Friday, August 28, 2020

Teams and Leadership Essay Example | Topics and Well Written Essays - 750 words

Groups and Leadership - Essay Example In addition, a portion of my own qualities, for example, keeping quiet and formed in any event, during intense occasions, capacity to designate obligations to individuals effectively and fearlessness grapple the appropriateness of the job of administrator. The job of director needs somebody who can be unequivocal when essential, a model all around depicted when I needed to choose and persuade the colleagues that we required an away from of attainable targets. This happened when we were experiencing issues pushing ahead since each colleague had various sentiments and the contention was turning crazy. The colleagues additionally tune in and regard my contributions to the group similarly as I endeavor to give an ear to each colleague. As to the previously mentioned properties, the model activities and results can be utilized to legitimize my concurrence with the job of administrator of the group who is the social chief of the gathering and is entrusted with guaranteeing that all colleag ues contribute completely (Fisher, Hunter and Macrosson, 2001). Section 2 For a group to perform effectively and completely accomplish its goals, it is basic that all the Beblin’s jobs are actualized when handling assignments (Belbin, 2010a). Here and there, in spite of clear jobs and obligations, it can happen that a group isn't performing at its best and misses the mark regarding its maximum capacity. Nonattendance of one or numerous jobs in a group may have different ramifications to the group which could prompt underperformance or all out non-execution of the group. Right off the bat, absence of execution of all the Beblin’s jobs can prompt a group turning out to be uneven and lacking core interest. For instance, absence of legitimate designation of jobs may prompt the group having to numerous individuals performing one job which may prompt unfortunate rivalry between colleagues therefore wrecking the group. Then again, if no part has been recognized to play out a specific job, the group may wind up ailing in that field and neglect to accomplish its goals. Besides, if all the Beblin’s jobs are not actualized when handling assignments, the group may find that it can't take care of business or accomplish its destinations. This is on the grounds that the individuals who are expected to transform the team’s thoughts and ideas into training are inadequate. The group subsequently gets stale and neglects to accomplish its destinations (Beblin, 2010b). The group recognized and assigned to the colleagues the jobs of Coordinator or Chairman who was entrusted with the general social initiative of the gathering, Implementers who transformed the thoughts into down to earth activities and plans, Team Workers who were answerable for supervising the general working of all individuals as a group, Monitor-Evaluators who dissected the thoughts and proposition introduced by others and were additionally entrusted with observing the general advanceme nt of the group, Plants to think of new thoughts and approaches, and a Completer-Finisher to guarantee that the group conveys in time and cutoff times are met (Belbin, 2010b). The group, in any case, needed shapers to guarantee that the group didn't become self-satisfied or stuck when confronted with a test. Along these lines, the group was inclined to get insufficient when confronted with new issues. Absence of shaper in the group could prompt idleness and probability of colleagues stopping because of absence of consolation to push on and how to locate the best ways to deal with taking care of issues. The group additionally did not have an asset agent to lead the group in investigating new thoughts and

Saturday, August 22, 2020

Monte Carlo Simulation of Transmission Experiement

Monte Carlo Simulation of Transmission Experiement Liquid Densitometer Design dependent on Transmission and Scattering Gamma Ray Method utilizing Monte Carlo Approach R.Wirawan, M. Djamal, A.Waris, G. Handayani, H.J. Kim Unique. Non-ruinous testing is one strategy in the material testing that was applied and created for some reasons in the modern field. Gamma spectrometer is a one strategy that can be applied for the liquid densitometer. It was contemplated the capability of the utilization of transmission and dissipating gamma beam estimations so as to assess the liquid thickness utilizing GEANT4 Monte Carlo recreation toolbox. Watchwords: Non-damaging testing, dispersing gamma, Monte Carlo, GEANT4. PACS: 29.40.- n Presentation Gamma-beam range estimation is one of promising creating technique in the non-damaging test application particularly for an online estimation. It’s appropriate for some mechanical applications, for example, in clinical, mining and oil industry, country security. The nature of the material can be separating from another dependent on its thickness. In the utilization of gamma spectrometry, it’s impact the gamma beam energies range recognition result. Ball et al. (1998) have examined the reaction of gamma backscatter to the spatial thickness in mass example [1]. In the liquid item examination particularly for the oil item thickness estimation, it’s a promising strategy for a densitometer. Hussein (2011) has created examination of the liquid stream in the funnel utilizing gamma spectrometry [2]. Khorsandi and Feghhi have broke down the transmission mode in densitometer application for the oil based goods checking applications [3]. The blend of transmission and dispersing estimation modes are acceptable drawing closer for a superior examination strategy in the finder reaction estimation because of the liquid thickness inside the funnel. For this reason, recreation utilizing Monte Carlo strategy can be directed. Monte Carlo strategies have abilities in the usage of the few of material science models and give the foreseeing bring about the radiation physical science application [4, 5]. In the current examination we explored the capability of the blend of these estimations utilizing the Monte Carlo radiation transport from GEANT4 reproduction toolbox. Hypothesis Gamma beam vitality range trademark that identified from its cooperation with the material have data to recognize the material qualities included. In the gamma beam range estimation, there are two sorts of estimation type for example transmission and dissipating. In the transmission, the gamma beam pillars have a constricted force due to vitality ingestion by material. The mass weakening coefficient à ¯Ã¢ Ã¢ ­ of photon is an element of photon vitality. The lessened force was portrayed by the Beerâ€Lambert equation: (1) where I0 episode gamma beams forces, x is material ingestion thickness, is mass assimilation coeficient and its corresponding to the absolute cross-area as follows , NA is the Avogadro’s number (6.021023 particle/mole) and An is nuclear mass number of material[8]. For the dispersing estimation, the identified photon pillar is the consequence of redirecting with an electrons material. Dissipating cooperations that may happen is the single dispersing or different scattering.The photon bar force has weakening in the way before the dissipating point connection and in the way to the finder after the dispersing point communication. Figure 1 shows the single dissipating association of photon with a component volume dV. Figure 1 Schematic chart of photon single dispersing communication with a component volume in the material (embraced from Devlin and Taylor) [9]. As per the Compton dispersing communication, the photon with a vitality E㠯⠁â § will be diverted with dissipating edges à ¯Ã¢ Ã¢ ± to the birthplace heading after crash with a nuclear electron. The dissipated photon vitality (EScatt) is communicated by the equation: (2) The power of recognized gamma photon are impact of constriction along essential photon, number of electron in component volume, differential cross-segment, weakening of dispersed photon way and the strong point subtended by finder at the component volume. For the single dispersing cooperation, the force of distinguished photon as delineated in the recipe: (3) where S is the source action (photon s-1), dV is component volume cooperation, n is the electron thickness of the material, r1 and r2 are the length way of the essential photon before connection and in the wake of dispersing individually. The thickness à ¯Ã¢ Ã¢ ² of the material is identified with the electron thickness by (4) where NA is the Avogadro number, Z is the nuclear number and M is the nuclear mass. For the Compton communication probabilities of the photon pillar when it interface with an electron of the material was depict in differential structure by Klein-Nishina recipe, (5) where r0 is clasical electron sweep (2,82 fm) and P parameter as capacity of episode photon vitality and dissipating points à ¯Ã¢ Ã¢ ± as the recipe (6) where consistent [1,8]. Utilizing the condition (4) and (5) to substitute parameter n and in the condition (3), we have the connection of force with the material thickness: (7) Arrangement of the condition (7) can be communicated in the basic structure: (8) where An and B are steady. Technique The reenactment arrangement was created dependent on the transmission setup which led tentatively done by Khorsandi [3]. Four indicators are set in two kind positions where two finders in a similar side with source and two others in the contrary site as appeared in Figure 2. The spatial separation between two locator d10 and d30 from the collimated source pivot are about hub 27.5cm. For finder d20 is set 20 cm far away from locator d10. Polyethylene pipe have an internal sweep 5cm and thickness it’s about 2mm. Liquids under scrutiny inside the channel (for example gas, gasoil and water) are thought to be of uniform density㠯⠁â ². A plate gamma beam source model is utilized for Cs-137 source is collimated by the chamber protecting lead with 5cm thickness. The 3in. x 3in. NaI(Tl) finder model recreation in the reproduction is received from references [6, 7]. Reproduction dependent on GEANT4 Penelope Monte Carlo utilizing 5.0 x 107 of the gamma source beamon. Figure 2 Schematic perception of GEANT4 reenactment for the transmission and dispersing estimations arrangement. Result and Discussion To inspect the reaction capacity of transmission and dissipating estimation, right off the bat we have to consider the arrangement intended for the identifier development as indicated by the c gamma source vitality range. The Cesium 137 source was set before the Pb collimated NaI(Tl) 3 in. x 3 in. sparkle indicator. Figure 3 shows the indicator reaction work range of GEANT4 reenactment result contrasting with the estimation aftereffect of the 15uCi gamma source. There are a decent understanding for photopeak vitality between the reproduction result and the examination result. Figure 3 Response capacity of Cs137 15uCi gamma hotspot for 3 in. x 3 in NaI(Tl) finder. In view of locator development arrangement, at that point we examines the indicator reaction capacity of transmission and dispersing estimation. Figure 4 shows the reaction work consequence of indicator that put in the four distinct situations for three diverse kind of thickness liquid for example fuel, gasoil and water. Figure 4 Response capacity of finder NaI(Tl) 3in. x 3in. from GEANT4 reenactment of four diverse identifier positions for fuel, gasoil and water liquids in pipe. In the all vitality range appropriation above, thickness of liquid issue give an impact to the gamma energies range. The gas has a lower thickness number, however it shows a higher force (number of occasions) of gamma beam vitality recognized contrast with the gasoil and water. The expanded thickness of liquid will expanded the quantity of electrons at the dispersing point association, constriction of essential and dissipated photons. Along these lines, it’s give an impact to the diminishing force or pinnacle vitality range that identified by the identifier. For transmission mode as appeared at d0 finder position, the primary pinnacle of Cesium 137 gamma source is in the 0.662 MeV. The standardize top force shows that the GEANT4 recreations result have a decent consent to the Khorsandi (2011) try result as appeared in Figure 5. This outcome shows that the model can be utilized for foreseeing the liquid densitometer test. Figure 5 Normalize force bend of transmission mode (d0 finder position) from reproduction and test results. Here in the Figure 6(a), we have similar patterns that the diminishing of the photopeak stature because of the liquids thickness increment. Figure 6 Gaussian stature bends of photopeak at four diverse locator positions. In view of the force as thickness work condition (8), the proposed steady An and B for the bend fit in the Figure 6(a) are portrayed in Table 1. Table 1. Bend fitting consistent In light of the B consistent of the four standardize tally rates bends, d20 locator position have a higher diminishing slant than the others. In opposite side, the quantity of passage photon to the finder d20 position is excessively little, so for this arrangement its need the higher action source. Ends In this investigation, a Monte Carlo reenactment of transmission and dissipating estimations of gamma beam for the liquid densitometer was completed utilizing GEANT4. Because of an expansion in the liquid thickness in the channel, the pinnacle statures of identified gamma beam power have diminished. The reenactments for the gamma beam transmission examination were directed by the analysis arrangement give the best fit bend result. Affirmations The creator recognizes the budgetary help of Directorate General of Indonesian Higher Education through the Sandwich-Like (PKPI) Program 2013. Refference [1] A.J. Ball, C.J. Solomon, J.C. Z

