001; Musch Grondin, 2001) The research has predominantly been aimed towards a number of different nations across the world. (Glamser Vincent, 2004; Jimenez, 2008; Delorme et al 2010; Campo et al 2010) The limited amount of research on the English game highlighted an area in which further study could be carried out in order to fully understand the impact the relative age effect has within English football. Correspondingly the research into the affect performance level has on the impact of the relative age effect within English football has been under-represented by preceding research. The research specific to this area of ten views different nations or sports. (Mujika et al, 2007; Cobley et al, 2009; Till et al, 2010) The knowledge of how performance level could affect selection will allow understanding of where birth bias is present and predominant, furthermore highlighting the level at which change is needed to reduce the relative age effect. The results will be of great value to coaches within the performance level that the relative age effect is most predominant by raising awareness and creating knowledge for change. Preceding research has also viewed how different organisations and football associations have tried to reduce the impact of the relative age effect in different countries. (Helson et al 2000; Vaeyens et al 2003) Although this research has shown how interventions have been made there has not been a study on how the coaches within the football clubs in these associations are practically trying to reduce the bias or in fact if they are. This is an area of research that is being analysed. This will help compare the current tools being put in place and to see if there is a working intervention to help reduce the birth bias. The context of the study will include raising awareness of the relative age effect to the coaches in which the relative age effect is most predominant within the standard at which they coach. Research has previously highlighted this to be an advantage in reducing the effect, increasing the value of the study. (Baker et al, 2010; Cobley et al, 2009)    The study begins viewing previous research on the relative age effect reviewing specifically topics around the aims and secondary topics in which can affect the predominance of the effect. The second section views the method in which the study carried out the research with reasoning and description, progressing onto the results in which are presented with the discussion following. A conclusion in relation to the aims of the study is carried out in the penultimate section, ending with self reflection discussing the learning throughout the study.     Ã‚   Literature Review 1. Relative Age Effect Children are split into age groups throughout school and whilst they are in education. In England the children are split into age groups running from nursery, primary school with years 1-6, then into secondary schools with years of 7-11. In England the school year starts in early September and runs to August (Direct.gov, 2009). This means that two children within the same year participating in educational studies and sports could have a difference of more than eleven months between them. In sport, the relative age effect was first noticed in Cana ­dian ice-hockey and volleyball. Grondin et al, (1984) found unequal birth-date distributions for males and females at recreational, competitive and senior professional levels for both sports dur ­ing the 1981/1982 season. 2. What age does the relative age effect occur? Simmons Paull (2001) are a set of researches who have previously viewed the relative age effect in England. They found that there was a bias within centre of excellences in England. In 1997 in the age groups of U-15 U16 there was seen to be a large difference within the birth dates of players participating, players oldest within the year consisted of 58.7% with just 12.7% of younger children being within these centres. Glamser, Vincent, (2004); Musch Grondin (2001) found specifically that ‘players in the United Kingdom, Sweden, and Belgium approximately 70% of elite youth players had birthdays in the first half of the soccer year. This shows that there is a bias within English football and shows that the age effect occurs highly in these ages. The relative age effect does not just occur within England. Del Campo et al (2010) viewed the relative age effect within Spain. The research that was carried out found that the relative age effect occurred through age groups including under 11s to 18s. The players within the teams included within the research consisted of a minimum of 45% of players born within the first trimester, with only a maximum of 15% of the players coming from the fourth trimester. This shows that throughout each age group the difference between the players born early in the year and the ones later in the year was 30% in favour to the players born in the early stages of the selection period. Williams, (2009) study on the U-17 World Cup also suggests that the relative age effect is continued into not just the older age groups but also into senior international teams. Williams (2009) looked at all the players participating within the tournament and found a large difference in the months of when the players were born. The study found that, ‘Nearly 40% of the players are born in the first three months of the year while only 16% are born in the last quarter. Dudink (1994) research supports the research carried out by Williams (2009) into evidence that the relative age effect progresses through all age groups. Dudink (1994) claimed that both Dutch and English players born early in the competition year are more likely to participate in national soccer leagues. This research not only suggests that the relative age effect occurs through childhood and adolescence but also occurs through to adulthood. 