Benefits and Hazard of Radiation

SUBMITTED BY: Teresita C. Ojastro SUBMITTED TO: Mrs. Pilar M. Macabinguil MALOH PROVINCIAL COMMUNITY HIGH SCHOOL DUMAGUETE CITY NEGROS ORIENTAL 6200 Mrs. Pilar M. Macabinguil ENGLISH IV Teacher MPCHS Madam: In partial fulfillment of the requirement in ENGLISH IV, I hereby present to you my term paper entitled â€Å"What is Radiation? † This term paper presents a research study on the importance about radiation and how it affects the whole world. In doing a research paper is a big task that must be given more efforts, time and patient. It will not be built without references.I always think of doing this not for the benefits for other but for my own. I learn to be more confident, more competitive and more initiative for I know I have my inspiration who gave me everything I need. The strength, courage, will and determination to conquer my goals in life and to finish my accomplishment as student. I was to give my best with the help of our almighty God. So madam, I hope that this t erm paper will merit your approval and prove to be satisfactory. Please consider my errors and I’m sorry for I disappointed to you. Respectfully yours, TERESITA C. OJASTRO ACKNOWLEDGEMENTNow, in behalf of such difficulties and trials, I would like to acknowledge the People who were re always there behind me and supported me in making this term Paper. Once and foremost, I would like to give especial thanks to our almighty God for He serves as my inspiration and great provider as well. He gives me strength to face me challenge that I’ve encountered. I to God who is too magnificent to grant the blessing I need. I hereby express my thanks to Mrs. Sandra Omongos for giving us opportunity to learn, for giving us information and knowledge in making this term paper.It helps a lot for us that if we already in college, we already know on how to make a research paper. Thank you very much madam for the effort in explaining to us everything. I also give thanks to my beloved parent, sister and brother, grandma, and auntie who really gives there supports, emotionally, physically, mentally, spiritually, and financially. I give those thanks as they are the best parent, aunties and uncle ever. With them, I grew graceful with to God. They are one of my inspirations in complying this research paper.Grateful thanks to my friends, classmates, parents, grandma, aunties and uncle, teacher as well, who were very kind to me, who courage me in this term paper. To my especial auntie Miss ANNABELLE OJASTRO who is always there, giving advice, help me to be strong and be a better person, Thank you very much. I shall never forget you. INTRODUTION We often associate the word radiation with sunlight, x-rays, and nuclear power plants. Radiation is simply energy travelling through space and sunlight is the most familiar of radiation.Life’s on earth has evolved and developed with an ever present background radiation. In fact, in both solar and nuclear radiation have always be en there. Despite this people, fear this hazards that the application of nuclear radiations pose to human life and to the environment. The use of nuclear energy in power generation may have been temporarily shelved in our country due to the controversy in the mid-1980 but this does not make our country â€Å"Nuclei-free†. The controversy revolves mostly around the risks involved versus the benefits derived from these applications.However, for you to decide for or against the use of these applications, you will need to learn about radioactivity and nuclear energy. TABLE OF CONTENTS I. TITLE PAGE II. ENDORSEMENT LETTER III. ACKNOWLEDGEMENT IV. INTRODUCTION V. TABLE OF CONTENTS VI. BODY OF TERM PAPER A. What is radiation? B. Types and Properties of Nuclear Radiation C. Radioactivity D. Discovery of Radioactivity E. Radioactive Isotopes F. Radioactive Half-Life G. The kinds of Radioactive Decay H. Radioactive Dating I. Two Methods use in Radioactive Dating J. Radiator Detector K. Radiation Application L. Food and Agriculture M.Diagnosis and Therapy N. Diagnostic use of Radioisotopes VII. CONCLUSION VIII. BIBLIOGRAPHY WHAT IS RADIATION? RADIATION- is the transfer of thermal energy space. Any object with thermal energy emits radiation. If you’ve travelled down roads on a very hot day, you may have been seen evidence of this radiation. The air just above the hot pavement shimmers and shakes as heats radiates from the surface. This radiation is very much like radio and television waves. Thermal energy transfer in the same way that radio and television signal travels from the broadcasting to your home. TYPES AND PROPERTIES OF NUCLEAR RADIATIONScientist found three different kinds of radiation given off by isotopes of radioactive substances. These are the following: 1. ALPHA (? ) PARTICLE RADIATION- it consists of two protons and two neutrons, or, the nucleus of a helium atom. They carry a positive charge of +2e. It is a helium nucleus. Its penetrating pow er is not very great. It can be stopped by a thin sheet of paper. 2. BETA (? ) PARTICLE RADIATION- Beta radiation consists of electrons. A beta particle is emitted from the nucleus when a neutron becomes a proton and vice versa. 1 The beta particle carries a charge of + e.It is an electron created during the decay of a neutron nucleus. It can travel at nearly speed of light. The high speed of beta particle makes it more penetrating than an alpha particle 3. GAMMA(Y RAY PROTONS-It is form of high energy electromagnetic radiation that travels at the speed of light. A gamma ray is a bundle of light energy. It has the most penetrating radiation given off by radioactive elements and it’s not affected by magnetic fields. It has no electrical charge. RADIOACTIVITY Radioactivity is a spontaneous decay of atomic nuclei in the emission of particle and energy.Radiation and radioactivity are world’s that produce anxiety but we often overlook the many beneficial uses to which radia tion can be put. For instance, exposure to high energy radiation can cause cancer. Yet precisely the same sort of radiation can be useful in the diagnosis of cancer and even in the treatment of cancer. Light and heat rays from the sun are common forms of radiation. Energy is given off when electrons in an exiled atom jump from a higher energy level to a lower energy level. This energy is emitted in the following forms. X-ray, radiation, ultraviolet radiation or light.An atom becomes excited when energy is added to it. However, there are some substances which yield radiation. These are called radioactive substances and it comes from the nuclei of an atom. DISCOVERY OF RADIOACTIVITY In 1985, William Roentgens discovered x-rays are radiation produced when high energy electron hit a certain material. He also discovers that x-rays can generate by directing a cathodes ray (beam of fast electrons) against the wall of the glass tube. In 1986, a French scientist, Henry Becquerel did an exper iment to determine whether fluorescent materials give off light as well as x-rays.Becquerel wrapped a photographic plate in a thick black paper. He placed a crystal of the fluorescent uranium salt on the top of the paper. Then, he exposed the set up to the sunlight. He found a foggy photographic film, confirming his prediction that his runny sulphate did emit radiation. RADIOATIVE ISOTOPES Isotopes are atoms whose nuclei have the same number of protons but different number of neutrons. We distinguish between the different isotopes of hydrogen by 1H, 2H and 3H where the lower number is atomic number and the upper number is the atomic mass number.The common isotopes of hydrogen, 1 1H, is a table element. So is the isotopes 1 2H, called deuterium â€Å"Heavy Water† is the usually given to H2O in which 13H, called tritium, however, is unstable and undergoes beta decay. This is the radioactive. And some are not. RADIOACTIVE HALF-LIFE Radioactive isotopes decay at different rates. The radioactive Decay rate measured in terms of a characteristics time, the half-life. The Half-Life of the radioactive materials is the time required for half the atoms of radioactive isotopes of an element to decay. This term is also use to described Decay process in general.For example, Thorium-234 has a half-life of 24d. This mean that if we start with a 100g sample of TH-234, after 24d 50g will have changed into other atoms and 50g of Th-234 will remain. THE KINDS OF RADIOACTIVE DECAY