Friday, August 21, 2020

What Is Class Rank What Is a Good Rank

What Is Class Rank What Is a Good Rank SAT/ACT Prep Online Guides and Tips Have you known about class rank however aren’t sure what it is? Perhaps you need to realize why class rank is significant or how you can make sense of what a decent class rank is. Also, incidentally, what is a decent class rank? We have answers to every one of these inquiries! Peruse on to realize what class rank is, the manner by which schools compute it, and how it’s significant for your future. What Is Class Rank? Class rank is an approach to perceive how your scholastic accomplishments match those of your colleagues. Your class rank is dictated by contrasting your GPA with the GPA of individuals in a similar evaluation as you. In this way, in the event that you are a lesser and your secondary school has 500 youngsters, every one of them will get a number, 1-500, with the individual who has the most noteworthy GPA positioned #1. On the off chance that there are 500 individuals in your group and your class rank is 235, at that point 234 of your colleagues have a higher GPA than you, 265 schoolmates have a lower GPA than you, and you are in the top portion of your group. Class rank is reconsidered each evaluating period, regardless of whether that is semesters or trimesters at your school. In this way, every time new evaluations are added to transcripts, class rankings are refreshed and your rank may go up or down. How Do Different Schools Measure Class Rank? All class positioning techniques include doling out every understudy a number dependent on how their GPA thinks about to that of their schoolmates. In any case, there are a few distinct approaches to quantify class rank. There are two principle sorts of class rank: weighted and unweighted. Unweighted class rank decides your position by utilizing your unweighted GPA. Unweighted GPAs are estimated on a size of 0 to 4.0 and don't consider the trouble of your courses. Weighted class rank decides your position by utilizing your weighted GPA. Weighted GPAs generally go from a size of 0 to 5.0 and do consider the trouble of your courses. So I don't get this' meaning for your positioning? On the off chance that you have taken distinctions or AP classes, your weighted class rank will probably be better than your unweighted class rank, regardless of whether you didn’t get A’s in every one of those courses. This is on the grounds that all the more testing courses are given a higher weight (typically a 5.0) while ascertaining GPAs. For unweighted class rank, an individual who takes normal level classes and gets straight A’s in them will have the equivalent unweighted GPA and class rank as an understudy who took all distinctions and AP classes and got straight A’s in them. For unweighted GPAs, each A, regardless of how troublesome the course, considers a 4.0. Some secondary schools give weighted class rank, some unweighted class rank, and some give the two rankings. To get familiar with unweighted versus weighted GPAs read our guide on the point. Your class rank additionally decides your class percentile. In the event that your school doesn't list your percentile, it is anything but difficult to make sense of. Separation your class rank by the quantity of understudies in your evaluation, duplicate by 100, at that point deduct that number from 100. For instance, if there are 600 understudies in your evaluation and you are positioned 120th, at that point you are in the 80th percentile since (120/600)*100=20, and 100-20=80. You are likewise in the top 20% of your group. Why Is Class Rank Important? Other than telling understudies how they stack facing their cohorts, class rank is utilized for a few different reasons. #1: College Applications Class rank offers a route for universities to perceive how your scholastic accomplishments contrast with those of your schoolmates. For instance, on the off chance that you go to a secondary school that gives not many A’s and you have a transcript with for the most part B’s and C’s, this may make your GPA lower than the normal candidate's GPA. In any case, confirmations officials will see by your high class rank that you were perhaps the best understudy in your evaluation, and this will reinforce your application. On the other hand, in the event that you have straight A’s yet just took simple classes or went to a secondary school that gave numerous A’s, you may have an extraordinary GPA yet your class rank won't be especially high on the grounds that a ton of your colleagues got similar evaluations you did. Your class rank assists schools with placing your GPA into setting and gives them more knowledge into your scholastic capacities. A few states offer secondary school understudies ensured admission to state colleges on the off chance that they have a specific class rank. For instance, Florida understudies are ensured admission to in any event one in-state college on the off chance that they are in the top 20% of their graduating class. #2: Scholarships A few grants expect candidates to have accomplished a specific class rank or percentile, (for example, top 25% of your group) so as to be pertinent. Like schools, grant boards of trustees may likewise utilize class rank as one measure to pass judgment on a student’s scholarly capacities, alongside GPA and government sanctioned grades. #3: High School Honors Some secondary schools grant respects to graduating seniors who accomplished a specific class rank, for example, top 10% or 25% of their group. There are likewise respects for those at the highest point of their group rankings. The graduating senior who is positioned #1 in the class is respected as the valedictorian and regularly gives a discourse at graduation. The individual positioned #2 is the salutatorian of the class. For what reason Do Some Schools No Longer Use Class Rank? In spite of the fact that class rank has for some time been utilized by universities to help judge students’ scholastic abilities, just about portion of US secondary schools right now give class rank. There are a few reasons an ever increasing number of schools have quit utilizing class rank. A few schools accept that understudies who simply miss significant percentiles, similar to top 10% or 25% of their group, might be unreasonably impeded for grants and school affirmations. For instance, an understudy in the top 11% of their group may have a GPA fundamentally the same as an understudy in the top 9%, however may not get certain grants or school offers since they aren’t in the top 10% of their group. Some likewise feel that class rank doesn’t advance collaboration and participation since it makes understudies excessively serious with one another as they compete to improve their class rank. A few schools additionally accept that giving class rank urges understudies to take simpler classes to help their positioning, rather than testing themselves and taking increasingly troublesome classes where they may not get an A, yet may find out additional. There are likewise schools that no longer dole out a position to every understudy, except just give wide percentiles. These percentiles may separate the class into quarters and show if a specific understudy is in the main 25, 50, or 75% of her group. This tells you generally how well you are getting along contrasted with your colleagues, yet you won’t realize your precise class rank. A few schools likewise just use percentiles to assign which understudies are in the top 10% or 15% of their group and don’t give percentiles to understudies beneath that cutoff. Since less secondary schools are remembering it for transcripts, numerous universities are giving class rank less significance when they survey school applications. Rather than utilizing class rank as a basic affirmations measures, a few universities rather concentrate increasingly different segments of an understudy's transcript, for example, GPA or the thoroughness of the classes taken. You won't have to look too difficult to even consider finding your class rank. Step by step instructions to Find Your Class Rank So as to discover your class rank, first check your latest report card or secondary school transcript. Your class rank ought to be there, as a rule close to the base of the page. You ought to have the option to perceive what your class rank is and what number of individuals are in your group. Your school may likewise give your percentile, just as show whether your positioning is weighted or unweighted (or it might give both). In the event that you can’t discover this data, or don’t approach your report cards or transcripts, stop by the school office or ask your direction instructor. They ought to have the option to give you your class rank. In the event that your school doesn't give class rank, they may at present have the option to give you a percentile gauge. In case you're keen on learning this data, have a go at asking something like, I might want to become familiar with my group rank so I have a superior thought of my odds for getting into school. On the off chance that you can't give my accurate position, might you be able to mention to me what unpleasant percentile I fit into? The most effective method to Find What Percentile You're In Numerous schools will list your percentile alongside your position, yet on the off chance that your school doesn't, it's anything but difficult to make sense of. Utilize this recipe: (1-(your class rank/number of individuals in your group)) * 100 = your percentile In the event that an understudy is positioned 78th out of 600 individuals in her evaluation, she'd plug in those numbers and get: (1-(78/600)) * 100 = 87 Along these lines, she'd be in the 87th percentile. Keep in mind, percentiles show what number of individuals you're positioned above, so a higher number is better. Being 87th percentile implies that her class rank is higher than 87% of her cohorts' class positions. By taking away 87 from 100, you can likewise observe that this current understudy's class rank places her in the top 13% of her group. Imagine a scenario where Your School Doesn't Include Class Rank. Just about 60% of secondary schools despite everything use class rank, so if your school doesn’t give class rankings, you are not the only one. A few understudies stress that if their school doesn’t give class rank, it will hurt their odds of getting into school. In any case, this isn't accurate. At the point when a secondary school doesn’t give class rank, universities basically take a gander at other data, for example, GPA, secondary school transcripts, and state administered test scores to pass judgment on a student’s scholastic capacity. As referenced above, in light of the fact that less secondary schools give class rank, it is getting less significant for school affirmations. What distance away would you say you are from a 4.0? Utilize our simple GPA instrument to pinpoint how well you need to do in future classes to get your GPA up to that supernatural number. What Is a Good Class Rank? So since you know what your class rank is, what's a decent class rank? This answ

Tuesday, May 26, 2020

Key Pieces of Personal Essay about Yourself

Key Pieces of Personal Essay about Yourself Keeping your writing personal and true only increases the passion, something which admissions teams often search for in an art student. To make sure that you can shine when answering another different job interview question, look at our advice on the best way to answer tell me about. If, you're writing on a topic of your choice then it is advisable to write on your own personal experiences. It's ok to chat about a hard relationship with an individual in your life. Blast Writer's Block When you have writer's block with your present project then force yourself to write through it using a collection of prompts. By the way, it isn't expected that you own a research topic solidly chosen, but you ought to have a notion of what you would like to study. Hence, it is going to be sort of your own research and a means to express own thoughts. Taking the opportunity to set up the principal points and choose certain examples that support each one often will help maintain focus and conciseness. If a person is writing the work for a college board, for instance, then the tone ought to be somewhat professional and academic, though the language still should show who the writer is. The theme you select for the story will establish how you handle the next step. Make certain you are telling a story. Every story requires an objective. A Secret Weapon for Personal Essay about Yourself You could be quite surprised to learn that success of a personal essay may greatly rely on the subject you select. You must find the correct resources for your essay together with patience when finding the proper inspiration to write. Today's tips concentrate on the personal essay. In the event you're not certain how to compose a personal essay and struggle to start, we've got a terrific advice! If you're applying to multiple art schools, it might be tempting to use the exact application or private essay. An essay is a small masterpiece which each student ought to be able to create. The question you see in the essay part of your college application will probably be one of 3 types. Most students find it tough to write customized essays and that is among the explanations for why they use online writing services. Instead, you have to make sure you believe you're back in the building of the author of the. If you're assigned some work on informative essay writing, the very first thing you're supposed to do is to understand the topic you've been given. Nothing ought to be repeated in the principal body of the essay. Your life story may also be thought to be a fantastic topic in writing your private essay. You have an immense wish to meet. How well you write is crucial to your success. Personal statements are simply that personal! As you work in it will sustain your company associates. What the In-Crowd Won't Tell You About Personal Essay about Yourself The best method to learn how to begin a personal essay is to get a very clear picture of the primary features it should contain and its key requirements. You have to proofread and edit again to ensure there are not any mistakes. It is crucial to start out with a robust and attention gaining introduction. In addition, it is a fantasti c place to polish your essay up and correct small grammar, spelling and other forms of mistakes. Don't forget, an admission essay sample may be good way to find out more about the writing procedure and understand the task better. Though a personal essay could have quite a loose language, you still ought to avoid slang and cliches, which might produce the text much weaker. An informative essay is most likely the toughest sort of assignment that should be accomplished with absolute care and concern. Writing informative essays isn't an easy thing for those who have zero time and skills and that's the reason why we have established a system which provides essay services that are custom and free from errors.