3. Why does the relative age effect occur? Research has shown many reasons behind why there are biases towards players who are older than their peers. (Delorme Raspaud, 2009: Musch and Grondin, 2001). Musch and Grondin, (2001) suggests that ‘as children are separated into age groups there are regularly cognitive, physical and emotional differences between the youngest and oldest. Research backing up this is seen from Malina et al,(2004) who states there are ‘advantages in body size, fat free mass and several components of physical fitness including aerobic power, muscular strength, power, endurance, and speed. This means that there is a difference within all aspects of a character within players in the same year. It has been sug ­gested that the size of the relative age effect may be affect ­ed by additional maturational variation at ages associated with the onset of puber ­ty, generally applicable at the ages of 13-15 in boys and 12-14 in girls (Musch Grondin, 2001). This meaning that puberty is a large s ection of a players selection/development process in which could affect the number of players who are chosen. Helsen et al (2000) found that relative age effect was present within children aged as young as 8. As players develop differently at different stages this would suggest the younger players would have a larger disadvantage at the stage of puberty. Research from Gil et al, (2007b) found when looking at the selection of young soccer players in terms of anthropometric and physiological factors found that during puberty the players selected were taller, heavier, leaner and faster than the non-selected players and that a high percentage of those chosen were found to be born within the first 6 months of the year. Helsen et al, (2000) looked at the possible difference between two players within the same selection year: ‘A 10-year-old child in the 5th percentile is likely to be 1.26 m tall with a body mass of 22 kg, whereas a child in the 95th percentile who is almost 11 years of age is likely to be 1.54 m tall and 49 kg in mass. This shows that one player could be as much as 0.3m taller and 27kg heavier than a player placed in the same selection year showing a clear advantage physically towards the older player. Along with maturation levels studies have shown that the playing position of a player also has an effect. Ashworth and Heyndels (2007) noted the relative age effect var ­ied according to playing position in elite German soccer. The strongest effect sizes were found for goalkeepers and defend ­ers, with relative age effects not evident for forwards. Research carried out by Gil et al, (2007a) found that goalkeepers and defenders are on average are the tallest players being five centre meters taller than both the midfielders and attackers. This with the research found from Malina et al., (2004) shows that it could be very difficult for the younger players to achieve selection within these positions. Research by Gil et al, (2007a) also progresses on to further back up research from Malina et al, (2004) as when viewing players who were in the selection process, players who had better endurance, were faster and in some instances taller were primarily selected. Although there were stati stical information found within research from Gil et al, (2007a) looking further into the study there were also instances in which the research challenged the statement by Malina et al,(2004) in which they stated players who were faster and taller for example had an advantage. Gil et al (2007a) found that when viewing players who were selected and those not, it turned out that the non selected players were taller faster and had superior endurance. Examples being that the goalkeepers non-selected were four centre meters taller, 0.3 seconds faster than the selected players. The research found that in midfield where players are seen to run the most which in turn means they need to have greater endurance levels the non selected players were found to have lower heart rates after an endurance test. (Gil et al, 2007a) This research highlights evidence contesting the advantages older children are perceived to possess. 