Physicist who studied radioactive rocks and minerals discovered three kinds of radioactive decay, which are the following: 1. ALPHA DECAY Some radioactive decays involve the emission of a relatively large and massive practice compo red by two protons and two neutrons. Such as particle is exactly the same as the nucleus of helium, 4 atoms.It is called an alpha particle, and the process by which it is emitted is called alpha decay. It has an equation: ZAX>Z-4A-4Y+24He Parent nucleus Daughter nucleus + particle (helium nucleus) 2. BETA DECAY The second kind of radioactive decays, called beta decay, involves the emission of the electron. In general for beta decay: ZAX>ZA+Y+-10e Parent nucleus Daughter nucleus + ? particle (electron) 3. GAMMA RADIATION The third kind radioactivity called gamma radiation is different from alpha and beta decay.A â€Å"gamma ray† is simply a generic term for a very energetic proton which is one unit of electromagnetic radiation. It is represented by: ZAX>ZAX+00y Parent nucleus Daughter nucleus + gamma particle All magnetic radiation comes from the acceleration of charge particles. That is happen in gamma radiation. RADIOACTIVE DATING An entirely different use of radioactivity is radioactive dating. Radioisotopes are used as â€Å"Nuclear Clocks† to determine the age of objects on an archaeological, geographical, and astronomical time sale. TWO METHODS USED IN RADIOACTIVE DATING . URANIUM DATING It is used to determine the age of the ea rth, the moon, or the solar system. Isotopes with the long half lives like U-238, U-235, Th-232, K-40 and Rb-87 are used. With this method, scientist has estimated the age of the oldest rock on the earth to be four billion years old. Since, Uranium has a very long half-life; the amount of lead produced by its decays over a period of thousands of years is virtually undetectable. That uranium dating not used relatively younger objects. 2. CARBON DATING It uses the decay of the carbon-14 isotope.Carbon dating techniques has become an indispensable tool for modern archaeologists. The age of artefacts from archaeological sites can be determining using carbon dating techniques. The oldest caves in Palawan were found to be around 40,000 years old by carbon dating. Carbon-14 is used in determining the age of once living things, to calculate the age of non-living things, Uranium dating is used. RADIATION DETECTORS Unlike visible lights, the presence of radioactive substances within and aroun d us cannot be detected by our senses. The following are the radiation detector devices: . GEIGER COUNTER A Geiger counter consist of a central wire in a hollow metal cylinder filled with low pressure gas, an electrical voltage is applied across the cylinder and wire so that the wire is more positive than the cylinder. 2. CLOUD CHAMBER A cloud chamber shows a visible path or ionizing radiation in the form of Fog trails. It consists of cylindrical glass chamber close at the upper and by a glass window and at the lower and by a movable piston. 3. BUBBLE CHAMBER The particles trails seem in a bubble chamber are minute bubbles of gas in liquid hydrogen.The liquid hydrogen is heated under pressure in a glass and stainless steel chamber to a point just short to boiling. 4. SCINTILLATION COUNTER A scintillation counter uses the fact that certain substances are easily excited in emit light and when charge particles are or gamma rays pass through them. Tiny flashes of light or scintillation are converted into electric signal by special photo-multiplier tubes. A scintillation counter can measure the energy of charged particles or gamma rays absorb the detector. Ordinary water, when highly purified, can serve as a scintillator. RADITION APPLICATIONToday, scientists continue to look for applications of radioactivity and nuclear energy to benefits mankind. A. FOOD AND AGRICULTURE Ionizing, radiation has been use for the several decades to produce new genetic lines of rice, sorghum, garlic, wheat, bananas, beans, avocado, and peppers. All of which are more resistant to rests and more adaptable to harsh climatic conditions. Aside from the used of radioisotopes is tracer studies, there at least three major areas where ionizing radiation is used in agriculture: 1. ) Mutation plant breeding, 2. ) Food irritation; and 3. Sterile infect technology. B. DIAGNOSIS AND THERAPHY Radiation is a powerful tool in medicine especially as an aid to diagnosis. In medical diagnosis the strate gy in to keep the radiation dose as low as possible while gaining the most information. How is this possible? By using small amounts of short lived radioactive isotopes injected into the patient’s body. A technique called radio isotopic tracing. DIAGNOSIS USE OF RADIOISOTOPES 1. Bone and thyroid scan 2. Radio-immunoassay (RIA) Technique 3. Skeleton and heart muscles detectors Radiation therapy is commonly used to treat cancer.Treatment of cancers, the purpose is to cause damage particularly to cancer cells. CONCLUSION I conclude that making this term paper really requires effort, time, knowledge, and of course financial effort aspects. It is not easy task. It is very challenging for us, for me because through research in different sources, our knowledge will expand. And there is learning. I used to choose â€Å"Radiation† because I really want to know what it all is About, its benefits, and hazards, how it is related to our planet earth, and what is behind. As I go thr ough, I learned some more and it helps me a lot.Coz I know in College, we were going to make this also. I was hesitating to make a research paper because I was thinking it’s hard to do. But when I try my best, I was proven myself wrong. It is important to make this Because I want to learn and besides it’s a requirement that should e accomplish. In the study of â€Å"RADIATION† I found of that there were kinds, Benefits and hazardous. At least we can aware of what is it all about. And now because I learn, So I am accomplishing now my term paper. BIBLIOGRAPHY Physics Science and Technology Textbook for Fourth Year. Philippines: SD Publication, Inc, 2004Aldridge, Bill M. S, et. al. Science and Interaction. USA: Glencoe Division of Mc Millan/Mc Graw-Hill School Publishing Company, 1993. Buffa, Anthony J. And Wilson, Jerry D. Physics Fourth Edition. Singapore: Pearson Education, Inc. , 1994. Heath, Robert W. ; Macnaughton, Robert R. ; and Martindale, David G. Fundame ntals of Physic. Canada: D. C. Health Canada Ltd. , 1979 Hewitt Paul G. Conceptual Physics, United States of America: Pearson Prentice Hall Inc. , 2006 Hewitt Paul G. Conceptual Physics Ninth Edition. USA: Pearson Education Inc. , 1956 Ocampo, Jorge R. And Santos, Gil Nonato C.General Science for High School. Rex Book Store, Inc. , 1963. Pabellon, Josetina L. , and Tubal , Gemelita C. Science and Technology for a Better Life Series. Physics Second Edition. Philippines: Duiva Scholastic Presk Inc. , 1995. Ronan, Colin A. The New Book of Knowledge. Canada; Grolier Incorporated, 2004. Salmorin, Lita M. Science and Technology Physics Updated Edition. Philippines: Abiva Publishing House, Inc. , 1995. ——————————————– [ 2 ]. Lita M. Salmon, Science and Technology Physic Updated Edition (Philippines: Aviva Publishing House, Inc. , 1995), p. 32. [ 3 ]. 2Bill Aldridge, M. S, et al. , Scien ce Interactions (United states of America: Glencoe Division of Mc Milan/Mc Grew-Hell School Publishing Company, 1993), p. 176 [ 4 ]. Jerry D. Wilson and Anthony G. Buffer; Physics Fourth Edition (Singapore: Pearson Education, Inc. , 1994), p. 892. [ 5 ]. Colin A. Ronan, the New Book f knowledge (Canada: Grolier Incorporated, 2004), p. 42. [ 6 ]. Paul G. Hewitt, Conceptual Physics (United of America; Pearson Prentice Hall, 2006), p. 613. [ 7 ]. Robert W. Health, Rober R. Macnaughton and David G. Martinda, Fundamentals of Physics (Canada: D.C. Health CanadaLtd. 1979), p. 309. [ 8 ]. Gil Nonato C. Santod and George R. Ocampo, General Science for School (Philippines: REX Book Store, Inc. ,1963), p. 270. [ 9 ]. Ms. Sosefina L. Pabellon and Ms. Genelita B. Tubal, Science and Technology for a Better Life Series Physics second Edition (Phillipines: Divva Scholastic Press Inc. , 1995),p. 290 [ 10 ]. Paul G. Hewitt, Conceptual Physics, Ninth Edition (USA: Pearson Education Inc. , 1956), p. 64 3. [ 11 ]. Physics Science and Technology textbook for the fourth year( Philippines: SD Publications, Inc. , 2004), P. 109.