Friday, May 15, 2020

The Life of Johannes Kepler Essay - 1952 Words

The Life of Johannes Kepler HIS LIFE Johannes Kepler was a German astronomer and mathematician ho discovered that planetary motion is elliptical. Early in his life, Kepler wanted to prove that the universe obeyed Platonistic mathematical relationships, such as the planetary orbits were circular and at distances from the sun proportional to the Platonic solids (see paragraph below). However, when his friend the astronomer Tycho Brahe died, he gave Kepler his immense collection of astronomical observations. After years of studying these observations, Kepler realized that his previous thought about planetary motion were wrong, and he came up with his three laws of planetary motion. Unfortunately, he did not have a unifying theory for†¦show more content†¦Each interior angle of an equilateral triangle is 60 °, therefore we could fit together three, four, or five of them at a vertex, and these correspond to the tetrahedron, the octahedron, and the icosahedron. Each interior angle of a square is 90 °, so we can f it only three of them together at each vertex, giving us a cube. The interior angles of the regular pentagon are 108 °, so again we can fit only three together at a vertex, giving us the dodecahedron. That makes five regular polyhedra. However, what would happen if we had a six-sided figure? Well, its interior angles are 120 °, so if we fit three of them together at a vertex the angles add up to 360 °, and therefore they lie flat. For this reason we cannot use hexagons to make a Platonic solid. In addition, obviously, no polygon with more than six sides can be used either, because the interior angles just keep getting larger. The Greeks, who had to find religious truth in mathematics, found the idea of exactly five Platonic solids very compelling. The philosopher Plato concluded that they must be the fundamental building blocks of nature, and assigned to them what he believed to be the essential elements of the universe. He followed the earlier philosopher Empedocles in assigning fire to the tetrahedron, earth to the cube, air to the octahedron, and water to the icosahedron. To the dodecahedron, Plato assigned theShow MoreRelatedEssay on Johannes Kepler1478 Words   |  6 PagesJohannes Kepler was a German astronomer and mathematician who lived between 1671-1630. Kepler was a Copernican and initially believed that planets should follow perfectly circular orbits (â€Å"Johan Kepler† 1). During this time period, Ptolemy’s geocentric theory of the solar system was accepted. Ptolemy’s theory stated that Earth is at the center of the universe and stationary; closest to Earth is the Moon, and beyond it, expanding towards the outside, are Mercury, Venus, and the Sun in a straight lineRead MoreJohannes Kepler: Planetary Motion Essay1058 Words   |  5 PagesJohannes Kepler: Planetary Motion When one first thinks to astronomy, the first thing to come to mind might be the stars of the planets. It is always a fascinating thing to learn about the stars, but one should always start from somewhere when learning. One person’s research that is always going to be remembered is that of Johannes Kepler. He is not only the founder of contemporary astronomy but also an amazing mathematician. He was the first person to enlighten us on the theory of planetaryRead MoreJohannes Kepler Essay991 Words   |  4 PagesJohannes Kepler Johannes Kepler is now remembered for discovering the three laws of planetary motion, and writing about them in books that were published in 1609 and 1619. He also did important work in optics, discovered two new regular polyhedra, gave the first mathematical treatment of close packing of equal spheres, gave the first proof of how logarithms worked, and devised a method of finding the volumes of solids of revolution. This can be seen as contributingRead MoreEssay on The Scientific Revolution1263 Words   |  6 Pagesbased strictly around faith and not scientific reasoning. The founders of the revolution took a leap of faith into an unknown realm of science and experimentation. Four of the many brilliant founders of the Scientific Revolution; Copernicus, Galileo, Kepler and Brahe, used previous scientific principles and their own genius to make advances in science that are still being used today. Scientific pamphlets, the telescope, observations of the universe and the creation of la ws for planetary motion are someRead MoreSimilarities Between Kepler And Kepler s Platonist Geometric Cosmology1462 Words   |  6 Pagesuniverse was comprised of many nested celestial spheres, or orbs. According to M.S. Mahoney, an astronomical researcher at Princeton University, Johannes Kepler, in his physics research, regarded â€Å"the spheres† as the â€Å"geometrical spatial regions containing each planetary orbit rather than physical bodies as in preceding Aristotelian celestial physics†. Kepler provided mathematical evidence to this theory, including the fact that the â€Å"eccentricity of each planet’s elliptical orbit and its major and minorRead MoreThe Genius Of Sir Isaac Newton1687 Words   |  7 Pagesobjects†. This law indicates that all objects in the universe are constantly pulling against each other. This law began to work wonders in not only his own laws and discoveries, but also in the finding of Johannes Kepler and his laws of plane tary motion. This law of gravity coincides perfectly with Johannes Kepler’s laws of planetary motion. His first law state that â€Å"The orbit of a planet about the Sun is an ellipse with the Sun at one focus†. This means that all planets orbit in ellipses around one ofRead MoreJohannes Kepler s A Perfect World985 Words   |  4 PagesJohannes Kepler was a modern individual and he believed that God would have created a perfect world and in that world everything was geometrically perfect. In Banville’s book about Kepler it says, â€Å"The search for knowledge everywhere encounters geometrical relations in nature, which God, in creating the world, laid out (Banville 1981, p.145).† As he pursued the answer to planetary motion, he assumed that the planets orbited the sun in a perfect circle. He tried to seek order in his chaotic life throughRead MoreThe Progression to Proving a Heliocentric System615 Words   |  2 Pagesheavens of special power, belonged to the minority group of Renaissance astronomers who did not caste horoscopes† (pg. 94). The Copernican system initially began as a system of minorities, however, as time continued it began to see prominence. Both Johannes Keppler and Galilei Galileo, through their observations and theories began to prove a heliocentric system. Through the utilization of his telescope, Galileo helped prove Copernicus’ heliocentricism. Using his telescope Galileo saw four moons aroundRead MoreWhat Is Science and Where Did It Come From?928 Words   |  4 PagesCopernicus worked on a heliocentric model- where the Earth is simply one of several planets, which orbit the sun. The next man we come to be Johannes Kepler, who contributes the three laws of planetary motion. Kepler studied the orbits of the planets and sought to discern some grand scheme that defined the structure of the universe according to simple geometry. Kepler also put together three laws of planetary motion: first, the planets rotate in elliptical orbits with the sun at one of the centers. TheRead MorePolitical Impacts Of The French Revolution1286 Words   |  6 Pagesstationary, but revolves on its own axis and around the Sun. Tycho Brahe and Johannes Kepler who are considered the greatest astronomers, also tried to explain the discrepancies in the leading church theories through their own observations and calculations. Tycho suggested that the planets orbit the sun and the whole planetary system orbits the Earth. After Tycho’s death, his assistant, young mathematician Johannes Kepler used Tycho’s observations and came up with his First Law that orbits of the

Wednesday, May 6, 2020

Social Stratification Within the Sports Society Essay

Sports society is the land were every serious athlete wants to step foot on and be apart of. Here the people are put into categories that rank each individual by how much money they make. There are two classes by which people fit; top and bottom. The top consisting of the athletes and the bottom although bigger then the top holds all of the supporting fans. The top class is also split up into smaller niches where the highest paid players are above the ones making league minimum salary. Social stratification persists over generations. Most of the athletes children will have the genetics make up to go on and have a successful life on their own staying in the top class, but in this system a fan may have what it takes to become a†¦show more content†¦As throughout the rest of the world, the male sex as a whole is regarded as the dominate figure in society. For the sports world especially the male is higher up because of the ability to move up to be an athlete. Thats how society looks at it because thats how the rest of the world goes by but the way the people look at it in a personal level is putting women very high as well because they can fulfill the sexual needs of one since there is no homosexuality allowed there in society. Race and Ethnicity There are five different races associated with the city. There are various colors of people but the color does not separate them; it is done by the sport they persue. The fans have the largest race but a fan working toward the athletic world, will have to change races once he becomes an athlete. A delicate situation when family comes into play but the child must pursue his dream of being in the big show. The other four races are smaller and make up the rest of society. The races are listed in order of how many people are with one particular group. Football comes in second and you are able to tell them apart from others because of their big muscular physique. Baseball players are the hardest ones to spot out because there is no one body type to fit them because it is the size equalizer. Short or tall, fat or slim, they can be successful, but one thing to look out for is they willShow MoreRelatedThe Decline Of Rural America1292 Words   |  6 Pages In Hollo wing Out the Middle by Carr and Kefalas, the discussion regarding the decline of rural America is brought to the forefront. This decline is not usually discussed due to the inane ability of society to deem it relevant; the decrease in rural communities is causing a devastating effect on the socioeconomic stability of America. Carr and Kefalas move to a small, rural community in eastern Iowa they name Ellis, to evaluate the cause of this decline and attempt to create a solution. ThroughRead MoreGender Inequality And The Social Construction Of Gender1562 Words   |  7 Pagesdiscussed how the differences in the social construction of gender, race, class, and sexuality have led to discrimination and inequality of those classified under a variety of these categories. Through understanding the significance of these social constructs on society it becomes apparent the intersectionality they have when it comes to understanding why certain groups may face discrimination or inequality. T his paper examines gender inequality and how the social construction of gender makes it difficultRead MoreSociology - the Blind Side Essay919 Words   |  4 Pagesextraordinary real life story a boy, depending on which society you come from he came from â€Å"The other side of the tracks† or â€Å"The wrong side of the tracks†. The story is about a young black kid who is shuffled between the welfare system, Foster homes that he runs away from and the mother (a drug addict) that has let him down. Big Tony takes him along I think as leverage to get his own son in to a Catholic school because they can both play sports. The coach seems more interested in â€Å"Big Mike† moreRead MoreFunctionalist Issues in Sport1941 Words   |  8 Pagesperspective discuss how sport can be used as an avenue for socialisation and social mobility Introduction Sports! There are very small areas in society that can generate such passion and interest and elevate its participants to almost divine status and raise them from humble beginnings to lords and ladies of the manner. For this reason sports can be used as a powerful medium for socialisation; although not exclusively as other social interactions can have the same results. Sports importance in BritainRead MoreRacism : The Fight For Equal Justice Is A Spectator Sport1226 Words   |  5 PagesRacism entails several different and often related philosophies concentrated on the concept of race. Today in society, children from all different backgrounds are growing up not knowing what to believe and what to think about whom they are and where they come from . â€Å"Racism has become more than just individual beliefs. It’s become part of coherent sets and ideas legitimizing social practices that reinforce the unequal distribution of power between groups designated in racial and/or ethnic terms† (Dossier:Read MoreRelationship Between Class Stratification And Sport1823 Words   |  8 Pagesrelationship between class stratification and sport in regards to two sociologists views; Karl Marx and Bero Rigauer. These theories specify that sports are shaped by unequal distribution of power in social classes demonstrated in terms of access, control, and social mobility. Karl Marx, was an 18th century German philosopher, economist, sociologist, journalist, and revolutionary socialist. He was one of the first theorist to develop a conflict perspective on how society functions. His theory becameRead MoreMarxism And Functionalism : Society And Sport Essay1658 Words   |  7 PagesFunctionalism through society and sport, highlighting the benefits and problems. Both, Marxism and Functionalism are sets of ideas trying to provide an explanation for human society and how it operates. Marxism and Functionalism are both related to a structural view of sociology. That is according to Giddens observable patterns of behavior within a society that shapes the individual due to so many different influences on a person’s daily social interaction. The structural view of society belongs to theRead MoreEssay about The Effects of Gender Stratification on Women1258 Words   |  6 PagesGender stratification is the cuts across all aspects of social life and social classes. It refers to the inequality distribution of wealth, power and privilege between men and women at the basis of their sex. The world has been divided and organized by gender, which are the behavioural differences between men and women that are culturally learnt (Appelbaum Chambliss, 1997:218). The society is in fact historically shaped by males and the issue regarding the fact has been publicly reverberating throughRead More Marxist Theory and Sport Essay1538 Words   |  7 Pagesto further my understanding of Marxism and its applications to sport. I will lay the groundwork for the theory then proceed with how his theory is applied to accessibility issues in sport, distribution of power in sport and commercialization of sport. Basics of Marxist Theory The most widely used political and ideological system of thought is that of Karl Marx. Marxism is a set of ideas trying to provide an explanation for human society. Although a little over a hundred years old his theories and thoughtsRead MoreComparing the Marxist and Functionalist Views on the Role of Education in Industrial Society1300 Words   |  6 Pages Comparing the Marxist and Functionalist Views on the Role of Education in Industrial Society The functionalists and the Marxists both believe that the education system benefits everyone, but both have different views on society. The Marxist views of the education system are that there are conflicts because there is an inequality between the working class and the higher classes. They believe that there are two different classes which education produces, and that is the