4. The effect on participation levels Researchers have also viewed that the relative age effect can make players drop out of sport. Delorme et al (2010), suggests that the players born later within the year ‘experience inferiority and failure within their practice and may be reduced to less playing time. Vaeyens et al (2005) also had similar thoughts and stated that the reason why the relative age effect relates to the players dropping out is due to the older players receiving more playing time than the younger players. This leading to the younger players feeling less competent and increasing the possibility of them dropping out of the sport.   Cobley et al (2009) noted that the size of the relative age effect increased with age un ­til late adolescence, but then decreased in adult sporting contexts meaning that if the players who are born in the younger part of the year, who carry on in sport have a good chance of being selected to play at a high standard, contesting research carried out by Williams (2009) and Dudink (1994). While Musch and Grondin (2001), stated that; ‘The relative age effect is not only thought to generate discrimination in the selection process, but also to lead to dropout among less advantaged players   (i.e. those born at the end of the year) Delorme et al, (2010) found that the rates of drop outs in French football were highest within players in the last two quarters of the year. This means that although Cobley et al, (2009) found that the relative age effect decreases into adulthood the number of the late born players progressing through to that stage is low. Research by Delorme et al, (2010) supports research by Cobley et al (2009) as they found the number of players dropping out in French adult football was higher within the players born early within the year with a number of 1,612 players dropping out more than the late born players.   Although this can be seen from the research, Delorme et al (2010) also show that the number of players born late in the years that are dropping out is higher throughout the ages of 9 15. This means that a high number of players born within the last part of the year have already dropped out implying that as the years progress the number of players that can drop out have reduced significantly. 5. Does the level of play affect the relative age effect? Research from Mujika et al, (2007) views similar areas to the one carried out in this study with the difference of them viewing this within Spanish football. They viewed the difference between the relative age effect at different levels of football within Spain. The levels they viewed were players from La Liga (Spains highest division) club AC Bilbao, Elite youth from AC Bilbao, Regional Youth and School Youth. The research found that players born in the first quarter of the selection period decreased as did the level of football, after the La Liga players group who had 43.9%. Elite youth players consisted of 46.6% of players in the first quarter, the regional youth group consisted of 28.6% whilst the school youth group had the lowest percentage at 27.1%. These statistics show that throughout youth football the relative age effect increases, slightly decreasing when reaching the highest level of football although only by 2.1%. They also found that players in the last quarter were fou nd mostly in the School Youth subgroup consisting 22.9%, decreasing to 21.2% in the regional youth group, then significantly decreasing to just 10% of players within the Elite youth subgroup, finishing with a very slight increase in the number of players within the La Liga group of 2.2% to a total of 12.2% of players being within the last quarter. This again shows that there is a bias throughout the progression in performance level within Spanish football.   Cobley et al (2009) viewed performance level in relation to the size of the relative age effect among similar levels to the current study. Cobley et al (2009) found that the largest bias towards the oldest players was found within players that participate within the representative stage. This stage related to the level below the elite stage which was viewed to be the highest level in the study. Cobley et al (2009) progressed to suggest that the level that players partake within has an effect on the size of the relative age effect. The relative age effect was found to increase within each progression in performance level until the optimal performance level is reached comparable to the findings by Mujika et al (2007) Till et al (2010) viewed the relative age effect within rugby league players, similar to Mujika et al (2007) they found that as the performance level increases as does the impact of the relative age effect.   In the study throughout each increase in performance level there was an increase in the size of the relative age effect. The highest bias towards the eldest players found was 61.34%, this statistic was found within the under 13s age group. The research highlights that the birth bias is affected by skill/performance level not just within football but also other sporting environments.  