Students’ Paid Employment and Academic Performance at Carrick Institute of Education, Sydney Campus

STUDENTS' PAID EMPLOYMENT AND ACADEMIC PERFORMANCE AT CARRICK INSTITUTE OF EDUCATION, SYDNEY CAMPUS Blaga, Sorin. Review of Economic Studies and Research Virgil Madgearu5. 1 (2012): 5-22. Turn on hit highlighting for speaking browsers Show highlighting Abstract (summary) Translate Abstract Thispaper identifies aspects of ‘students' academic performance, in the Hospitality Department at Carrick Institute of Education, Sydney campus, Australia. The academic performance of these students is thought to be negatively affected by participation in paid employment and the language mostly spoken in their work place.The research finding s show that students are deliberately engaged in paid employment for exactly the same reasons identified by the previous researchers, even though the students know that their academic performance may suffer. The paper also looks at how the languages spoken at their work place influence their academic performance. Most of the students at Carrick Institute of Education are international students and the language spoken at their workplaces often coincides with the students' country of origin.In spite of these negative effects, students continue to work even if they are financially independent, in order to build their work experience. The jobs are mainly in the Hospitality Industries. The research finding s open the way for future pedagogical and managerial research in the education sector. [PUBLICATION ABSTRACT] Full Text * Translate Full text Turn on search term navigation Headnote Abstract: Thispaper identifies aspects of ‘students' academic performance, in the Hospitality Department at Carrick Institute of Education, Sydney campus, Australia. The academic performance of these students is thought to be egatively affected by participation in paid employment and the language mostly spoken in their work place. The research finding s show that students are deliberately engaged in paid employment for exactly the same reasons identif ied by the previous researchers, even though the students know that their academic performance may suffer. The paper also looks at how the languages spoken at their work place influence their academic performance. Most of the students at Carrick Institute of Education are international students and the language spoken at their workplaces often coincides with the students' country of origin.In spite of these negative effects, students continue to work even if they are financially independent, in order to build their work experience. The jobs are mainly in the Hospitality Industries. The research finding s open the way for future pedagogical and managerial research in the education sector. Key words: academicperformance, course difficulties, paid employment, tuition fee, language JEL Classification: I20, I23 1. Introduction There is evidence of a growing trend in many countries for college and university students to combine their academic studies with paid work.In the United Kingdom, for example, the number of students who are engaged in paid work has been reported by a number of researchers and shows a continuous growth beginning from the early nineties. For example, Sorensen and Winn (1993) reported that 27% of university students are engaged in paid work. In research carried out in the UK and the US Ford et al. (i995) reported that 29% of university students took a part-time job; three years later in the UK, Lucas and Lammont (1998) reported that 31% of students also took a paid job. Hunt et al. 2004) found that in 1999, 38% of students were engaged in paid employment and he also he reported 49% of students undertook paid work in 2001. Curtis and Shani (2002) reported that 55% of students had a paid job in 2002 and 59% in 2003. In summary, one can say that in the UK during the years 1993-2003, the number of students taking a part time job increased from 27% up to 59% which is an increase of over 100%. From the 1990s a similar trend has been reported in the Un ited States by Stern and Nakata (1991) who found that the proportion of full-time students employed increased from 29% in 1959 to 43% in 1986.Other evidence emerged at the end of the millennium (Luzzo et al. 1997; Hammer et al. 1998) which indicated that the work participation rate amongst United States students exceeded 50%. In continental Europe, ‘The Euro Student' (2000) report found that student employment rates in Europe ranged from 48% in France to 77% in the Netherlands. In Australia, Anyanwu (1998) reported that 75% of full time students took up to 30 hours of paid work to support their studies.In early 2000, a national survey conducted by Long and Hayden (2001) revealed that 72. 5% of full-time students were in paid employment. Applegate and Daly (2006), in a study conducted at the University of Canberra, Australia, showed that the impact of paid work on the academic performance of students did not have a large impact on students' grades, and a slight improvement of s tudents' academic performance was even noticed in students employed in some jobs; however, working more than twenty hours per week had a negative effect.Applegate and Daly's survey found out that of the 78% of students who had a job, 40% of them worked over the legal limit of 20 hours per week. There is clear evidence showing that the phenomenon of students combining their study with paid work is wide-spread. The succinct literature review cited above, suggests possible reasons for this trend: the availability of jobs in service industries (the hospitality industry, in particular), rising student tuition fees over the years, changes in students' personal lives, and family and community expectations (Stern and Nakata 1991; Ford et al. 995). The aim of this present research is to reveal the nature and extent of full-time college students undertaking paid work and the relationship of this work experience with their academic performance at the Carrick Institute of Education, Hospitality Department. Carrick Institute of Education is a private Australian education institution, which has been established since 1987, and provides vocational and academic education to over 5000 students1 from all over the world in campuses situated in Adelaide, Brisbane, Melbourne and Sydney.One of the most popular vocational choices, among international students, is the Hospitality Department. The Hospitality Department enrolls over 2980 students in their Sydney campuses alone, in all forms of education. The popularity of hospitality courses can be explained by the relatively low level of course difficulty, and relatively high levels of part-time and full- time job availability in hospitality businesses, as confirmed by the following researchers Ford et al. (1995), Mclnnis and Hartley (2002) and Bradley (2006).Most of the time these businesses are owned by students' fellow countrymen who are more willing to offer them employment and make them feel more comfortable in the work place. Th e hospitality courses are also one of the most popular choices among international students as, later on, they offer the opportunity to apply for Permanent Residency in Australia. Many students, for various reasons, are not able to balance the work load they take on and the academic performance required by the Australian Qualification Framework and Vocational Education and Training regulatory body. This brings significant consequences.As a result of the high number of hours in employment, students' academic results are being affected and they perform poorly in the classroom. The high number of students deemed Not Yet Competent (NYC), which means failed in different stages and in different subjects, was 40132 and reflects students' low ability in balancing paid-work and their studies. Another aspect of interest, addressed in this paper, is the possible relationship between the language spoken in the work place, international students' slow improvement in their English Language skills , any adverse consequences in academic performance and later employability.This research is significant as there have not been studies to address these issues in the area of Vocational Education in Australia for a significant period of time; certainly no studies have been undertaken in Carrick Institute of Education. There is an empirical understanding of the problems among management and therefore the research findings will offer a solid scientific base upon which to improve College policies and practice in respect of students' undesirable academic results. 2. Aims and ExpectationsThe academic literature review shows clearly that paid employment is a normal component of contemporary student life (Curtis and Shani 2002). Student participation in the workforce has a number of positive consequences: students receive pay, become independent, learn to manage money, make social contacts, build self-confidence in acquiring a job, and learn generic skills which increase their employability . Some research, however, has documented a range of negative outcomes such as fatigue, lack of autonomy, social isolation, low pay, and high stress (Lucas and Lammont 1998; Mclnnis and Hartley 2002).The aim of this study is to identify the extent and relationship between students' paid employment and their academic performance at Carrick Institute of Education in the Hospitality department, taking into consideration the students needs to balance their personal life with work participation and academic performance. The researcher tested the following two hypotheses: Hypothesis i. The researcher expects that the excessive work load is a key cause of students' performing poorly academically and explains the high number of NYCs. This situation could be created by many variables which will be clearly identified and analysed in the research.To some extent these NYCs cannot be reasonably managed, resulting in an even more difficult situation for the students, such as cancellation of their student visas in extreme cases. Hypothesis 2? is expected that there is a relationship between the languages most spoken at the work-place and students' slowness in improving their English language skills. It is assumed that poor English language skills are associated with poor academic performance and low employability. 3. Methodology used 3. 1 Sample selection The sample for this study comprised 70 students enrolled at Carrick Institute of Education, Sydney campus, Australia.For practical reasons the participants were selected using a quota system, randomly selecting the students from each class according to their respective stages, 5, 6, 7, and 8. The researcher ensured the proportions of males and females sampled were representative the population of students enrolled at Carrick Institute of Education. Data was obtained from 34 females (49 per cent), and 34 males (49 per cent). Ages varied from 20 to over 30 years (Mean = 22. 4; SD = 5. 8). 3. 2 Questionnaire development A ques tionnaire containing 14 questions was developed for use in this research.The questionnaire was developed through a series of tests and peer group discussions at the University of Technology, Sydney. The final version comprised three sections. The first section contained five closed-ended questions relating to the respondent's paid work. Questions pertained to the extent of work performed, reasons for working, and perceived benefits of working. There was an illustrative question linking the study profile with the work performed, as a factor contributing to the education taken, and a question showing the students' ability in finding paid employment in the field of their studies.Two questions directly related to students' academic performance (measured by their NYCs): students' perception of the consequences of poor performance; and student perception of the College's involvement in helping them to overcome these undesirable outcomes. In this case, negatively worded items were reverse- scored and responses to all items measuring common constructs were averaged to form a composite scale. The second section contained questions related to the second assumption and attempted to identify the students' country of origin, language spoken at work and academic performance.This section also contained a Likert-rype item aimed at identifying students' perception of College involvement in helping them to overcome negative academic performance. The questionnaire contained an open ended question which was intended to identify students' enthusiasm for the study they took and their future plans. The last section contained items seeking demographic information, including gender and age. 3. 3 Data Collection Research data was collected by distributing the questionnaires to four classes.One class from each stage in the final year of study was selected to cover the whole range of students in the campus in the Hospitality Department. The respondents were chosen randomly based on their arrival time in class. Time allocated for responding to the questions was at the teachers' discretion and the questionnaires were collected by the end of the day. Secondary data related to students' academic performance was obtained from the College administration. 4. Results and analysisThe rate of subjects' participation in this project was 87. 5 per cent; 80 surveys were distributed and 70 were filled in. From those 70 surveys, two were incomplete, representing 2. 85 per cent of the total participants and generating the No Answer percentage. For analysis purposes the following matrix was created: As revealed in Table 1, the researcher found that 84% of the students had a paid job which is well above the national average of 72. 5% of full-time students engaged in paid employment (Long and Hayden 2001). The increase of 11. % can be explained by the specificity of studies taken (hospitality) by students, and curriculum requirements that students should take paid works to gain work e xperience in the field of their studies. There was also strong pressure on students to take jobs in the hospitality industry from the Immigration Department, as a student qualifies for Permanent Resident (PR) visa requirements at the conclusion of their studies. Availability of part-time jobs in the hospitality industry may be another explanation for this phenomenon.The survey revealed a low number of students with no job (13%) which gives invites speculation on their reasons for not taking employment: the students may be not the principal applicant for PR, or they may have gained the minimum number of hours required. This issue needs more investigation but is outside the scope of this research. The research gained more strength from further examination the work load taken by students. 