Tuesday, May 5, 2020

Sports In The Human Civilization Teamwork

Question: Describe about the Sports In The Human Civilization Teamwork ? Answer: Introduction: Since the early age of Sports In The Human Civilization Teamwork has contained a very crucial place. The teamwork is considered as one of the most important factor for achieving any kind of success. It can be concluded from various experts from various sports activities that the chemistry between the players hold a highly impressive role in the case of exhibiting an excellent performance through the sports events. The current paper has chosen the badminton sports for evaluating the aspects of teamwork and group dynamics in a spectacular manner. The doubles and mixed doubles format of badminton highly demands the chemistry among the partners. The intimate relation outside the badminton court naturally animates the performance of the players within the game. The understanding between them also helps to win the game and get the desired success for their active effort. In the current paper all of the aspects of the teamwork have been discussed in a detailed fashion. In addition to that, the most appropriate and effective aspect has been chosen with proper justification. In this paper the relevant theories of the teamwork have been discussed as well. The paper also contains some study of previous research based on the practical interventions. Furthermore, it suggests some most important recommendation for improving the teamwork. Aspects of Teamwork: In order to achieve success, compatibility as well as positive working environment the team would need a highly crucial system which will operate on a long run. There are five aspects of team work as well as group dynamics which is most influential for acquiring the result in a optimum level. These aspects are Intra-group conflict, mutual sharing, teamwork and cohesion as well as leadership model. These aspects can be most effective for defining teamwork as well as their various working throughout the sporting events (Anderson-Butcher et al., 2014). Inter group conflict: Inter group conflict refers to the differences amongst the team members. The conflict generally occurs in three areas of the team function which are relationship, task, as well as process (Gaffney, 2015). Sometimes it is quite helpful for competing with rival team. It enhances the performance level of the entire team to beat the other team with their maximum effort. Personal-Disclosure mutual sharing: The mutual sharing is one of the most important aspects of the team working ability. It refers to the understanding as well as collaborative participation within the team members in order to achieve the goal of the team (Mullin, Hardy Sutton, 2014). In the traditional sense it also can be defined as a situation where an individual team member shares his or her intuition and issue with the remaining team for resolving or responding potential social factor. Teamwork and cohesion: The teamwork and cohesion refers to the action which is performed with a combined as well as effective group effort in order to achieve the common goal (Hoffman, 2013). The team cohesion on the other hand refers to the degree of the contribution made by the team members in order to enhance the collaborative performance of the overall team. Leadership model: The leadership model refers to the teamwork aspect which highly guides the team toward the desired goal of the team. The leadership model is highly responsible for influencing as well as motivating the members towards the goals of group (Torres, 2015). This particular model is highly depended on the leaders interpersonal skills, empathy as well as communication power. Justification of chosen team work aspects: In this current paper the team work and cohesion has been selected as the most appropriate along with effective teamwork function at the badminton sporting event. Teamwork as well as cohesion is most effective for functioning as a work unit in the badminton game. It is also quite essential for contributing into the ability of the entire group. In addition to that, the cohesiveness also attempts to develop the interpersonal as well as group-level attraction within the team (Beauchamp Eys, 2014). The teamwork as well as cohesiveness implements the collaboration strategy within the team in order to ensure the provision of the belonging sense. In addition to that, the teamwork and cohesiveness enhances the communication within the team. This way the team member will be able to share their problems as well as suggestions regarding the game activities. In addition to that, the cohesiveness will also ensure that the team member will eventually be satisfied with the performance of the entir e team. The team member will perform as singular entity as the other member will be able to relate with the potential action of the partner. The communication will also be able to allocate the efforts more effectively. That way the team will be able to perform in an economic fashion and the teams performance will be enhanced. However, there is also several major negative impacts on the cohesion of the entire team (Levi, 2016). The conformity as well as greater resistance to the change system due to various social processes is most vital adverse effect on the team working ability of the group. Despite of these most critical effects of the team working as well as cohesion, it generates an ample amount of advantage to the team working. That is why the team work and cohesion has been selected as the most appropriate aspects of the group dynamics. Therefore, in the badminton sporting event context it will be proved to be most effective for the success of the overall doubles and mixed doubles team (Evans, Eys Wolf, 2013). Relevant theory of team work: There is a very distinct difference between the sporting events with the other areas of team dynamics. The major reasons of these differences are psychology in the context of society as well as idiosyncrasies of the environment of sporting events. There are various theories which have been highly effective for different areas of teamwork (Silva et al., 2013). These areas are goals accomplishing along with the function of the groups. The theories are highly relevant in respect of coaching psychology, coaching inventions along with developing processes of the teamwork. The social identity theory developed by Tajfel is the most relevant theory in the context of the social psychology linking with the sports event. The theory illustrates that the team members who emphasizes on being the member of the respective, tend to focus on the in-group as well as out-group differences in a similar extent (Giulianotti, 2015). This theory emphasizes on the concept that the activity which is performed for distinguishing from the other team can be used for enhancing the team working nature of the entire team. It also states that the making the team members as an active part of the team will be most crucial for the achieving the goals with an inclusive team effort. The social combination theory is another most important concept in respect of the team working ability. This theory highly concentrates on the types of tasks which are implemented by the team members. This kind of categorization of the tasks is proved to be most crucial for comparing the performance of the actual as well as potential format. It therefore reflects the volume of the groups overall loss. The theory immensely believes that the entire group is unable to exceed the each individuals potential (Jarvie, 2013). However, it is also stated that the sports event reflects completely mirror effect. That means the group is more successful than the individual member while perusing the goals of the sports event. The types of the tasks which have been stated in this particular theory are discussed below: Additive tasks: These tasks are mostly renowned for its divisible as well as maximizing nature. These tasks are highly focused on the entire contribution made by the individual team members. Disjunctive tasks: These tasks generally deal with the solution made by any group achievable by numerous other members or entire teams. Conjunctive tasks: These tasks are greatly depended on completion of the tasks through calculating each contribution of the team members. Compensatory tasks: These tasks are known by their average amount of the entire contribution made by the team members for achieving the shared goal of the team in a collective fashion. Discretionary tasks: These tasks are mainly focused on the collaboration along with combination of the team members for achieving the final goal of the team. Another most important theory in respect of the team working as well as group dynamics is the social loafing theory. This particular social theory greatly emphasizes on the hypothesis that the team members are highly feels the sense of responsibility in a collective fashion which in turn reduces the pressure on the entire team (Lee, Cornwell Babiak, 2013). It also illustrates that the team members use more time, effort as well as commitment whilst they work individually. At the same time the social exchange theory supports the prior concept by stating that the team members are highly motivated to achieve the goal with minimum effort. Therefore, they prefer to work in a collective fashion. Study of Previous research: The field of the research works on the team working as well as cohesion in the sporting events greatly relies on the theories of social psychology. In various time it has been noted that the interactions as well as situations in the sporting events are unique. However, it has been noted at most of the time that the occasions follow the same principles in a repetitive fashion. Woods (2015) has been most successful to identify that there are two different kind of cohesion which are task cohesion as well as social cohesion. The task cohesion is mostly called by group integration which deals with the perceptions of all of the group members. On the other hand, the social cohesion is mainly focused on the personal affection within the team members. It also illustrates that the high social cohesion will result a greater partnership performance in badminton sports event. In addition to that, as Kerr (2014) stated that the cohesion can be divided into two different part which are primary cohesion as well as secondary cohesion. The primary cohesion mostly based on the perceptions of the individual group members. Moreover, it also reflects whether the teams performance will be disrupted by the social factors or not. On the contrary, the secondary dimension of cohesion most basically depends on the features of the group. It discloses that the team will be more stable as well as structured if the team members have individual roles. It has been stated by various scholars that the unity in respect of the teams collective goal as well as mutual respect within the team is both equally important for the success of the entire teamwork. As the team members can belong from diverse background it is evident they will reflect different perceptions. Therefore, the team members must exhibit mutual respect to the other member in order to increase their performance. It has been identified by Parent and Smith-Swan (2013) that there are four distinguished key factors which are situational factors, personal factors, leadership factors as well as team factors. Practical recommendation of teamwork: in order to develop the team work in the badminton sports event the partners are highly suggested to focus on several factors which are discussed below: Being Supportive: The sportsman must be highly supportive to his or her partner in a badminton sports doubles and mixed doubles team. This way the partners will cover each others mistake in the sporting event. This scenario will eventually enhance the overall performance of the entire team. Open communication: The partners need to communicate more openly. The open communication will therefore eradicate any chance of confusion as well as misunderstanding within the team. In addition to that, it is also quite effective for developing a shared understanding for each other. Respect the partner: The partners also must focus on developing a respectful environment within the team. This way the team will be able to trust each other. The respect will eventually boost the confidence of the other member and reflect in the performance of the entire team. Treating fairly: The partners also need to treat the other partner with fair amount of care and deference. This will pave the pathway of the more friendly and affectionate relation within the partners. Moreover, the partners will be able to function as a single entity in the badminton court. Conclusion: This paper has significantly disclosed all of the aspects of the team working in the sporting events. These aspects are inter-group conflict, personal disclosure mutual sharing, teamwork and cohesion as well as leadership model. All of the above stated team working aspects play a great role in respect of working in a team within a sporting event. However, the teamwork and cohesion aspect is mainly identified as the most crucial aspect for the maximum performance in the badminton sports event. The paper also discussed several theories which are highly relevant for the team working in the badminton sports. These theories are social identity theory, social combination theory, social loafing theory as well as social exchange theory. The social combination theory most successful disclosed several classifications of the tasks performed within team work. These tasks are additive tasks, disjunctive tasks, conjunctive tasks, compensatory tasks as well as discretionary tasks. Furthermore, an evaluated discussion on the previous study on the same topic has been included in this paper as well. Finally the paper has been able to suggest several most necessary recommendations for improving the teamwork within the badminton doubles along with mixed doubles format. Reference List: Anderson-Butcher, D., Riley, A., Amorose, A., Iachini, A., Wade-Mdivanian, R. (2014). Maximizing Youth Experiences in Community Sport Settings: The Design and Impact of the LiFE Sports Camp.Journal of Sport Management,28(2). Beauchamp, M. R., Eys, M. A. (2014).Group dynamics in exercise and sport psychology. Routledge. Evans, B., Eys, M., Wolf, S. (2013). Exploring the nature of interpersonal influence in elite individual sport teams.Journal of Applied Sport Psychology,25(4), 448-462. Gaffney, P. (2015). The Nature and Meaning of Teamwork.Journal of the Philosophy of Sport,42(1), 1-22. Giulianotti, R. (2015).Sport: A critical sociology. John Wiley Sons. Hoffman, S. (2013). Defining Teamwork: An Analysis of Group Dynamics in Sports. Jarvie, G. (2013).Sport, culture and society: an introduction. Routledge. Kerr, J. H. (2014).Motivation and emotion in sport: Reversal theory. Psychology Press. Lee, S. P., Cornwell, T. B., Babiak, K. (2013). Developing an instrument to measure the social impact of sport: Social capital, collective identities, health literacy, well-being and human capital.Journal of Sport Management,27(1), 24-42. Levi, D. (2016).Group dynamics for teams. Sage Publications. Mullin, B. J., Hardy, S., Sutton, W. (2014).Sport Marketing 4th Edition. Human Kinetics. Parent, M. M., Smith-Swan, S. (2013).Managing major sports events: Theory and practice. Routledge. Silva, P., Garganta, J., Arajo, D., Davids, K., Aguiar, P. (2013). Shared knowledge or shared affordances? Insights from an ecological dynamics approach to team coordination in sports.Sports Medicine,43(9), 765-772. Torres, C. R. (2015). The Role of Teamwork in Organized Youth Sport.Journal of the Philosophy of Sport,42(1), 63-69. Woods, R. (2015).Social issues in sport. Human Kinetics.