Ã‚   6. Is being young an advantage? While previous research has shown a bias towards the players born early within a selection period, there is research suggesting that if the later born players successfully progress through and become professional players they can be at an advantage. Ashworth and Heyndels (2007) found that players who were seen as being born in the later period of selection had higher wages than the players born in the early period. When looking at German football players during the 97-98 and 98-99 seasons, players born in the cut off month of August 1st earned 2 million deutschemarks where players born later in the selection period earn up to 2.8 million deutschemarks. Ashworth and Heyndels (2007) stated that this occurred when the later born players played in a high standard soccer education programme. The later born players benefited playing with the early born players or perceived better players, enhancing their development as young players benefit from playing alongside or against superior player s. They further progress to imply that for the later born players to succeed throughout the selection process, when younger they must have above average talent. 7. Can the relative age effect be decreased? Research has viewed the possibilities of whether a change in selection dates will correct the bias that occurs within football. The Royal Belgian Football Association changed their cut off date in 1997 to reduce the impact of the relative age effect, but the shift from August the 1st to the 1st January just meant a shift in the Bias. (Vaeyens et al, 2005) Similarly research has viewed Japans competition year which begins on 1st April and the bias is observed in May and July, Germany and Brazil produce similar distributions with a start date of 1 August. In each case, the season-of-birth bias aligns with whichever quarter is earliest in the competition year. (Simmons and Paull, 2001) Fifa and Uefa have also been seen to prolong the selection period for players in order to make it fairer. Research found that the number of players within teams that were looked at had more players in a wider range of months but there was still a bias to the younger players in the selection process. (Helson et al, 2005) Although footballs attempt to shift the selection dates has seen little or slight improvements in producing equality into the selection process, varying the cut off dates for selection in sports has before been seen as a way of being successful in reducing if not preventing relative age effect. For example in swimming they have no cut off date. Ryan (1989) stated this would be successful if key competitions were avoided within certain months. Although this may work for individual sports such as swimming has been seen to not be applicable in team sports. (Musch Grondin, 2001) This shows that there is a possibility of reducing the relative age effect. The results and interventions found and used in other nations will help when aiming to reduce the impact which may be found within the English game and to see if there are any differences between England and the other Nations. Although these have been used to try and reduce the relative age effect in the sport few research have gone into what the coaches can do. Cobley et al (2009) suggested that just raising awareness of those responsible for the infrastructure and coordination of youth sport may be effective. Baker et al (2010) also suggested that increasing awareness and under ­standing of the relative age effect, as part of coach training and education programs, may help centre coaches attention to the potential selection bi ­as. Methodology Sample The study comprised of a total of 2540 football players, ranging from the under 9 to under 15 age category within England. The players were allocated to one of three sub groups relating to their standard of play within the sport. The Academy group perceived as the highest level within the study consisted of a total number of 416players who played for an academy football team at the time of the study. The Grass root group consisted of 354players who played for a FA Chartered team. The third subgroup contained players who played recreational football within a community scheme that related to the lowest standard of play within the study. The total number of players in the recreational sub group was 1770.   Area 1 The study required the birth dates of football players within age groups from U-9 to U-15. The players were chosen from community football, grass root football to academy football. The players were then sub-divided into secondary groups of grass root team players, community players and academy players. The details of the players were collected through contacting teams from the respective leagues through the use of letters. These letters detailed the information required from the clubs and how the results of the information would be used. Area 2 There were a number of coaches selected to undertake an interview. The coaches were chosen from the category in which the largest relative age effect was found from area one which was within the academy standard. The number of coaches chosen was four and this was due to limited time. The coaches selected were based on accessibility. Prior to interview the coaches were provided information regarding to the research in which is to be carried out. (Appendix 1.1)   Data Collection There are two types of research, these are qualitative and quantitative. Qualitative research involves ‘researches describing kinds of characteristics of people and events without the use of measurements or amounts. (Thomas, 2003). Quantitative research involves ‘measurements and amounts of the characteristics displayed by people and events. (Thomas, 2003).  