15% of students took over 20 hours of work per week and, from private discussions, the researcher found that some students took paid jobs well beyond this limit.To further explore the possibility that students' grades dramatically deteriorated if they took over 20 hours of work per week is difficult as further development of the issue could lead students to self-incrimination. Immigration Department regulations stipulate that students on a study visa may only take 20 hours of paid work per week. In support of our findings, research by Greenberger and Steinberg (1986), Professor Warren Payne (2003) from Victoria University, Melbourne, and others, demonstrates that work interferes with academic performance only when students undertake in excess of 20 hours of work per week.These findings were taken on board by Carrick's policies and reflected in Australian Immigration Department requirements. Beyond thispointphysicalandintellectual resources are rapidly depleted and academic performance declines dramatically. The research shows that, apart from the need to earn money because insufficient funds were provided by their family, as declared by 53% of the participants, reasons for engag ing in paid employment were to gain work experience (31. 45%), for social interaction and pocket money (13. 5%) and other reasons such as enjoyment, boredom, and the like (3%). Working and non-working respondents were not distinguished in terms of age, gender or marital status as these factors were not relevant to the topic of research. As expected, the number of students working in the Hospitality Industry was 79% which is in line with the College policies and government regulations. A surprising result emerges when the students revealed that they obtained employment without assistance (67%) and just 31% declared that they got help from family and friends in getting paid employment.College student services which offers employment opportunities was not mentioned at all in this respect which raises serious questions about the purpose and efficiency of this department. In terms of academic results, 60% of the participants declared that they had no grade of NYC, which overall, is not a very good academic performance. Also 13% of participants declared they had one NYC, 10% stated they had two NYCs, 3% of students declared that they had three NYC, and 3% acknowledged they had four NYCs and a further 3% declared they five NYCs.The most questionable category is that of 5% of participants declaring that they had over 10 NYCs which brings the total proportion of students with NYCs to 39%. The research findings strongly supported hypothesis 1 confirming the existence of a strong relationship between students' work load and academic performance. As the Table 1 shows, 30% of students work in businesses where the spoken language is Mandarin and Cantonese; 35% of them work in businesses where Hindi or other languages from the Indian subcontinent is spoken; and only 26% of students declared that the language spoken in the workplace is English.The last statement needs more clarification as ‘English language spoken in the workplace' could imply that English was the only means of communication between employees and customers, or that English was the only means of communication between employees as a result of diversity in the work place. These findings do not clearly support hypothesis 2 as a research question and do not confirm there is a strong relationship between language spoken in the workplace and slow improvement of students' English skills, with consequent detrimental results in academic performance and employability.Because of the time constraint, the researcher has no ability to further investigate this issue. In terms of support received from the College to overcome the undesirable academic results, 73% of the participants declared that they had been helped to get over the situation, and 23% stated there had been no support for them. If we correlate the total number of students with NYCs (38. 5%) and those who declared that they did not receive adequate support (23%) we can assume that they are the same individuals or that there is some o verlap.As an organization Carrick Institute of Education is viewed as a very good educational institution by 10% of participants, good by 34%, neutral by 43%, bad by 4% and very bad also by 4%. The findings reveal a high number of students with an indifferent attitude to services and the quality of education offered. This will be a good question for management to investigate further. The researcher declines any further analysis of the issue which does not fit into the purpose of the topic.The open ended question related to students' future plans revealed an entire range of plans which can be categorized as: getting a good job (20%); embarking upon further studies (9%); starting a small business (7%); becoming a manager and chef (about 7%); getting PR (7%); and what is most intriguing, 29% of respondents declared that, ? Do Not Know'(IDNK). The analysis of this issue is beyond the scope of this paper. Data was obtained from 34 females (49%), and 34 males (49%). Ages varied from 20 to over 30 years (Mean = 22. 4, SD = 5. 8). 5. Discussion and ConclusionsThis paper identifies aspects of academic performance thought to be negatively affected by participation in paid employment and the language mostly spoken in the work place. This research as well as that of Greenberger and Steinberg (1986) and Payne (2003) demonstrates that work interferes with academic performance only when students undertake in excess of 20 hours of work per week which was taken on board by Carrick Institute of Education and the Immigration Department as a threshold. The mean number of hours worked by students at Carrick Institute of Education is 15 hours per week and is similar to the averages reported in previous studies.The jobs were mainly in the Hospitality Industries, similar to those reported by (Ford et al. 1995; Mclnnis and Hartley 2002). Indeed, in situations where jobs and study programs are closely aligned, positive effects may even be evidenced, because job experiences provide stud ents with opportunities to develop values and skills that are transferable to their current studies, and the context of their future careers (Luzzo et al. 1997). Similar findings are reported by Hammes and Haller (1983) and Hay et al. (1970).Findings in relation to the language spoken at the workplace shows that: 30% of students work in businesses where the spoken language is Mandarin and Cantonese; 35% of them work in businesses where Hindi or other languages from the Indian subcontinent are spoken; and only 26% of students declared that the language spoken in the workplace is English. These findings do not support Hypothesis 2 and do not confirm there is a strong relationship between the language spoken in the workplace and slow improvement of students' English skills with detrimental results in academic performance and employability.In clarifying this research question further work have to be done. This research was limited by the relatively small sample of participants and very limited time allocation. Future research should be carried out to obtain in-depth longitudinal data to enable temporal and causal relations between numerous other variables which need to be more clearly understood. This research is significant as there have not been studies to address these issues in the area of Vocational Education in Australia for a significant period of time and certainly no studies have been undertaken in the Carrick Institute of Education.Footnote 1 The numbers of students enrolled at Carrick Institute of Education, in different forms of education, were correct at the time of the survey. 2 The number is valid for August 2008. References References 1. Anlezark, A. (2005), ‘An aid to systematic reviews of research in vocational education and training in Australia', Journal ofVocational Education Research, Vol. 11, Issue 3. 2. Applegate, C. and Daly, A. 2006, ‘The impact of paid work on the academic performance of students: a case study from the Univer sity of Canberra', Australian Journal of Education, Vol. 0, Issue 2, pp. 155-166. 3. Anyanwu, C. (1998), ‘Is internationalisation in the classroom a reverse discrimination on Australian students? ‘ In Black, B. and Stanley, N. (Eds. ), Teaching and Learning in Changing Times, pp. 17-21. Proceedings of the 7th Annual Teaching Learning Forum, The University of Western Australia, Perth, Australia. 4. Barling, J. , Rogers, K. and Kelloway, E. K. 1995, ‘Some effects of teenagers' part-time employment: the quantity and quality of work make the difference', Journal of Organizational Behavior, Vol. 16, Issue 2, pp. 143-154. 5. Baron,R. M. and Kenny, D. A. 1986, ‘The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations', Journal of Personality and Social Psychology, Vol. 51, Issue 6, pp. 1173-1182. 6. Barone, F. J. 1993, The effects of part-time employment on academic performance. NASSP Bulleti n, Vol. 76, Issue 549, pp. 67-73. 7. Bella, S. K. and Huba, M. E. 1982, Student part-time jobs: the relationship between type of job and academic performance. Journal of Student Financial Aid, Vol. 12, Issue 3, pp. 22-27. 8. Biggs, J. B. 987, Student approaches to learning and studying, Australian Council for Educational Research, Melbourne. 9. Bradley, G. , 2006, Work participation and academic performance: a test of alternative propositions. Journal of Education and Work, Vol. 19, Issue 5, pp. 481-501. 10. Curtis, S. and Shani, N. 2002, The effect of taking paid employment during term-time on students' academic studies. Journal of Further and Higher Education, Vol. 26, Issue 2, pp. 129-138. 11. Euro Student, 2000, Socioeconomic living conditions of students, viewed 17 February 2010, http://www. his. de/Abt2/ Auslandsstudium/Eurostudent/index. tm. 12. Ford, J. , Bosworth, D. and Wilson, R. 1995, Part-time work and fulltime higher education. Studies in Higher Education, Vol. 20, Iss ue 2, pp. 87-202. 13. Graham B. 2006, Work participation and academic performance: a test of alternative propositions, Journal of Education and Work, Vol. 19, Issue 5, pp. 481-501 14. Greenberger, E. and Steinberg L. 1986, When teenagers work: the psychological and social costs of adolescent employment. Basic Books Inc. , NY. 15. Hammer, L. B. , Grigsby, T. D. and Woods, S. 1998, The conflicting demands of work, family, and school among students at an urban university.Journal of Psychology, Vol. 132, Issue 2, pp. 220-226. 16. Hunt, A. , Lincoln, I. and Walker, A. 2004, Term-time Employment and Academic Attainment: Evidence from a Large-scale Survey of Undergraduates at Northumbria University, Journal of Further Education, Vol. 28, Issue 1, pp. 3-18. 17. Johnson, K. and Lucas, R. 2002, Student Employment Within Services: A UK, Central and Eastern European Perspective, Research and Practice in Human Resource Management, Vol. 10, Issue 1, pp. 53-67. 18. Lucas, R and Lammont, N. 1998, C ombining work and study: An empirical study of students in work in school, college and university.Journal of Education and Work, Vol. 11, Issue 1, pp. 41-56. 19. Long, M. and Hayden, M. 2001, Paying their way: a survey of Australian undergraduate university student finances, 2000. Australian Vice-Chancellors' Committee, viewed 17 February 2010, . 20. Lounsbury, J. W. ; Gibson, L. W. ; Sundstrom, E. ; Wilburn, D. ; Loveland, J. M. (2004), An Empirical Investigation of the Proposition that ‘School Is Work': a comparison of personality-performance correlations in school and work settings. Journal of Education and Work, Vol. 7, Issue 1, pp. 119-131. 21. Lucas, R. and Lammont, N. 1998, Combining work and study: an empiricalstudy of full-time students in school, college and university, Journal of Education and Work, Vol. 11, Issue 1, pp. 41-56. 22. Luzzo, D. A. , Hitchings, W. E. , Retish, P. and Shoemaker, A. 1999, Evaluating differences in college students' career decision making on the basis of disability status. Career Development Quarterly , Vol. 48, Issue 1, pp. 142-156. 23. Mclnnes, C. and Hartley, R. 2002, Managing Study and Work, DEST website, viewed, August 2009, ;http://www. dest. gov. au;. 24.Paton-Saltzburg, R. and Lindsay, R. 1994, The effect of paid employment on the academic performance of full-time students in higher education. Oxford, UK. 25. Stern, D. and Nakata, Y. 1991, Paid employment among U. S. college students: Trends, effects, and possible causes. The Journal of Higher Education, Vol. 62, Issue 1, pp. 25-43. 26. Sorensen, L. , and Winn, S. 1993, Student loans: a case study. Higher Education Review. Vol. 25, Issue 3, pp. 48-65. 27. Trochim, W. M. K. 2006, Ethics in Research, viewed 14 February 2010, ;www. socialresearchmethods. net/kb/ethics;. AuthorAffiliationSorin BLAGA* AuthorAffiliation * Carrick Institute of Education, Australia. E-mail address: [email  protected] net. au. Word count: 4095 Copyright Babes Bolyai University 2012 Indexing (details) Cite Subject Academic achievement; College students; Core curriculum; Language; Tuition Company / organization Name:Carrick Institute of Education-Sydney AustraliaNAICS:611310| Title STUDENTS' PAID EMPLOYMENT AND ACADEMIC PERFORMANCE AT CARRICK INSTITUTE OF EDUCATION, SYDNEY CAMPUS Author Blaga, Sorin Publication title Review of Economic Studies and Research Virgil Madgearu Volume 5 Issue 1 Pages 5-22Number of pages 18 Publication year 2012 Publication date 2012 Year 2012 Publisher Babes Bolyai University Place of publication Cluj-Napoca Country of publication Romania Publication subject Business And Economics ISSN 20690606 Source type Scholarly Journals Language of publication English Document type Feature Document feature Tables;References;Graphs;Charts ProQuest document ID 1024823717 Document URL http://search. proquest. com. libraryproxy. griffith. edu. au/docview/1024823717? accountid=14543 Copyright Copyright Babes Bolyai University 2012 Last updated 2012-07 -14 Database ProQuest Central