Tuesday, April 14, 2020

Social Political Theory

Introduction The field of public administration has been developed throughout decades. Various thinkers tried to identify the best structure and the role of public administration. Some of the most influential theorists are William F. Willoughby, Max Weber, Leonard D. White and Mary Parker Follett.Advertising We will write a custom critical writing sample on Social Political Theory specifically for you for only $16.05 $11/page Learn More Major Contributors to the Field William F. Willoughby is one of the most prominent theorists who contributed greatly to the development of public administration. He thought that public administration could address all issues related to the government (Shafritz Hyde, 2012). One of the most important contributions of the researcher is his work on budgetary reform. Willoughby believed that budgeting is crucial for proper development and functioning of the system. He focused on three aspects: the role of budgets in controll ing, the role of budgets in enhancing executive and legislative branches and the role budgets played in development of administrative efficiency (Shafritz Hyde, 2012). He also contributed greatly to the development of the Budget Office. It is needless to say that the contemporary budgeting system is based on the works of this thinker. Another influential thinker who had a profound impact on the development of public administration is the German sociologist Max Weber. Weber focused on a variety of aspects of the human society and considered the structure of public administration. The sociologist believed that bureaucracy was an indispensible part of effective government (Cox et al., 2010). Importantly, the thinker considered different states (from the ancient world along with European countries) and revealed major features of bureaucracy. The sociologist also noted that bureaucracies can have a negative impact if they do not develop properly (Shafritz Hyde, 2012). Weber’s th eories had a significant effect on the development of public administration as the sociologist outlined major peculiarities of effective bureaucracy. Apart from Weber, who focused on some particular aspects of public administration, there was another thinker who outlined the major aspects of public administration as a disciple. This thinker was Leonard D. White who provided specific objectives of the discipline. Hence, according to White public administration can be studied at different levels, the core variable of the study is management (not politics), it is both art and science, it is crucial to recognize it as a study which will be vital for the development of the government (Shafritz Hyde, 2012).Advertising Looking for critical writing on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Admittedly, these are milestones within the field of public administration. Thus, it is possible to note that White contributed great ly to the process of recognition of public administration as a discipline and outlined the central points within the area. Unlike White, Mary Parker Follett focused on behavior of individuals within the system. She saw government as an organization where relationships between individuals were essential (Shafritz Hyde, 2012). The researcher was one of the first thinkers to focus on management within public administration. She stressed the importance of development of proper relationships between subordinates and seniors (Shafritz Hyde, 2012). Though she focused on quite specific areas, she made a significant contribution to the field as she revealed the value of proper management. Conclusion To sum up, it is possible to state that William F. Willoughby, Max Weber, Leonard D. White and Mary Parker Follett contributed greatly in the development of the public administration. The thinkers focused on macro and micro issues within the field and, thus, they addressed all major aspects of public administration. Reference List Cox, R.W., Buck, S.J., Morgan, B.N. (2010). Public administration in theory and practice. New York, NY: Longman Publishing Group. Shafritz, J.M., Hyde, A.C. (2012). Classics of public administration. Boston, MA: Cengage Learning. This critical writing on Social Political Theory was written and submitted by user Maya D. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Thursday, March 12, 2020

Reinventing Government Example

Reinventing Government Example Reinventing Government – Coursework Example Reinventing Government Reinventing Government Introduction The main purpose of reinventing is to enable the government, private sectors, local government efficient and result-oriented. Similarly, reinventing must help in keeping cost of production in the economy as low as possible.Streamlining Government BusinessReinventing government initiative can help in streamlining government methods of doing business in many ways. The government forms various partnerships with local government and private sector. During the reinvention, government agencies build more contacts with the public (Kamarck, 2013). Consequently, the agencies should undergo reforms that enhance faster and better delivery of services to customers.Reinvention of the government incorporates the efforts to have an e-government. E-government promotes critical information and services through use of the internet. The government establishes NPR that works with agencies in developing one- stop websites. Consequently, students in learning institutions manage to make educational loan application and elders find it easy to know more about their social security benefits (Cropf, 2008). In addition, enterprises belonging to small business owners find access and assistance to capital.It is unjustified to outsource government services because reinventing government aims at restoring the trust of people of America into self-government. Further, the process should also provide the basis for confidence that the government can effect positive impacts in their lives (Breul & Kamensky, 2009). Reinvention, therefore, should be self-sustaining without necessarily outsourcing services from other economies. The government, however, should not hire fewer employees because it would render many American citizens jobless. The government should consider hiring a good number of employees. Further, it should keep favorable wage rates to ensure cost of production remains lower.ReferencesBreul, J. D. & Kamensky, J. M. (2009), Fede ral Government Reform: Lessons from Clinton’s â€Å"Reinventing Government† and Bush’s â€Å"Management Agenda† Initiatives. Public Administration Review, 68:  1009–1026. doi:  10.1111/j.1540-6210.2009.00950.xCropf, R. (2008). American Public Administration: Public Service for the 21st Century. New York, NY: Pearson Longman.Kamarck, E. (June 18, 2013). Lessons for the Future of Government Reform. Brookings. New York.

Monday, February 24, 2020

Neo-Malthusians and Anti-Multhusians Research Paper

Neo-Malthusians and Anti-Multhusians - Research Paper Example The increase in population makes people to adjust and stimulate or trigger change in agricultural production techniques (Hubbert, 2010). According to Anti-Malthusians perception on population growth, people can adjust and cope with the current resource needs and food. An increase of population will make people to make adjustment in agriculture by using techniques like greenhouse crops, fish farming, artificial pesticides and terrace farming in order to meet the demand (DP Geography, 2015). On the other hand, Neo-Malthusians believe that growth in pollution will affect human life. Neo-Malthusians claim that, population growth will brings about war, diseases, low standards of living and famine (Sunderline, 2003). In order to avoid those calamities the population growth should be accompanied by an increase in food supply. The Neo-Malthusians perception is correct because an increase of people will mark an increase in food demand. If the increase in food demand will not be handled then people will be face more difficulties (Weeks, 2015). Neo-Malthusians and Anti-Malthusians have different perception on the effects of population growth. The Neo-Malthusians beliefs are correct because an increase in population will cause an increase in resource demand. It will take time to adjust in order to meet the demand. Anti-Malthusian belief that the population will cope by adjusting food production techniques hence there will be no effect. Population growth always brings about changes which can take people more time before adjusting. DP Geography (2015). Neo-Malthusians and Anti-Malthusians. Retrieved January 12, 2015, from

Saturday, February 8, 2020

Design Thinking Essay Example | Topics and Well Written Essays - 2000 words

Design Thinking - Essay Example This paper is going to discuss design thinking in relation to Mr Porter, an online retail shop for men’s clothing. Additionally the paper is going to survey the benefits of design thinking to Mr Porter as an online clothing shop. Finally, this paper is going to give illustrate how design thinking can be used to solve current problems and future problems in the design industry, specifically Mr Porter (AMBROSE & HARRIS, 2010). Description of the business organization (Mr Porter) Mr. Porter is an online based retail shop that sells men’s clothing only. It was established in the year 2011 and is among the leading men retail online shopping stores globally. Mr. Porter’s headquarters is based in London. The online company has three distribution points that is London, New York and Hong Kong. Employees at Mr. Porter serve customers via the internet using a service called net-a-porter under the website net-a-porter.com. Another website is the theoutnet.com which serves as a subsidiary branch. Apart from selling men’s clothing online, Mr. ... In addition to this, Mr. Porter also do free returns collections and exchanges on customers orders. Finally, Mr. Porter is widely known for its exemplary customer care. The customer care team includes personal online shoppers group that guide customers while ordering and advice on trends and fashion tips (Howell (n.d.), 2013). Concept of design thinking (criteria/process) innovation as a store of opp for eve of new nad unexpected changes for Mr. porter Design thinking is made up of six steps. The diagram below illustrates in depth the steps in design thinking as a tool fro business Porter (AMBROSE & HARRIS, 2010). Understand Design thinking relies heavily on the understanding part. This is because without understanding a solution cannot be found. In this step research and interviews are conducted to gain further insight on the situation. This gives out the base how to solve the problem at hand. In the understanding part, Mr Porter can use expert advice from other leading brands like Givenchy, Alexander McQueen, dolce and Gabbana and many others. This is because they have probably experienced the same problems sometime in their businesses. Observe Observation is a key step in design thinking. This is because by watching a company or an individual can learn a lot. Understanding of the problem and observing how other leaders run their business cause empathy. Mr. Porter should take the virtue of empathy in order to walk in the shoes of the customers. This will enable them to move with the trends and remain relevant in the industry. Furthermore, empathy on Mr. Porter’s side will boost sales in that empathy makes them creative enough to read the minds of the customers and give them what they want. This is in terms of convenience, prices,