Ã‚  Ã‚   The data that will be collected will be both qualitative and quantitative. The quantitative data will be collected through primary research. Individual clubs from each area and age group were contacted through a letter which included the details of what the study will involve, the information needed and ethical considerations. The letter was sent to the coaches of the grass root teams, the academy managers and the chief executive of the community scheme. This data collection method was chosen to save time which is limited and through previous research having successfully acquired similar data. (Diaz Del Campo, 2010)   Grass root team players are players from teams who were found to be FA chartered and within division A of their respected leagues. The recreational players came from a local community scheme located in South Yorkshire. The academy players were selected from a number of professional academy teams. The players and teams that were selected were based on accessibility and convenience. The teams that were chosen were local teams based within South Yorkshire, as money and time limitations would not enable collecting data from teams located in different regions.   The teams were presented with a sample research response sheet in which they entered the necessary information required for the study. (Appendix 1.2, 1.3, 1.4) To collect the data from the coaches structured interviews were carried out involving a number of open and probing questions. (Appendix 1.5) Open ended questions were used to allow the interviewee to provide more detail, rather than a one word answer from a closed question. The open ended questions allowed the interviewee to communicate using their own language and this takes you into their own world to view the area from their perspective. (Johnson Christensen, 2011). This would add value to the study information being reliable. (Johnson Christensen, 2011). The interviews were recorded through the use of a Dictaphone to reduce the risk of missing information and this enabled re analysis to ensure all important data was processed. Although a Dictaphone can help in recording the interviews, they can also have changed the behaviour of the interviewee and the answers they gave. (Silk et al, 2005) The interviewer made sure the coach was comfortable before progressing with the interview to enable reliable results could be collected and the coachs responses werent systematic and fictitious.   Structured interviews will be used as the reliability of the interviews will be increased. (Hersen et al 2007) When looking at the purpose of the study which is to see if the coaches are aware of the relative age effect and what they are doing about it, the coaches could diverse into different areas if a structured path is not in place similar to a semi structured interview. (Hersen et al 2007) Although when designing this interview considerations such as making sure all areas needed are covered were considered to ensure the responses did not divulge into unnecessary areas. (Hersen et al 2007). The questions started with short and easy questions in which they could comfortably answer in order not to scare them and make them feel comfortable. (Johnson Christensen, 2011) The interview then progressed onto more sensitive questions in which were placed once the interviewee felt comfortable and had given alot of their time to the interview reducing the possibility of fictitious responses being given. (Johnson Christensen, 2011). Questionnaires were not used as a tool to collect this data as questionnaires could be returned incomplete and also could be found as being ambiguous. This would lead to incomplete data and unreliable sources. (Gratton Jones, 2005) Data Analysis Analysing data from the birth dates of players, each teams data that was collected were placed into the categories assigned for them (Community, grass root and academy). The different age groups were separately analysed to highlight which age group had the largest relative age effect. The birth dates were organised into sub categories, these were the birth months of the players. These sub categories are; September to November, December to February, March to May and June to August. These categories have been used in previous studies, (Simmons Paull, 2001) and using these will give an area of comparison. The statistics will then show in which area the birth bias is evident and the different impact of the bias within different levels of the sport. Percentages of which players are born within each month will be produced giving a statistic which can be easily be compared. The statistical analysis tools within Microsoft Excel were used to create the data throughout the study.  