Observation #7 Essay Example | Topics and Well Written Essays - 250 words

Observation #7 - Essay Example They were discussing new trends in hairstyles and makeup. I could sense that they were very formal with each other, as their gestures were showing. Their language was also very formal. They greeted each other with â€Å"Good day!† and departed with â€Å"Have a nice day!† kind of statements. I heard the conversation closely, and I did not hear even one slang or abusive word. I guessed that they were meeting for the first time, and that is why there were being so formal. 3. I observed a male and a female in the school setting of my younger brother. The male was a child’s father, and the female was the teacher. The man was complaining about her child’s progress, and was blaming the teacher for not paying attention. I could hear phrases like â€Å"You people don’t care†¦Ã¢â‚¬ , and â€Å"Is this your system?† The teacher was being apologetic, and was convincing the man that they were not at fault. I could sense this as I heard phrases like â€Å"Look Sir!† and â€Å"With due respect†¦Ã¢â‚¬  etc. The man’s language was aggressive; while, the teacher’s language was

Why God Allowed Sin into the World Essay Example | Topics and Well Written Essays - 500 words

Why God Allowed Sin into the World - Essay Example This paper illustrates that many definitions are in use in establishing the real meaning of sin. Among the many definitions, many individuals commonly use two. Sin is the violation of an ideal relationship that exists between God and an individual or sin also involves from the ideal order of human beings. Indeed, the two definitions provide a good foundation for the understanding of sin and the various aspects pertaining to it. On such an understanding on what sin is, determining the major reasons contributing to why God allowed sin into the world remains a significantly easy task. Many question the reason why God permits sin to reign in the world, which causes great suffering among many individuals, despite His all-powerful nature. Sin originated from the Garden of Eden after the disobedience of Adam and Eve, after doing contrary to the will of God. Such an understanding brings about two major reasons as to why God allowed sin into the world. God allowed sin into the world in order to manifest his true nature and other valuable lessons. God allows sin into the world as a proof that indeed sin and its evil nature are malignant, and that the suffering attributed to sin, proofs that any contrast to God’s will results in suffering, pain, and finally leads to death. God's nature manifests best in human beings through suffering, considering that during sufferings, many individuals tend to tighten their relationship with God.

Movie analysis Essay Example | Topics and Well Written Essays - 1750 words

Movie analysis - Essay Example She then wakes up with the reality at home. She is beaten by her mom physically while she does the chores and cooking at home. One night, her principal at school visited her and seeks to speak with her mom. The principal, Mrs. Lichenstein, talks to her mom about Precious going to an alternative school Each One, Teach One, where, she thinks that Precious would get better learning. Mary, extremely aghast at the suggestion of the principal, beat Precious as soon as the principal left. She blamed Precious for her miserable life, adding accusation of stealing her lover (Precious father) when he raped her child in her presence. She verbally oppress Precious with negative words such as fat, ugly, undesirable and that school will do her no good. She don’t want Precious to go that new school in fear that it would jeopardize the welfare checks coming from the government as she pretends to be a good but jobless mom in front of the Social Welfare. Precious went to the suggested Alternative school Each One, Teach One where she met her understandable but straight A lesbian Ms. Blue Rain. She was encouraged by her new teacher and fellow students on her new environment. She developed her writing abilities as their teacher constantly asked them to write about what is in their hearts. True enough, the welfare checks stopped coming making Mary bellow in total hysterics and once again beat Precious. Precious, tired of lies soon revealed to the Social Welfare about her mom’s cruel treatment to her and asks for assistance to be moved away from her. Precious gave birth to her second child as she is reciting in class. At the hospital she met John, her attending nurse and discovered the fresh feeling of getting attended upon. When she was discharged, she returns home with her mom totally in wreck, determined to bring havoc once again through the many modes of abuse. She ran away with her baby Abdul. Precious got assistance from the social welfare to be housed

ACADEMIC RECOGNITION FOR CPD IN TENNIS COACHING MANAGEMENT Essay

ACADEMIC RECOGNITION FOR CPD IN TENNIS COACHING MANAGEMENT - Essay Example Extending the discussion in this particular regard, it can be affirmed that continuous learning is one of the imperative aspects, which is associated with an individual. It would be vital to mention that continuous learning in any particular domain not only enhances the skills along with the abilities of an individual but it also ensures the attainment of various goals that set by an individual in his/her lifetime in a comprehensive manner (AL-Busafi & et.al., 2013). The process of continuous learning also enhances the ability of an individual towards dealing with various challenges and problems that arise in his/her life. In this regard, the aspect of continuing/continuous professional development (CPD) will be quite significant to take into concern and discuss. Notably, CPD is an approach of any individual where he/she intends to enhance his/her ability, skills or knowledge with regard to gain noteworthy success in professional aspect. CPD also signifies the continuous ability of an individual to augment his/her skills and abilities in the professional domain altogether. The importance of CPD in various domain of professional periphery can also be signified from the aspect that it is visible in almost every professional domain throughout the globe. CPD is also considered as quite important as it is regarded as a structured approach of an individual towards gaining maximum and uninterrupted learning to develop himself or herself in becoming muc h competent towards various noteworthy practices. These practices often possess the capability towards leading individuals in their professional development by a considerable extent. CPD can be both formal/ structured as well as informal/self-directed based on the situation a person is in and the desire to conduct the same. In order to acquire a comprehensive understanding in

Travel and Tourism Environment in Brazil Case Study

Travel and Tourism Environment in Brazil - Case Study Example During the 18th and 19th centuries, it became the commercial center for the rich sugar and cotton region along the zona da Mata west of Arcanum. Out at the Engenho Boa Sorte, two km from town along the river, is the baroque Igreja de Camandaroba, the second building that the Jesuits constructed back in 1731.Aracaju just may be the Cleveland of the Northeast. The city has little to offer the visitor-there is no colonial inheritance-and it is visually quite unattractive. Even beaches are below the prevailing high standard of the Brazilian Northeast. the Permanent Secretary relates to the activities and developments which have taken place in the period between the XVI Inter-American Travel Congress, which was held in Panama on November 25-28, 1991, and the XVII Congress. In this regard, it includes a summary report on the implementation of the resolutions of the XVI Congress, the activities of the Permanent Executive Committee (PEC), and developments relating to the General Secretariat's involvement in tourism related projects and activities. THE DEVELOPMENT OF INTEGRATED TOURISM ITINERARIES,ECOTOURISM,THE ENVIRONMENT AND TOURISM,SHORT-TERM TRAINING IN ECOTOURISM FOR THE HOTEL AND TOURISM INDUSTRY,THE ECONOMIC BENEFITS FROM TOURISM,ATTRACTING ADDITIONAL SOURCES OF CONCESSIONARY CREDIT FOR TOURISM DEVELOPMENT PROJECT,CRUISE TOURISM,FINANCING FOR TOURISM DEVELOPMENT PROJECTS 2. Roles of government, private and international organizations in developing tourism (how the government is hThe Brazilian study is the first attempt to identify those national organizations that are Making grants for public benefit in Brazil. It provides many valuable insights into the origins and nature of these organizations and their capacity to mobilize and distribute resources and Suggests ways to increase their role and impact. The findings are based on a universe of 31Grant making foundations.elping, example: foreigner policies, duty free, taxation, relaxing policies for tourists).The study shows that over three quarters of all foundations operate their own programs in Addition to giving grants. One striking feature of the Brazilian context is that these programs Are frequently operated in partnership with other nonprofits, government programs, Community associations or corporations. Through such partnerships, which take many forms and also include donations, foundations test pilot programs, replicate successful initiative sand transfer business skills. It is significant that education is given a high priority by Brazilian foundations, constituting a Programmatic priority for 81% of foundations.5 the author suggests that this is largely because education is a popular cause with the public, represents a low risk and fits national Priorities, making it possible to leverage government resources. The Brazilian study shows that corporate grant makers are playing a key role in the creation ofa new professional culture of grant making and have introduced concepts and practices from The business sector into the management of their organizations. Program designed for staff member of Brazil's congress to observe education initiatives in the

Orgnaization behaviour Case Study Example | Topics and Well Written Essays - 500 words