Wednesday, January 29, 2020

The Signalman Essay Example for Free

The Signalman Essay There is an immediate sense of the unknown. The first line in the story is Halloa, below there! . This opens the story with a sense of mystery. There are two people unknown to each other, one high, and the other below. The narrator is seen as the being in the presence of light and the signalman is in the dark. This is an extreme contrast to suggesting there is a sense of difference between the two characters. The description of the railway cutting is extremely dark. His past was in a solitary and dismal place as I ever saw. On either side a dripping wet wall of jagged stone, excluding all view but a strip of sky. The description describes a very depressing place, almost reminding the reader of Hell, or something equivalent. This gives the reader the feeling of a bad place, which builds up tension, suspense, and suspicion, as to what will happen in this horrible cutting. We are also given a vivid description of the Signalmans character. As the story continues, we see the Signalmans character develop into a professional man. We find out he is a very educated man, but ran wild at university, thus being expelled. A student of natural philosophy, and attended lectures, but had run wild, misused his opportunities, gone down and never risen again. We also find out he has other qualities, which are being reliable and dutiful. We see this when he stops in mid-sentence in order to carry out his duties on the line. I observed him to be remarkably exact and vigilant, breaking of his discourse at a syllable, and remaining until what he had to do was done This leads us to believe the Narrator became impressed and interested by the Signalman. Through the Signalmans haunting we can also see other sides of him. We see he has a lot of fear, of the haunting. We can especially see this in his language in following his long conversation with the visitor, What is the danger? Where is the danger? . These short sharp sentences show the fear in the signalman. We could also see this when the traveller introduces himself, as this is where we get the first hints of the Signalmans instability and fear. He believes he has seen the traveller before and when asked where He pointed to the red light he had looked at, there. We know the Signalman is showing fear at this point as he speaks in a low voice. The language used by Dickens is suitably old fashioned, which suits it as nowadays the most popular ghost stories were written in the 19th century, Though in a subordinate position, still he held a most important trust, and would I like to stake my own life on the chances of his continuing to execute it with precision? As you can see, the style of writing is quite complicated and written in the familiar old fashioned Victorian style. Dickens use of adjectives to create a menacing and supernatural atmosphere is typical of ghost stories. The cutting which is overshadowed by trees leaving little light to shine through is described as a dungeon suggesting a claustrophobic and imprisoned atmosphere which is typical of a ghost story. Rarely are ghost stories set in wide sprawling open spaces and this is no exception. Dickens describes the tunnel as having a gloomy entrance and the actual tunnel itself being black and the signal box as dismal. But he then goes onto describe the mouth of the tunnel as described as having a barbarous, depressing and forbidding air and then the narrator feels as though he had left the natural world like he had entered hell. Kasim Hassan Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Tuesday, January 21, 2020

Themes of The Village by the Sea by Anita Desai Essay -- Village Sea

Themes of The Village by the Sea by Anita Desai The novel, 'the village by the sea' by Anita Desai is about how Hari and Lila struggle for the survival of their family in the absence of their drunken father and ill mother. As portrayed in the beginning of the novel, the opening scene is described to be an unstable environment. This is reflected by the setting of the waves and how they are portrayed to be 'unstable' as the author uses phrases such as 'high tide' and 'low tide' to show the instabilities of life and its changes. In relation to this essential opening scene, this novel is briefly paraphrased to be a book describing the transformations and the hardships in life. As connected to these major morals described by the author, there are several minor themes in relation to the morals as mentioned earlier. These themes are responsibility, self-control and love. The main themes of this novel are change and survival. ?Change? in this book is the way each character is able to understand things in life have to be changed in order to progress. The theme of change is portrayed when the governors decide to turn Thul into an industrial area. Other situations are when Biju starts to introduce motor boats to Thul for fishing instead of manual one and this shows that the change of boats is for the development of fishing. Desai is able to communicate to us this theme when Hari?s father is able to turn from a useless drunken man to a responsible and caring person and also how Hari?s mother is able to get better from her ill state. With this, we can see that each situation in the book is linked together by the way Hari?s father changes when his mother falls ill and is taken to the hospital. This theme is stro... ... Coconut day. One main one is the way Hari?s father out of love for the family and his wife changes from drunkard to a responsible man. Another theme shown is self-control and this shown by the way Lila is able to keep the money she earns from the De Silvas to buy food for the family and not spent on useless things.Other examples are the way Hari makes a lot of money in Bombay, but although there so many nice things in there, he does not spend it but saves it. One character that is able to show this is Hari?s father by the way he is able to control himself from drinking toddy. From what we can see in the novel, the themes are related to each other like change and survival leads to responsibility, responsibility leads to love and self-control and also responsibility relates to love. This is created by the way the user creates the setting of the novel.