Ã‚  Ã‚  Ã ‚   The data collected through the structured interviews were analysed by transcription of the interviews, in which throughout this key themes could be formed to help seek whether there are current similarities in how coaches are selecting players and strategies minimizing the impact of the relative age effect. (Appendix 1.6) Any interventions being inputted by coaches were highlighted and used to compare what coaches are doing to overcome the relative age effect in their teams currently. Direct quotes seen as aiding research and results of the research are highlighted within the main body to provide evidence. Ethical Considerations Throughout the research of the study ethical issues will be considered throughout. When collecting data for the birth dates of players, the managers of the grass roots teams, chief executive of the community scheme and academy managers were told specifically what they will be partaking within and what information is needed from them. (Appendix 1.7)To keep the players details confidential all that was required were the birth dates of the child, as this will keep personal details which are not required safe and ensured the research could not be related back to any specific person. Consent forms were included to evidence their cooperation within the study. (Appendix 1.2, 1.3, 1.4) When giving information the use of a data template in which the teams filled out to make sure only the necessary information is given was used. The collection of data for the interviews will include specifically explaining verbally and documenting what the coaches will be partaking within, and where the results of the research will be used with consent forms highlighting their cooperation within the study. (Appendix 1.9)The necessary resources needed to carry out the interviews were accessed prior to the interviews, such as Dictaphones and interview rooms. (Appendix 2.0). The information collected from the coaches was specific to the research needs and the only information needed personally from the coach was of what club they are involved with. The information gathered through the interview was only viewed by the researcher and the MIS Supervisor. Questions were designed prior to the interviews to enable ethical approval on them. (Appendix 1.5) It was made aware to all parties involved within the research project that there was ethical approval approved by an appropriate representative of the Faculty Research Ethics Committee at Leeds Metropolitan University and that if any issues arise they will be informed to ensure confidence in the divulgence of research. This was done through the completion of necessary forms, such as risk assessment (Appendix 2.1) local level approval . The r

Respiratory System Mechanics Essay

1.) When you forcefully exhale your entire expiratory reserve volume, any air remaining in your lungs is called the residual volume (RV). Why is it impossible to further exhale the RV (that is, where is this air volume trapped, and why is it trapped?) This â€Å"dead space† of air needs to stay in your lungs constantly; otherwise the lung will completely deflate. If the lung has every bit of air sucked out of it, it will collapse and need to be re-inflated. 2.) How do you measure a person’s RV in a laboratory? By the air remaining in the lung 3.) Draw a spirogram that depicts a person’s volumes and capacities before and during a significant cough. Additional Questions for Activity 1. The following questions refer to Activity 1: Measuring Respiratory Volumes and Calculating Capacitates 1.) What would be an example of an everyday respiratory event the ERV button Stimulates? forced expiration 2.) What additional skeletal muscles are utilized in an ERV activity? abdominal-wall muscles and the internal intercostal muscles contract 3.) What was the FEV1 (%) at the initial radius of 5.00 mm? 73.9% 4.) What happened to the FEV1 (%) as the radius of the airways decreased? How well did the results compare with your prediction? FEV1 (%) decreased proportionally with the radius 5.) Explain why the results from the experiment suggest that there is an obstructive, rather than a restrictive, pulmonary problem. The FEV1 (%) decreased proportionally as the radius decreased, characteristic of an obstructive pulmonary problem Activity 2 Comparative Spriometry Chart 2: Spirometery Results Patient Type TV (ml) ERV (ml) IRV (ml) RV (ml) FVC (ml) TLC (ml) FEV1 (ml) FEV1 (%) Normal 500 1500 3000 1000 5000 6000 4000 80% Emphysema 500 750 2000 2750 3250 6000 1625 50% Acute asthma attack 300 750 2700 2250 3750 6000 1500 40% Plus inhaler 500 1500 2800 1200 4800 6000 3840 80% Moderate exercise 1875 1125 2000 1000 ND 6000 ND ND Heavy exercise 3650 750 600 1000 ND 6000 ND ND 1.) Why is residual volume (RV) above normal in a patient with emphysema? The lungs empty slower than normal. 2.) Why did the asthmatic patient’s inhaler medication fail to return all volumes and capacities to normal values right away? The smooth muscle in the bronchioles didn’t return to normal plus mucus still blocks the airway. 