Orgnaization behaviour - Case Study Example There is a relationship between the team needs and motivation. Having various motivators in a team leads to satisfying the needs of each member of the team. Motivators persuade team members to offer their best endeavors in tackling a professional task. It regulates the individual’s internal energy and stimulates him or her in action (Stogdill, 1963). There are a number of reasons why team members require motivators. The first one is recognition. Every member of the team would desire to be appreciated for what he or she has done for an organization. This leads to personal satisfaction since the member feels that there are special privileges and benefits obtained from participation in the team. The second one is power. Motivators such as job promotion provide opportunities to compete for authority and responsibility within as an organization (Stogdill, 1963). Every member in a team has a passion of either being an expeditor or an administrator. These two positions are highly ranked interests because they hold the highest levels of authority and well paid as well. Team members also require motivators for affiliation. They need to feel satisfied and belonging to the team. Our team is made up of five members and they include: Nasser Alsahla, Christopher Coutu, Riley Vary, Abdullrahman sawaf, and Mohammad Alshahrani. Their abilities were analyzed by the birkman method to identify areas where they were least motivated. Two areas with the lowest scores were identified and include planning and administrating. The least motivated individual in planning were Nasser Alsahla and Riley vary both scoring 3 points. On the other hand, in administrating the least motivated were Mohammad Alshahrani, Nasser Alsahla , and Abdullrahman sawaf all scoring 8 points (Stogdill, 1963). The least motivated members of a team fail to succeed in an organization and adversely affect other members in the team. In the area of planning, Nasser

Changes in Earth's Albedo Measured by Satellite (Wielicki et al, 825) Essay

Changes in Earth's Albedo Measured by Satellite (Wielicki et al, 825) - Essay Example The global albedo is found to change with changes in the cloud cover, amount of atmospheric aerosols, and forest, snow, & ice cover on the earth’s surface. The magnitude of impact on global albedo due to events caused on earth can be demonstrated by the following example – A volcanic eruption in Mount Pinatubo in June 1991 released aerosols in the stratosphere, which raised global albedo by almost 0.007 in a span of two years. A larger increase in global albedo with unknown causes was reported to occur between 2001 and 2003. In order to investigate whether any significant changes in global albedo occurred between 2001 and 2003, Wielicki et al. examined the observations made by global satellites that measured changes in the earth’s albedo (825). These observations included those made by CERES (Clouds and Earth’s Radiant Energy System) of NASA’s Terra spacecraft. The monthly anomalies in the data caused by seasonal changes were nullified and data was plotted. The data provided by CERES covers global observations for the complete solar spectrum ranging from a wavelength of 0.3 to 4 Â µm. The observations of the global data reveals a small decrease of about 0.006 in the global albedo corresponding to about 2 W m-2 decrease in the shortwave reflected flux. These results contradict with those obtained by Palle et al, who demonstrated a large increase of about 0.017 in the global albedo corresponding to an increase of about 6 W m-2 in the shortwave reflected flux. Independent observations made by two individual CERES instruments were compared. It is believed that the 1.1 W m-2 decrease in the flux observed by one of the CERES instruments could be due to exposure to ultraviolet radiation during a hemispheric scan. When taken into consideration, this further reduces the anomaly to 0.9 W m-2. Wielicki et al. further explain the effect of change in albedo on earth’s climate (825). When changes in land surface, aerosols, and fores t, snow and ice cover is the cause for change in albedo, then increasing albedo results cooling of the earth and decreasing albedo results in warming. These changes on earth’s surface significantly influence the amount of reflected solar radiation but have comparatively minor effects on the emitted thermal infrared radiation that results in cooling. Wielicki et al. contend that if observations made by Palle et al. were correct, then there would have been global cooling double of what had been observed in the Pinatubo eruption. However, such a global cooling was not observed. Furthermore, Wielicki et al. explain another possibility that the earth’s total ocean heat storage could witness a significant reduction. It is estimated that between 2000 to 2002, the ocean heat storage has experienced an increase of 0.7 W m-2. In order to account for the global changes in reflected solar flux, the flux in ocean heat storage was scaled to global surface area from an ocean-only are a utilized by Willis et al (Wielicki et al. 825). According to Wielicki et al, if changes in global albedo were occurring, then there would be a decrease of 0.7 Â ± 0.8 W m-2 in the reflected flux. This is found to be consistent with the observations made by CERES. Until now, only the effects of change in albedo have been discussed. Cloud changes may also be affecting both the earth’s albedo and its thermal infrared cooling, and may also be a cause for albedo changes that do not

Nigeria, a Multi Ethnic Nation Essay Example for Free

Nigeria, a Multi Ethnic Nation Essay Says : Cultures have been able to integrate drinking into a religious and symbolic context. Irish tend to have a serious drinking problem with drinking; Jews and Italians do not. There are two psychological explanations to be found for alcoholism-cultural and psychological. In a culture in which the demands for male supportiveness are high and there is low support for assertiveness in the male role, the author argues that drinking increases in men at least. The author also discuss the influence of drinking socialization on drinking patterns. Does : It provides the background knowledge required to understand the contents of the book. It introduces the proposition through specialized, concrete and qualitative premises. Chapter Three (Page 36-52) Says : Different cultures are evaluated on the he characteristics of power and support. The Irish and Italians are high on power and support, while the Swedes and Jews are low. Italians and Jews are high on support than are Irish and Swedes. On this basis, it can expected that the groups would rank themselves in terms of alcohol consumption in the following order : irish, Swedes, Italians, Jews. Thus, there is a striking difference in the drinking environment of each drinking group. Does : It provides reasons in support of the proposition. It provides concrete and qualitative examples. It also provides several descriptive examples and qualitative evidence. Chapter Six (Page 83-89) Says : The chapter examines whether the different ethnic groups may have different addiction subcultures. The Irish may drink more because they have an oral dependency subculture. While various groups do not differ enormously in their adolescent years in their levels of drug consumption, young people from the different groups seem to find their way into peer-group environments where the propensity to abuse alcohol and drugs is high. Does : It provides several specialized and concrete research findings. It introduces several implications of the proposition. Chapter Eight (Page 95-101) Says : There are different drinking subcultures among ethnic groups studied, which influence the drinking behavior and ones propensity to have drinking problems. These cultures are remarkably durable, persisting across generations. Does : It provides a conclusion for the book, and highlights the most important facts related to drinking and ethnicity.

The Life of King David

The Life of King David David was the second king of Israel and a descendant of Abraham. He was the youngest of eight brothers in his family (1Samuel 17:22) and was growing up as a shepherd (Bible Dictionary). He was the father of the well known king Solomon. In New Testament Jesus called as son of David. I am going to tell about Davids life before he became a king; a description of his way of becoming a king of Israel. As a king he was righteous and brave. However, as far as I am concerned, his life before becoming a king was also interesting to know. I have chosen to concentrate particularly on this part of his life, because at that point he seemed to be an ordinary person like an average shepherd, but his great faith and believe in God gave him such a strength and bravery, that he managed to become a famous hero and king in the Biblical story of Israel. The story of David begins in the Bible from the 16th chapter of 1st Samuel. David was the youngest son of Jesse, who was son of Obed. Also here we get information about his anointment by Samuel, who was a prophet before and had set Saul on throne for the United Kingdom. After that, David faced the first trial which defined his future. It was the war with Philistine. Philistines had one unbeatable warrior Goliath whom they sent to fight with any Israelite warrior. The end of their battle would define the winner. Goliath was a champion in Philistine army, he was tall and strong. No one from Israelite army wanted to fight with him, because they were afraid of him. Some forty days later (New Bible Commentary, 2006, England) David became a warrior and fought against Goliath. The decision of fighting with Goliath for David was not made due to the wealth and honor, but rather because of the presence and honor of God (New Bible Commentary, 2006, England). Therefore, David showed here that he is a better leader and warrior than Saul. After that fight, where David defeated Goliath, Saul understood that David had more faith and strength than he had and that David was chosen by God. After that, David became a national hero, who saved Israel people from Philistine army. His popularity was growing and spreading. That was not beneficial for Saul, because he could lose his position in Israel and thus his offspring would not inherent the throne. So Saul decided to kill David and save the throne for himself and his sons. At the same time Saul gave his daughter to David to marry her. Son of Saul Jonathan got a task from his father to kill David in any way possible. Jonathan was very proud of David and told him about his father idea (1 Samuel 19:2-3). Later David has a long way of becoming as a king. There were a lot of situations when Saul tried to kill David, but he always escaped and was saved. This proved that he, as a faithful and righteous man, was protected by God. The most interesting thing is that David, as a very righteous and faithful man, knew Sauls plans to kill him, even when he had a chance to kill Saul he did not do it. I think that it was because that behavior showed to Saul that he even as a king was weaker than the one chosen by God. Saul was Davids enemy, but David was never Sauls enemy (New Bible Commentary, 2006). Davids behavior proves that he was not afraid of Saul, the powerful king of Israel; he was stronger and than Saul because of his true belief in God. So that fact shows that David was blessed by God and was none other than the future king of Israel. First time when Saul sent David to the most dangerous battle, hoping for his death, David has always emerged victorious. When Saul had sent one of his assassins, David, with his wife Mikal, fled from the palace and was forced to hide in caves. Each time David was meeting anyone from his story of becoming a king of the United Monarchy (1 Samuel 18 2 Samuel 1) he was always presented as a righteous and wise man and everyone appreciated that. Even Sauls own family loved David.(New Bible Commentary, 2006) There were a lot of cases where we can see him as a good man with wise and faithful heart. As I think he became a great believer in God and faithful from that time when God was talking to him about his mission in the battle against Philistines. As far as I am concerned, David is a great character from the Bible. His life after becoming a king was also very interesting, but not as pure, faithful and gracious as the time before becoming a king. This character is one of the best examples of a faithful and holy character in the Bible, besides the time of him being a king. That character includes real characteristics of a strong and faithful person, because he was living in harmony with himself and God. He is the man, who was strong, brave, and righteous; who was fighting for his people, nation and independence. I agree that Davids actions and behavior as a king put a great cross on his reputation, therefore I wanted to show the best side of his life and prove that Bible is a history book of Hebrew PEOPLE (Janes lectures), because all of them had both weaknesses and strong sides in their characteristics. I chose to demonstrate that there are no essentially bad people in the Bible; all of them are sinful, yet all of them prove to be good and righteous as well. I really do believe that sometimes faith and belief can make people stronger without strength, and somehow the invisible hand of God can save good people and give them free choice. David was a sinful person, yet I would point out not only his sinful actions after becoming the king of united Monarchy, but more of the faithful obedience he possessed. He was a good example of active, faithful, and courageous character in this passive and sometimes mysterious world.