Monday, January 13, 2020

Educational Observation of Development of a 5th Grader Essay

Archie is a 10 year old in the fifth grade class here at Friends’ School. He’s attended this school from preschool until now, a total of seven years. He lives in the neighborhood and tends to be one of the first kids in the classroom every morning. In general he seems to be a happy child, smiling often. He has a tendency to be quite goofy at times and struggles with impulse control, often speaking out in class or being disruptive by talking or making jokes. This seems to stem from his ADHD, which he is on medication for. Though he has many challenges related to his ADHD, he displays an aptitude for math, enjoys reading, loves computers and is full of random facts that he adores to contribute. His general health seems fine however we have noticed that he spends quite a bit of time in the bathroom on occasion. We suspect that he may have digestion/constipation issues, however this is unclear and only speculation, as his younger sister is known to have these issues. He is on ADHD medication and takes that daily. He chooses not to eat a snack mid morning, but seems to eat a light lunch every day. He is of average height and weight in comparison to his classmates. He has plenty of energy daily and hasn’t missed any school due to sickness in these first 5 weeks of school. Archie is the oldest of two children. His younger sister is in the second grade here at Friends’ School. His parents are his adoptive parents, though his sister is biological – I do not know any further information about this at this time. His parents are both Lawyers by trade, though the Mother is the only one currently practicing. His father is the Hockey Coach at DU. I see both parents frequently here at the school dropping off and picking up their children. In addition, their Nanny and Aunt are often here at the school and heavily involved in their lives. They also are very involved with them at home and are on top of Archie’s behavior including enforcing consequences. Why I selected this child? The decision on which child to choose was an interesting process for me. I found it quite difficult because I truly wanted to learn the most from this process as possible. Not only about this one individual child, but learning that will relate to future students in my classes. I knew that I wanted to choose someone that didn’t fall into the gifted/exceptional categories  academically because in the future I don’t see myself working with kids that are outliers on either end of extremes, and didn’t feel I would learn what I wanted to by choosing someone from those categories. Once removing some of those kids, that also removed some of the obvious choices with quirky personalities! However, I find myself lucky to have a number of interesting and bold personalities in class and no one that seems to get overlooked or blend into the cracks. I took a look at the kids that were right were they needed to be academically, however had some barriers to learning socially/emotionally/behaviorally etc. Who needed extra help in ways that I don’t currently know how to attend to? How do you support these types of kids and encourage them to be part of the group and follow norms without squashing their own unique personality? By asking myself these, among other questions, it became obvious that Archie was my choice. I see my future classrooms having at least a few children like him that have ADHD or similar learning issues. I want to know how to relate to these kids, encourage them, and support them. I also hope to learn how to help them manage their own behavior in the classroom to allow the other children to learn and not be a constant distraction which often leaves them feeling like an outsider or looked down upon by classmates. Key questions about this child: 1. How severe is his ADHD disorder, when was it diagnosed, what is being done to help him compensate? What aspects of his learning are most affected by this disorder? 2. How to understand what life is like for him from his point of view? 3. What is the main cause for his inabilities to self regulate and his lack of impulse control? 4. Does his behavior change based on the time of day or day of the week? What about subject matter? 5. What are his strengths academically? Weaknesses? 6. Where is he developmentally in comparison to his classmates? National Norms? 7. Physical Development? (coordination, stamina, fine motor skills, rt/lt dominance, nutrition etc) 8. Mental/Cognitive Development? (multiple intelligences, level of executive function etc) 9. Does he have any other health issues? Possible digestive/constipation? 10. What is his background in regard to being adopted and does that have any bearing on his current issues? (ie. Drugs/alcohol birth parent? etc) 11. Does his  sister have any similar behavioral or learning issues? 12. Who are his friends and how does he relate to them? Do any of his issues get in the way of those relationships? 13. How does his family & life outside of school affect his daily life in school? (ie extracurricular activities, consequences, family culture, parental expectations etc) 14. What language and questions are best when communicating with this child? What approaches work? What encourage him vs deflates him? 15. How does he function in large groups, small groups, pairs? 16. How does he respond when he’s faced with something difficult or makes mistakes? What motivates him to try harder? Participate? Key questions for me to learn from this study: 1. What can we do as teachers to help him with these issues?   2. How can I connect with him and support him?  3. What can I learn from this child’s behavior and needs that I can use with other future students? 4. What exactly is ADHD and how does it affect a child’s learning? 5. How might I better support and motivate children with learning disorders? 6. When comparing students development in general, what factors influence their development? Physical Development Archie falls into the category of the Middle Years which occurs from the ages of six to twelve. This is a time when growth slows down in comparison with the periods preceding and following it (Stone & Church, 1984, p426). Archie is 10 years and 2 months old. He is one of the youngest children in his class, though his physical development seems to be consistent with that of a typical 10 year old. He is 56.5 inches tall and weighs 80 pounds. When directly compared to his 20 classmates, both male and female, his height falls in the middle of the pack at the 10th tallest and his weight slightly higher at the 15th heaviest. When compared to the national average growth charts in the United States, he falls into the 75th percentile of 10-year-old boys in both height and weight (Center for Disease Control and Prevention, 2000). His BMI, calculated at 17.6, places him into the 65th percentile for boys his age and is deemed a healthy weight (Center for  Disease Control and Prevention, 2012). He has not hit his adolescent growth spurt yet, which is not expected until he turns twelve or thirteen. (see Appendix B for all growth charts) Overall, Archie’s general health appears good. Since the beginning of the school year, he has only missed one day of school due to being sick. This seems to be on par with others in his class. He has been clinically diagnosed with ADHD and is currently on medication for this issue. The medication is administered in the morning then again at lunchtime by our administrative staff. He has expressed the annoyance of having to take the medication during the day at school but said that it really helps him in class, so it’s worth it. Archie said he has been taking ADHD medication since he was in second grade and it has tremendously helped. In addition to the ADHD diagnosis, we have observed some potential digestive issues. A few times a week, Archie will disappear for long periods of time in the bathroom. When asked if everything is all right, he says yes, however this is abnormal behavior for a 10 year old. It is understood that his younger sister who is in the 2nd grade does indeed have constipation issues, so we think that may be affecting Archie as well. Over the course of my 6 weeks of observations, this bathroom behavior continued which leads me to speculate that something is going on in regard to his digestion and elimination. The ADHD medication does not appear to affect his physical health, however his eating habits do seem to be affected. The majority of the children eat a snack every morning around 10am and Archie never does. I’ve asked him why and he says he isn’t hungry. He prefers to get on the classroom computers for the 15-minute duration of snack time. For lunch everyday, he brings a Vanilla Ensure along with a few other nutritious items. Ensure is a nutritional shake that has essential vitamins, minerals, fat, and protein, along with aiding in digestion and providing energy. I was told he started bringing these last year to make sure that he was getting some nutrition during the day because he often times did not eat much. I also wonder if a secondary reason has to do with his digestive issues. He nearly always drinks the Ensure and occasionally eats the other items he brings. He is nearly always one of the first children done with his lunch and is eager to get on the computers to play a game. In addition to his daily snack and lunch habits, I have noticed that when offered snacks or sugary treats he never partakes. A few examples are  during birthday celebrations or the harvest festival, both of which consist of potluck treats brought in by classmates. In addition, the music teacher says that he never takes the skittle reward claiming â€Å"he said he doesn’t need extrinsic motivation!† It seems that there is a clear link between his ADHD medication consumed during the day and his lack of appetite. I am unsure of how he eats at home, however seeing that his height and weight fall into healthy categories, his current nutrition must be providing what he needs. Throughout the day, his energy levels are consistent, however his focus and attention seem to be best in the morning. Many times a day we gather the group into a circle. He tends to be fidgety and move a lot, so he is allowed to sit on a stool during these times (unlike other children who sit on the floor). These times seem to be the most difficult for him to manage impulse control, stay focused and suppress excess energy. These behaviors are consistent with his ADHD and there have been modifications in the classroom, such as the stool, to support him with that. His mood seems to stay consistently jovial throughout the day, and his bodily movements don’t seem to express this aspect of him. It appears his motor skills are appropriate for his age, though it is clear during observation that those skills are not nearly a s advanced as many of his classmates. His large motor skills show the most obvious discrepancy. His movements when running, kicking and throwing a ball are awkward, jerky and only mildly coordinated (See picture #8a in Appendix A). Children with ADHD are notoriously clumsy and tend to have problems with how they perceive their bodies in relation to space (Freed & Parsons, 1997, p64). His PE teacher says that he has never been that great at sports and often seems to exaggerate his bodily movements. She suspects some of the exaggeration is to be humorous and to distract from his lack of coordination in comparison to the other students. Energetically he seems to easily have the stamina to keep up with the sports and activities at hand, however, the interest in these activities seems to be lacking. This shows up not only in PE class but also on the playground at recess. Over many days of observing Archie at recess, never once did I see him participate in any kind of sport activity. Daily the other children are playing kickba ll, capture the flag, four square or tag, and he never chooses to join in. He often chooses to hang out with the same 2 to 3 boys engaging in non-physical activities while talking and sitting on the picnic  table, under the play structure or hanging from the chain loops. A few times I observed him reading by himself on the playground. I find it intriguing that his energy and body movements inside the classroom seem heightened, yet he does not feel the need to exert this energy outside of the classroom. Personal interest and aptitude in sports seems to play a role in this discrepancy. However, it leaves me curious as to what else might be influencing his physical behaviors and choices. In addition, it is said that during the middle years, motor skills blossom as children become proficient at many types of physical activities, skills and games (Stone & Church, 1984, p450). This also makes me wonder what he might be missing out on developmentally by not having interest in these physical activities. His fine motor skills are on par with the other students in his class. Though his handwriting is not always perfect, when he takes the time, it is often much nicer than the other boys in the classroom. His written work, both writing and math, is legible, tends to be larger letters, and of average quality (see Appendix C ). His drawing and art skills are less advanced, more careless and not as refined as evidenced by picture #6b & 6b of his art project box in comparison to four other students (see Appendix A). His attention to detail in writing is much more pronounced than in drawing (see Appendix C, 4/5/6). He is right handed, holds the pencil appropriately and writes with adequate pressure. He is sufficiently coordinated with scissors and math tools as well. There is no evidence that his fine motor skills are deficient, just not as advanced as some though on par or exceed others in his classroom. Overall, Archie’s physical development seems to fit the usual pattern of his age group. The differences I have observed are in his gross motor skills being less coordinated than others and his lack of interest in physical activities during recess and PE. I have not noticed any physical development issues that are affecting his learning or social interactions, though it is clear that his ADHD does have an impact on all areas of his life. Cognitive Development Perhaps the most intriguing aspects of Archie’s development are in both the social/emotional and cognitive realms. He is a generally happy child that comes to school everyday with a positive attitude and a smile on his face.  He is caring and empathetic to others and is quite self-aware and reflective. He has the tendency to be quite goofy, often looking for ways to be the class clown and generate a laugh. Controlling his urges to speak out, move about or be appropriate in the moment is very difficult for him. You can see that he often acts first then thinks later. His impulses seem to get the best of him at times and often leads to him causing interruptions and getting into trouble. You can see that he is a good-natured boy and means well, however his low executive functioning skills make it difficult for him in the classroom. Luckily, his happiness seems to remain strong and resilient despite his social/emotional shortcomings. All of this can be accounted for when viewed through the lens of a child with Attention Deficit Disorder. Therefore, we must first examine his cognitive development before addressing his social/emotional development. ADD is described as a neurological syndrome that has three primary symptoms: impulsivity, distractibility and hyperactivity. The American Psychiatric Association states in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) that 3%-7% of school-aged children have ADHD (Freed & Parsons, 1997). Research shows that each year there is a drastic increase in reported cases and boys are more likely than girls to be diagnosed. Why might this be? Children with ADD or ADHD (incorporating the hyperactivity component) are often easily distracted, find it difficult to listen, follow directions, trouble sitting still and control impulsive behaviors. It is not surprising that in the typical school system that a child with these issues would be looked at as a nuisance and difficult to teach. Freed and Parsons (1997) say that the percentage is growing because of the cultural influences and failure of our educational system to understand and adequately address it [ADHD]. In their book, Right-Brained Children in a Left-Brained World, they make the argument that mostly gifted and virtually all children with ADD share the same learning style (Freed & Parsons, 1997, p17). They are often highly visual learners, with non-sequential processing and creative tendencies. Interestingly enough, Howard Gardner’s multiple intelligence theory also addresses this discrepancy in learning behavior. Gardner’s multifaceted view of intelligence suggests a plurality in view of mind and intelligence, recognizing many different facets of cognition and their strengths and weaknesses (Gardner, 1993, p6). Our  American school system has been set up to support left-brained learners who are strong at regurgitating information but weak at creative and problem solving skills. The ADHD ch ild does not fit well into this rubric, which results in his disorder looked at as a problem as opposed to a gift. Both theorists suggest that there are students like Archie who think differently and possess strengths that are not explored or supported in the traditional school system of our left-brain focused society. Luckily, we as educators are learning and expanding! As stated in The Compassionate Classroom, â€Å"The trust level rises markedly when students realize that a relationship based classroom teacher is supporting their common needs rather than ranking their academic differences.