3.) Looking at the spirograms generated in this activity, state an easy way to determine whether a person’s exercising effort is moderate or heavy. The more rapid the lines the more heavier the exercise. Additional Questions for Activity 2. The following questions refer to Activity 2 Comparative Spirometry 1.) What lung values changed (From those of the normal patient) in the spirogram when the patient with emphysema was selected? Why did these values change as they did? How well did the results compare with your prediction? ERV, IRV, RV, FVC, FEV, and FEV1 (%) all changed; these are due to the loss of elastic recoil 2.) Which of these two parameters changed more for the patient with emphysema, the FVC or the FEV1? FEV1 decreased significantly more 3.) What lung values changed (from those of the normal patient) in the spirogram when the patient experiencing an acute asthma attack was selected? Why did these values change as they did? How well did the results compare with your prediction? TV, ERV, IRV, RV, FVC, FEV1, and FEV1 (%) all changed; due to restriction of the airways 4.) How is having an acute asthma attack similar to having emphysema? How is it different? Similar because obstructive diseases characterized by increased airway resistance; Different because more difficult to exhale with emphysema that with asthma 5.) Describe the effect that the inhaler medication had on the asthmatic patient. Did all the spirogram values return to â€Å"normal†? Why do you think some values did not return all the way to normal? How well did the results compare with your prediction? Returned to normal were TV, ERV, FEV1 (%); smooth muscles in the bronchioles didn’t return to normal blue mucus still blocks the airway 6.) How much of an increase in FEV1 do you think is required to be considered significantly improved by the medication? 10-15% improvement 7.) With moderate aerobic exercise, which changed more from normal breathing, the ERV or the IRV? How well did the results compare with your prediction? IRV changed more with moderate activity 8.) Compare the breathing rates during normal breathing, moderate exercise, and heavy exercise. TV increased over normal breathing with both moderate and heavy exercise. Activity 3. Effect of Surfactant and Intrapleural Pressure on Respiration Chart 3: Effect of Surfactant and Intrapleural Pressure on Respiration Surfactant Intrapleural pressure left (atm) Intrapleural pressure right (atm) Airflow left (ml.min) Airflow right (ml/min) Total Airflow (ml/min) 0 -4 -4 49.69 49.69 99.38 2 -4 -4 69.56 69.56 139.13 4 -4 -4 89.44 89.44 178.88 0 -4 -4 49.64 49.64 99.38 0 0.00 -4 0.00 49.64 49.69 0 0.00 -4 0.00 49.69 49.69 0 -4 -4 49.69 49.69 99.38 1.) Why is normal quiet breathing so difficult for premature infants? They don’t have much surfactant. 2.) Why does a pneumothorax frequently lad to atelectasis? If the lungs are broken down mechanically, then the chances of developing increased. Additional Questions for Activity 3 The following questions refer to Activity 3: Effect of Surfactant and Intrapleural Pressure on Respiration 1.) What effect does the addition of surfactant have on the airflow? How well did the results compare with your prediction? AIrflow increases because resistance is reduced 2.) Why does surfactant affect airflow in this manner? It decreases surface tension in the alveoli making it easier for the alveoli to increase surface area for gas exchange. 3.) What effect did opening the valve on the left lung? Why does this happen? The lung collapses because the pressure in the pleural cavity was less than the intrapulmonary pressure; air flows from the lungs, causing it to collapse 4.) What effect on the collapsed lung in the left side of the glass bell jar did you observe when you closed the valve? How well did the results compare with your prediction? It caused the lung to collapse because the pressure in the pleural cavity is less than the intrapulmonary pressure. Air flows from the lungs causing the collapse of the lung. 5.) What emergency medical condition does opening the left valve simulate? A collapsed lung (pneumothorax) is a buildup of air in the space between the lung and the chest wall (pleural space). As the amount of air in this space increases, the pressure against the lung causes the lung to collapse 6.) In the last part of the activity, you clicked the Reset button to draw the air out of the intrapleural space and return the lung to its normal resting condition. What emergency procedure would be used to achieve this result if these were the lungs in a living person? A chest by insertion of tube to draw air out of pleural cavity and restore the pressure gradient 7.) What do you think would happen when the valve is opened if the two lungs were in a single large cavity rather than separate cavities? If both lung were in a single large cavity rather than separate cavity when valve was open the entire lung will collapse and there will be no extra lung to breath with and death would occur much sooner.

Explain What Is Meant by Diversity, Equality and Inclusion...

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Corporate Fraud Has Taken The World By Storm For Over The...

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