Matewan and Norma Rae Essay -- Capitalism Feudalism Economics Essays

Matewan and Norma Rae Theoretically, the characters of both Matewan, and Norma Rae take part in a capitalistic society. In both situations the people are partaking in a form of labor market, where they are selling their time and energy. However, the town of Matewan, governed by the Stone Mountain Coal Companies' monopoly on the land and businesses, and isolated by distance and limited technology, as fallen into a feudalistic condition. Despite the fact that Norma Rae's small hometown of Alabama bears a great resemblance to the town of Matewan, their economic situation remains a form of capitalism. Though the Henely Mill is a dominating force in the small town, with a strong financial hold over the citizens, it is not as dictatorial of the society as the Stone Mountain Coal Company is over Matewan. In signing the Stone Mountain Coal Company's contract the coal miners did not simply agree to sell the company their time and labor; they signed away their lives. In a capitalistic society one goes to work in an industry of their choosing, is compensated with a fair wage. In such a society the business one works for has no authority over where their workers eat, sleep, or spend their leisure hours. However, the town of Matewan is trapped under the hegemonic power of the coal company. The coal company has a monopoly over the predominant natural resources in the area. Their ownership is not only limited to the coalmines, but to the general store, and the much of the town's housing. Within the bonding contract of the mine workers are forbidden to buy their supplies from anywhere other than the general store, and are forced to reside in the coal company's housing. The coal company enforces this by paying their workers in company script... ... were not only forced to reside in company housing and buy for the company store, but were also forbidden to launch a union. Norma Rae, and her fellow workers, were not under a binding contract to the Henely Mill; and were tied to the organization only when working on the grounds. Due to their contractual agreement, or lack thereof, the Henely Mill workers held the legal rights to form a union, where the coal miners were banned from us and undertaking. A union formation was possible in Norma Rae's town due to one essential element: the legal rights, and government support. This was made possible by the time frame, and the geographical location of the small Alabama town. Rupert's odyssey to begin a union was fully supported by the U.S. government; he held the rights to inspect the mill, put up notices, and converse with the workers on their off hours and breaks.

Horror Movies Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Natural Born Killers,† â€Å" Psycho,† â€Å" Friday the 13th ,† and â€Å"The Legend of Sleepy Hollow† are all horror films. In these films there is always some crazy person or monster-like character that goes around and slaughters innocent people. And usually, but not all the time the killer is killed at the end of the movie. The media publishes or broadcasts stories that say that horror films influence people to imitate these wrongful acts of violence. I believe that these movies do not influence people to imitate these murderous crimes onto innocent people. Horror films are a way for people to exercise their violent emotions with out hurting anyone.   Ã‚  Ã‚  Ã‚  Ã‚  The media publishes ,in my mind stupid , stories about horror films that say that some whacked out kid has just killed someone because of a horror film he or she saw. I think that the kid blaming the movie is just a reason to get out of jail time. The parents of these kids should not be showing there 8 years old children horror films in the first place. That is why there is a ratings system. And all horror movies are rated R, which means no one under the age of 17 should watch the movie with out adult supervision.   Ã‚  Ã‚  Ã‚  Ã‚   A movie that comes to my mind for a movie supposedly influencing people is the Oliver Stone movie â€Å"Natural Born Killers.† In it Woody Harrelson and Juliette Lewis play a couple that go on a violent crime spree. They kill dozens ... Horror Movies Essay -- essays research papers fc   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Natural Born Killers,† â€Å" Psycho,† â€Å" Friday the 13th ,† and â€Å"The Legend of Sleepy Hollow† are all horror films. In these films there is always some crazy person or monster-like character that goes around and slaughters innocent people. And usually, but not all the time the killer is killed at the end of the movie. The media publishes or broadcasts stories that say that horror films influence people to imitate these wrongful acts of violence. I believe that these movies do not influence people to imitate these murderous crimes onto innocent people. Horror films are a way for people to exercise their violent emotions with out hurting anyone.   Ã‚  Ã‚  Ã‚  Ã‚  The media publishes ,in my mind stupid , stories about horror films that say that some whacked out kid has just killed someone because of a horror film he or she saw. I think that the kid blaming the movie is just a reason to get out of jail time. The parents of these kids should not be showing there 8 years old children horror films in the first place. That is why there is a ratings system. And all horror movies are rated R, which means no one under the age of 17 should watch the movie with out adult supervision.   Ã‚  Ã‚  Ã‚  Ã‚   A movie that comes to my mind for a movie supposedly influencing people is the Oliver Stone movie â€Å"Natural Born Killers.† In it Woody Harrelson and Juliette Lewis play a couple that go on a violent crime spree. They kill dozens ...

Free College Essays - The Hidden Meaning of Gullivers Travels :: Gullivers Travels Essays

The Hidden Meaning of Gulliver's Travels  Ã‚  Ã‚  Ã‚  Ã‚   Gulliver's Travels is one of the most beloved satires of all time (Forster 11). Yet, careful analysis shows it to be very complex with not one definite interpretation. A very surface reading may leave one feeling that the point of the book is "don't be Yahoo." This is the message that David Ward feels Gulliver the character is giving and says that it is no more complex than Orwell's, "four legs good, two legs bad." But this grows out of the fact of Gulliver's nature. A synthesis of the opinions of the writers I read paints Gulliver as an average man of average courage, honesty, compassion, and intellect, a typical Englishman. But there is nothing typical about Gulliver's Travels. What Swift has accomplished by making Gulliver the embodiment of common English values and beliefs and then having him visit far away lands that are really the mirrors of English society is an interesting satirical device. He forces the English reader to unknowingly judge English society, not according to some higher law or pristine observer, but through the lens of their own cherished values. This effectively turns English beliefs and values in on themselves as a test of their merit. Swift echoes this structure by first having Gulliver visit a land of little people, which causes one to observe them with scrutiny. Then Gulliver immediately travels to a land of giants which causes scrutiny of Gulliver, who is now the little one. After a series of different looks at society through the first three voyages, Gulliver travels to Houyhnhnmland where the nature of people themselves are given the strongest censure, by being directly paralleled with the loathsome Yahoos. Here Swift bluntly attacks almost every aspect of society, which is then compared to the Yahoos point by point by the Grey Mare. Gulliver and the reader finally identify themselves completely with the Yahoos (see close commentary), and Gulliver decides to abandon Yahooism forever. But, he is then immediately banished from the island by the Houyhnhnm assembly. This poses an interesting question (see close commentary). What is Swift's final message then about man or his future? The fact that Gulliver is unable to stay with the Houyhnhnms or adhere to their principles after leaving the island, does not mean to me that man is doomed. I think Swift is saying that man will always be Yahoo, but at the same time I think he is advocating an awareness of our Yahoo nature.