† (Hart, Hodson, 2004, p. 20) As I stated in my introduction, my decision to choose this child was in order to learn what I could do as a Teacher to help these non-traditional learners flourish in their education. Archie was formally diagnosed with ADHD in the second grade and began seeing the school psychologist at that time. His kindergarten/first grade teacher said they had been talking to the parents since kindergarten about the need for some intervention and possible learning issues, yet the parents were quite resistant up until the second grade. At that point, they did decide to get Archie evaluated and it was determined that he had ADHD and medication would help him. Due to Archie being adopted, I found it intriguing that his biological sister also had ADHD. What is the hereditary link and how does adoption play a role? After further investigation, one study published by the Journal of Abnormal Psychology found that out of 808 adopted children ages 4-18, 21% had enough behavioral symptoms to qualify for a diagnosis of ADHD. This is over twice the rate in the general population (Connell, P). They also say that 40% of children with ADHD will have a parent with ADHD, usually the father (Adesman, MD). Wow! It isn’t a stretch to start to see the link and why. ADHD greatly effects the executive function of an individual, so poor impulse control and accompanying behavior may account for the factors that make these numbers abnormally high. These adoptive children are exposed to more risk factors such as smoking, drinking, drugs, malnutrition, neglect, and unplanned pregnancy (Kunz, 2010). Archie and his sister came from the same set of birth parents three years apart. It does not surprise me at all to think that these siblings were exposed to any number of risk factors  seeing that the parents chose to give up one child and then got pregnant 3 years later and gave that one up as well! One of the areas most affected by ADHD is in the realm of executive function. In a 1990 study published in the medical journal Lancet, a discovery was found when using PET scans to measure the brain activity in 9 children with ADHD. The scans showed an abnormally low cerebral activity in the frontal areas of the brain responsible for concentration, language development, attention span, impulse control and logical, sequential reasoning. Conversely, they found higher activity in the occipital or rear lobe, which is the primary visual area of the brain (Freed & Parsons, 1997, p36). If the areas of the brain most affected by ADHD are associated with carrying out executive function, that wo uld explain Archie’s behavior in many ways. His biggest issue is with impulse control. He calls out answers and comments consistently throughout the day, and has a hard time waiting to be called on when he’s excited with an answer. His humor is often interjected at inappropriate times and if you ask him why he chose to do what he did, he often says he couldn’t help it and that he had to. It seems that in the moment, he doesn’t â€Å"think† before he acts. When in a group at circle his attention starts out on task but then diminishes quickly over time. If he is working independently he often needs to sit by himself in order to focus. I’ve observed that he participates in small groups pretty well, however if with certain kids he just goofs off. His strength seems to be in cognitive flexibility as he is able to problem solve, adjust to various settings and is socially aware of others and their point of view. A great example of this perspective shift is when he is pulled aside for inappropriate behavior. Once removed from the initial impulsive moment he can easily see how his behavior was inappropriate or disrespectful to the class or teacher. Archie usually becomes apologetic and submissive, saying sorry and that it won’t happen again. I’ve been impressed by his mature response to these instances and level of respect shown. Many children might make excuse after excuse, however, he admits that it was a poor choice on his part and moves on. Theorist William Damon had an interesting six-stage theory on human moral reasoning and its relation to authority. It seems to me Archie falls into the fifth stage of special preparation where the superior is seen as superior and obedience is founded on respect and faith in the authorities  concern (Stone & Church, 1984). Despite Archie’s ADHD diagnosis, he appears to be developing cognitively at his appropriate age level. In both 4th and 5th grade, his writing and reading assessments place him squarely performing at grade level (see Appendix D). For the writing he was given a prompt to write a story, create a rough, then final draft. For reading, he was asked to read a short story out loud and respond to a series of comprehension questions. When comparing the two grade level evaluations, you can see the improvements made from year to year and the expansion of his abilities in these areas. If you take a look at his current writing samples, you can see his personal expression expressed and some really creative thinking, in addition to the accurate use of conventions (see Appendix D). Louise Bates Ames, Ph.D. says that typical ten year olds combine ideas in short, choppy sentences but with enough punch to catch the readers interest (Ames, p42). This is evidenced by his personal narrative story on page 6 of Appendix C . He seems to enjoy math, actively participating and contributing in his 5th grade level math classes. His math worksheets and homework indicate that he has a solid knowledge of the curriculum being covered and can do it on his own in and outside of class (see Appendix C, 7/8/9/10). He shows a similar eagerness and competency in Science, Spanish, Spelling and Technology. His music teacher says that he tends to goof off more than not and is awkwardly coordinated with instruments or drums in comparison to other children. However, he has expressed a love for music and is currently enrolled at The School of Rock in drum lessons. His parents said that he is doing quite well. I wonder if this individual musical instruction works for him better than in a whole class group environment. ADHD children have difficulty filtering out all the stimuli and their nervous system is on overload (Freed & Parsons, 1997, p55). If Archie feels more stimulation than other children, that can explain his difficulty in certain highly stimulating learning environments like music or PE. Middle years children typically turn their attention toward the world at large. Piaget describes this as the stage of concrete operations, during which children have limited capacity for abstract thought but can deal with objects quite fully (Stone & Church, 1984, p. 493). Piaget believes that children construct their knowledge of the world though active manipulation with materials (Pawlina, 2011) Essentially, learning by  experience. Archie is most engaged in school when he is actively â€Å"doing† something and problem solving. When administering the Piagetian tasks he showed competent levels of knowledge in laws of conservation, reversibility and demonstrated logical thinking. When asked why he knew what he knew, most of his responses were matter of fact and then expanded in very creative and unique ways. For example, in the water level comparison, he said they were the same amount because I didn’t take any water out†¦.†unless it quickly evaporated† ha ha. Or when asked about the wood beads, he very animatedly exclaimed, â€Å"What do you mean? They’re ALL wood!!! So obviously more wood beads!† and laughed. Archie always has a humorous, clever remark to add in all his interactions. Though not always appropriate, his sense of humor is one of his biggest strengths. This in addition to his creativity and ability to think beyond what he sees in front of him tells me that he has progressed beyond the concrete operational stage in ways that aren’t accounted for in Piaget’s tests. Critics of Piaget’s theory note that he does not account for other competencies a child has developed. I believe this is where Gardner’s Multiple Intelligences theory and Right and Left Brain Dominance theories realistically cover far more of the learning population in our world today. In taking a Right Brain, Left Brain dominance test (TPT, 2012) we concluded that Archie is a combination of both left and right brained. Though he is right handed and a right foot kicker, his eyes and ears are left dominant (see Appendix E). We took some time to go over the typical characteristics of each and he claimed he identified with nearly all of the Right brain qualities. I then gave him The Connell Multiple Intelligence Questionnaire for Children (Connell, J.) which is a series of statements you are to check off if it describes you (Appendix ). Archie scored highest in the areas of Word Smart, Nature Smart and People smart. These categories correspond to Gardner’s labels Linguistic, Naturalistic and Interpersonal intelligence (Zeiger, 2012). This does not surprise me! In observation, it is evident that Archie is extremely creative with his words, both written and oral, he has a charismatic, humorous, and sensitive personality in addition to showing interest in science, geography and nature in general. Social/Emotional Development Archie’s social and emotional development seem to reflect similar advances as his cognitive development. Being that your happiness is generally based on your experience of the world around you, it is clear that Archie is at a happy place in life. Ames (1998) says that a typical ten-year-old has generally reached an enjoyable state of equilibrium. They love life and share it enthusiastically with those near and dear (p21). This truly seems the case for him as he comes to school every day in a pleasant mood, a smile on his face, eagerly interacting with classmates and has only complained about not liking homework! In his earlier years at Friends School, the school psychologist started to work with Archie to build his low self-esteem, ease anxiety and self regulate impulse control. Right off the bat she implemented play therapy, allowing him to choose materials that help him express himself. He chose a lot of mastery kinds of games that he was able to solve or figure out and this made him feel better about himself. She says he was always a well-intentioned kid, he just doesn’t think before he acts. This behavior got him into a lot of trouble in 3rd grade, so she worked with him on better control and choosing which children to be around. At this time he had only been formally diagnosed with ADHD and on medication less than one year. She said, â€Å"Once his bio-chemistry was corrected, he had to go back to learn what the other children had already learned about choosing friends, making good decisions and controlling impulses. â€Å" It makes sense that these areas of social finesse are behind those of his classmates and affect his interactions to this day. Social difficulties often accompany special needs learners and giftedness, I see this clearly represented in both Archie and other students with these labels in my classroom. Regardless of his past, I see that classmates really seem to enjoy his humor and contributions. No doubt his caring and empathetic nature, along with that humor, are his strengths socially. When administering the Piagetian tasks, I asked him about how he thought 5th grade was going. With a big smile he said â€Å"fine, I like it.† I proceeded to ask about his friends and who was a best friend. Many times he said â€Å"I have lots of friends†, but no mention of a best friend. Louise Bates Ames state’s in her book Your Ten-to-Fourteen-Year-Old that some ten-year-old boys have a â€Å"gang† of friends whom they seem to like about equally: â€Å"To me they aren’t best friends. They’re all my friends† (p262). In my observations I noticed  that Archie gravitates to specific friends during recess, while chatting in the classroom during transition or in the morning before classes. These friends are nearly always boys. He initiates conversation often in these circumstances; most times extremely enthusiastic about whatever it is he would like to share. On the playground, it’s most common for him to choose 2-3 boys to hang out with and have conversations throughout the entire recess, preferring that to any sport or activity. The fact that he only chooses to socialize with other boys is consistent for his age group. Nearing the end of the middle years, the majority of girls and boys are not interested in the opposite sex†¦yet. However, they are aware that boy-girl relationships lie ahead of them (Ames, 1989, p38). Erikson describes the crisis of this period as industry vs. inferiority saying that children are aware and eager to acquire information about sex (Stone & Church, 1984, p451) Though I am not there for their sexual education classes on Fridays, I did observe during a field trip that Archie was joking around about those types of relationships, teasing a few of the girls, and making jokes of bladder infections. It was good natured and harmless, this indicates to me that he is aware of the future potential, though clearly not ready for it himself. Play touches on every aspect of development and learning (Rogers & Sawyer, 1988, pvii). Due to his common choices at recess, I have not adequately been able to observe Archie’s choices of play. It is common for this age group to move from symbolic play into an interest in games with rules. This transition period roughly corresponds to Piaget’s concrete operational period of cognitive development (Rogers & Sawyer, 1988, p20). An exception in Archie’s recess choices was a time for a few days where there was a group of about 20 children of all ages who created a game using the used tires on the playground. I watched the interaction for two days in a row and was quite impressed with the level of creativity they all displayed in the rules of this game and how well they self monitored it’s progression. Archie was actively involved as one of the referees. He did not ever participate in the competitive aspect of the races, but immensely enjoyed being the keeper of the rules, telling others where to go, start the race and call the winner. He even ran inside once to get a camera to capture the â€Å"photo finish† (see picture#3b in Appendix A). Piaget outlined two criteria for games with rules: competition and mutually agreed upon or  formal rules to govern the activity (Rogers & Sawyer, 1988, p50). This playground game certainly fits that criterion. I think it is interesting to note that he chose a role where there was no competitive motivation, but allowed him to be in charge and step into a leadership role. I loved seeing this for Archie because leadership is an area I don’t think he has much experience with. This game gave him the opportunity for success! Research tells us that play contributes to learning and cognitive maturity in so many ways, I do wonder what impact the lack of play has on his social development. When working in groups, Archie is often supportive of the others and contributes, however is rarely the leader. Often he will get off task and interject humor becoming a disrupter. This happens especially when grouped with certain other boys in the room. He seems to work better independently or with one other partner, especially when he is interested and there are hands on activities. Though he knows who these students are that trigger his inappropriate behavior, he still needs to work on making better choices. Therefore, it is paramount to help him facilitate good choices when choosing partners or groups. We actively remind him and others to make good choices, and if that is not displayed I quietly pull him aside and ask if that was his best choice of partner or behavior. He immediately get’s a sheepish grin saying â€Å"no†, looking down in humility. In any intervention of behavior that I’ve observed with another adult, myself included, he is consistently respectful and more than willing to listen, including the ability to quickly admit when his is wrong. Ames (1989) says â€Å"Ten’s usually respect the teacher and often accept her word as law even more than that of their parents.† (p41) Overall, Archie is a well-integrated, happy child who is learning and developing socially and emotionally. He gets along with others, displays caring and empathy, is happy with the friends he has and enjoys a positive experience of school. Any shortcoming he has is easily explained by the affect ADHD has on his executive functioning skills and general maturity. It has been helpful to learn that I need to focus on helping Archie implement tactics that help him make better choices in the future, and not focus on bad behavior. Clearly, his impulse control gets the better of him, so any way to help him to increase his awareness around others is imperative. Summary Archie is a great kid, with lots of potential along with some unique learning needs. His sense of humor and excitement is contagious, making him quite a likable child. He has the combination of many factors influencing all aspects of his development. It is exciting to hear the feedback of previous teachers and therapists; his development has come a long way since entering the school in preschool. He has shown consistent improvement in his academic abilities from year to year and marked improvement from second grade until fifth since being medicated for ADHD. In my observation of him in the classroom, it seems that his behavior has much to do with his level of interest he has in the topic and who he is surrounded by. We are actively looking for ways to help him succeed and give him the right environment to promote his learning. Giving children many modalities of input and experience is key to tapping into all the intelligences of both right and left-brain learners. Visual, verbal, kinesthetic, and artistic aspects must be incorporated into lessons to support all learners. Archie has consistently displayed higher than average intelligence when he is actively engaged and fully understands what is expected of him. It has been such a privilege to take a closer look at someone else’s life in an attempt to learn them better so that you may then be better. He has helped me create empathy for him and others that have learning impediments like ADHD, poor executive functioning skills or social/emotional deficits. It is fascinating to look back and review my initial questions posed for this study and see that I have been able to answer them all to some degree! Not only do I have a greater understanding of this specific child and his development, but an increased knowledge of what is going on for students with special needs and how I may help them. As teachers, our understanding of where a student is at and how to get them to the next level is essential to our children’s learning. Vygotsky says that through observation, we can know a child’s Zone of Proximal Development (ZPD) (Pawlina, 2011). In this space of what a child can do independently and what they can do with adult support, lies the opportunity of learning and development. This child study has provided that opportunity for acute observation and questioning of what a child with ADHD and right brained learning tendencies needs. We as educators need to adapt to the needs of our individual learners. Archie is lucky to be in a school where social emotional needs are a strong focus in  the classroom. This allows him the support he needs to accommodate his reduced executive function skills, yet the space to express his creativities and unique personality. Gardner says in his 1993 book Multiple Intelligences: In my view, the purpose of school should be to develop intelligences and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so, I believe, feel more engaged and competent, and therefore more inclined to serve the society in a constructive way† (p9). I completely agree with Gardner and see myself as a liaison to learning. Maybe Alexandra K. Trenfor said it best â€Å"The best teachers are those who show you where to look but don’t tell you what to see†. Works Cited Adesman, Andrew (2012) Expert advice: ADHD and Adoption. Retrieved October 21, 2012, from http://www.parents.com/parenting/adoption/parenting/adhd-adopted-child/ American Psychiatric Association (2000) Diagnostic and Statistical Manual of Mental Disorders: DSM-IV-TR. Washington: American Psychiatric Association. Ames, Louise Bates. (1988) Your ten-to fourteen-year-old. New York, NY: Dell Publishing. Center for Disease Control and Prevention. (2000, May 30). Retrieved October 21, 2012, from http://www.cc.gov/growthcharts Connell, J.D. The Connell Multiple Intelligence Questionnaire for Children. Scholastic Teaching Resources Retrieved October 21, 2012, from http://printables.scholastic.com/ Connell, Pam. (2012) ADHD and Adopted Children. Retrieved October 21, 2012, from http://adoption.families.com/blog/adhd-and-adopted-children Freed, Jeffrey & Parson, Laurie. (1997) Right-brained children in a left-brained world: unlocking the potential of your ADD child. New York, NY: Fireside. Gardner, Howard. (1993) Multiple intelligences: the theory in practice. New York, NY: Basic Books. Hart, S. & Hodson, V. (2004). The compassionate classroom: relationship based teaching and learning. Encinitas, CA: PuddleDancer Press. Kunz, Marnie. (2010, March 23) Adoption & ADHD. Retrieved October 21, 2012, from http://www.livestrong.com/article/83314-adoption-adhd/ Pawlina, S. (2011, September 16) Developmental Theorists – Piaget, Vygotsky, Erikson, Gardner and Dewey [Overview handouts] The Premier Tutors (2012, April) Are You Right-brained or Left-brained? That Is the Question. Retrieved October 22, 2012 from http://thepremiertutors.org/ Rogers, Cosby S. & Sawyers, Janet K. (1988) Play in the lives of children. Washington, DC: National Association for the Education of Young Children. Stone, L. Joseph and Church, Joseph. (1984) Childhood and adolescence: a psychology of the growing person (5th Edition). New York, NY: Random-House. Zeiger, S. (2012). Multiple Intelligence Test for Children. Retrieved October 21, 2012, from http://kids.lovetoknow.com/