Case Study: Tracey Essay

Transitioning to adulthood can be stressful and challenging for all, but for those diagnosed with Autism Spectrum Disorder (ASD) and their caregivers transitioning to adulthood can provoke feeling of uncertainty or even fear. People with ASD function at different levels and require varying degrees of care. There should be an individualized educational plan (IEP) established by age 16 containing postsecondary goals related to training, education, employment, and independent living skills along with the transition services needed to assist in reaching those goals referred to as individualized transition plan (ITP) (Heward, 2013). Defining the needs of young adults with ASD should start with listening to the individual and helping him or her plan for the life he or she wants. When establishing an ITP, goals in education/training, employment and independent living; type of support needed on a job; residential alternatives; and interventions for any behavioral problems should be addressed . Tracey is a twenty-one-year-old student diagnosed with ASD who can have difficulties with transitions and requires that her routine be predictable. Tracey’s goals are to attend college, work in an office and share an apartment with a school friend when she graduates. Tracey reads at a second grade level and will need extensive support from educators in order to achieve her goal of receiving a postsecondary education. Tracey’s educational curriculum should use a functional skills approach that will help her master critical skills for use in home, community, school, and work settings (Snell & Brown, 2006). Tracey will complete a technical training program that will include learning work behaviors and job skills that will be useful in an office work environment. It will be essential to coordinate communication between the school and community based service providers in order to identify potential employers. Tracey will sample different job tasks within an office environmen t taking advantage of her friendly disposition and ability to follow directions when  they are paired with pictures to help her understand the steps in completing more complicated tasks. Job tasks may include office maintenance, delivering messages, sorting and organizing material, and offering assistance to other personnel. Tracey is able to complete her daily living skills relatively independently but needs reminders to choose appropriate clothing and change her clothes on a regular basis. Her parents will provide positive reinforcement and implement a self-management intervention plan to encourage Tracey’s appropriate behaviors. Tracey is frequently impulsive which sometimes results in grabbing and even pushing another peer. An important aspect of transitioning is to address challenging behaviors through the use of behavioral strategies. Tracey will practice conflict resolution skills by learning to communicate her feelings and practicing relaxation techniques during stressful situations. In an effort to increase Tracey’s independence she will enter the workforce while receiving appropriate training. As Tracey enters the workforce she will require su pported employment because she has never been employed. She will be receiving functional skills training that will prepare her with specific job skills required to work in an office as she desires. Heward (2009) indicates â€Å"The individual placement model of supported employment consists of developing jobs with employers in the community, systematically assessing clients’ job preferences, carefully placing employees in jobs they want, implementing intensive job site training and advocacy, building systems of natural supports on the job site, monitoring client performance, and taking a systematic approach to long-term job retention† (p. 539). This type of supported employment is the best approach for Tracey because no two people with ASD are alike; employment should capitalize on Tracey’s strengths, abilities and interests. In this type of employment Tracey will receive ongoing support services while on the job from a job coach that will provide intensive on-site job training and support, which will be modified over time as she becomes more successful at completing her job tasks. It is important that the job coach gradually reduce the time spent providing direct training to Tracey in order to: avoid disruptions in the workplace, keep Tracey from interacting with coworkers without disabilities and have Tracey become too dependent on the job coach keeping her from developing problem solving skills and taking responsibility for her own actions (Heward, 2013). Tracey’s training/support should focus on how to get to and from work, scheduling, following instructions (supported by pictures), interactions with coworkers, money management and self-advocacy. Tracey’s goal is to live in an apartment with a college friend. Supported living is designed to foster an individual’s integration to the community as he or she works toward his or her personal goals. A supported living model is suited for Tracey because she has established basic life skills and does not have significant levels of challenging behaviors but still requires assistance in some areas. An apartment cluster houses people with disabilities while having another nearby apartment for a support person or staff member (Heward, 2013). This type of living arrangement will offer Tracey flexibility in the amount of support she receives. Again, support will be adjusted as Tracey becomes more independent and fluent with her everyday living skills. A daily schedule will be provided for Tracey to remind her of things like hygiene routine, personal care (picking and changing her clothes), and household chores. Heward (2013) suggests â€Å"to facilitate social integration, people without disabilities may also occupy some apartments in an apartment cluster† (p. 5450). Autism Living and Working (ALAW) provides supervised living with home ownership opportunities to adults with autism by focusing on each individual’s personal preferences, strengths, deficits, and sensory-motor requirements, ALAW works to provide the necessary residential accommodations and vocational supports to enable the person to participate more fully in work and life in the community (ALAW, 2014). All accommodations are specifically tailored to meet an individual’s needs and preferences across their lifetime. What is most beneficial of programs like that offered by ALAW is the help-to-do rather than the do-for attitude, where Tracey can continue to learn and develop new skills but most importantly she will find consistency, structure, and predictability. Tracey’s impulsivity must be addressed in order for her to be successful both in a professional and a personal setting. Behavior problems serve as a form of communication that has a function in the person who displays it. When Tracey grabs or pushes another peer she can be seeking attention in order to express her frustration when something is no longer predictable. For example if Jane does not want to do what Tracey wants her to do she will push her getting the attention of others that will  in turn interrupt or stop the activity that is frustrating Tracey (creating a predictable event for Tracey). This consequence also serves as reinforcement, making the unwanted behavior stronger. Tracey will learn new ways to communicate her frustrations. In order to have Tracey understand the consequences of her behavior (grabbing and pushing) she will need to understand and recognize what triggers the behaviors, known as antecedents. An intervention strategy to help prevent the behavior from occurring can include avoiding large crowds, avoiding exposure to long delays, and allowing Tracey to take frequent breaks during difficult tasks. Tracey will also learn replacement behaviors like organizational skills that will keep her from becoming frustrated when faced with multiple tasks and learn to control angry outbursts; instead of grabbing or pushing she wi ll learn to say stop and request a break. Those around Tracey will need to learn how to respond differently to Tracey’s behavior by redirecting her to another activity or prompting her to use an alternative skill, and providing corrective feedback. There will be a direct assessment used to collect behavior data in order to determine the effectiveness of the interventions. Tracey will be observed in her natural environment, including her work place, school and home. Antecedents, behaviors, and consequence patterns will be observed noting how frequent the behaviors occur, how long they last and the intensity of the behavior. Observations will be made with current strategies and with new strategies to determine effectiveness. Transitioning to adulthood for youth with ASD presents unique challenges but with the appropriate support a better quality of life can be achieved. It is important to include Tracey in the planning of her daily activities in order to increase predictability, to be specific when setting expectations for her at the beginning of each activity and to use pictures instructions to make her daily routines understandable. Peers and coworkers without disabilities may have concerns regarding how to treat Tracey or how to communicate effectively with her; their concerns must be addresses with specific and clear instructions regarding Tracey’s communication system. Those near her will be taught how to appropriately respond to Tracey’s unwanted behaviors. Not only will having these skills make them feel more at ease around Tracey but it will also make them valuable assets in Tracey’s training and development. Keeping in mind Tracey’s personal goals in  education/training, employment and living arrangements allows for an easier more successful transition into independent living specifically designed with her stre ngths and abilities in mind. References Autism Living and Working (ALAW). (2014). Self-determined housing. Retrieved from http://www.autismlivingworking.org/content/self-determined-housing Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Upper Saddle River, NJ: Pearson Education Snell, M. E. & Brown, F. (2006). Instruction of Students with Severe Disabilities (6th ed.). Upper Saddle River, NJ: Prentice Hall

What Disciplinary Sanctions Should Teachers Be Allowed to Use?

In earlier centuries, physical punishment was a common thing. Teachers would use a cane to hurt their students when they misbehaved, even more extremely teachers would have their children kneel on the ground with their hands in the air for an hour to cause them considerable pain in places such as Africa. However, now these types of punishments are seen as immoral and unthinkable by parents and teachers. Students are now punished with detentions and notes to their parents which although less severe is arguably a better and more popular policy for schools.Firstly, hitting as a disciplinary sanction should not be allowed by teachers because it does not teach children anything. School is designed to teach children the skills they will need as a grown up which includes knowing right from wrong. Hitting as a punishment does not teach this lesson because the child will only fear pain the next time, instead of understanding that what they did was unacceptable, and this means that they can no t advance intellectually. Furthermore, hitting is wrong because it is hurting children. A lot of the time, naughty behaviour stems from problems at home which children usually cannot prevent from happening.So hitting leave children feeling more despondent and confused when they should be getting help from their school. Teachers can also so easily go to far when they are hitting children, and even if guidelines are put for how long or for what reason a child should be hit, there is no way we can monitor the teachers. Therefore hitting can not be a long term or safe way to bring up school children well. However, some argue that hitting as a disciplinary action should be brought back because detentions and other types of modern day punishments are just not good enough.Surely making them feel fear before doing a naughty thing, will eventually condition them to realise that doing certain things are bad because you will be severely punished? Moreover there are some students who are too na ughty for other less severe punishments and therefore hitting is the only way to get them to behave. The more modern disciplinary sanction of detentions are an arguably much better form of punishment for all students because it forces them to stay in school one hour longer than usual. Most children can not wait to get out of school so that they can go out with their friends.Therefore staying behind at school makes children feel left out and this will arguably stop them from doing a naughty thing because they would not want to stay in school when they could be with having fun with their friends. Furthermore, other methods such as being hit by your teacher can not be made aware to the parents as easily as getting detention after school can. In most cases a letter is sent home, but even if one isn’t, the parents would notice the lateness of the student and would eventually find out.Students would have to deal with their parent’s punishment for getting a detention coupled with the school punishment and this all means that a repeat offence should be much less likely. However this is not practically the case because detentions simply are not severe enough to stop exceptionally naught children from misbehaving. Children are easily able to fabricate lies for their parents and never have them no about the hour they had to spend at school doing homework or even being with their friends who got detention as well.Detention, nowadays, is more of an annoying chore than anything to really avoid by students. Recently there have been studies showing a huge increase in the amount of swearing and abusive behaviour in classrooms in poorer areas of Greater London. It is imperative that we have proper sanctions for these students because without it a naughty student will continue his or her bad behaviour onto the street and this could result in terrible consequences.So, arguably the method of detention is a weak way of punishment because it is not harsh enough to stop children being naughty but at the moment there seems to be no other relatively effective way to punish children. In conclusion, hitting is seen mainly by all as inhumane and unnecessary for the development of children and simply too severe. Detention similarly is seen as a waste of time, ineffective and just not severe enough. Therefore, it is crucial that schools come up with a new modern disciplinary sanction that has the right amount of severity to be able to combat the raising number of naughty children in certain schools.

Meaning of Life and Success Essay

The most important thing in my life is thought to be happiness. In order to achieve success you must adjust to very situation with ease. Success is it the process of doing a task and receiving a positive result, or is it simply achieving one’s own personal goals. According to The American Heritage dictionary success is, â€Å"the achievement of something desired, planned, or attempt†. The word success itself means to achieve your goal or get the point that you looking for. Some people success meant to them to be rich or to finish school and work high pay jobs. But for me success means more than that. Success means to me have peace and love; also to get married and to enter heaven after this life is over. To be sure, everybody who has peace and love is a successful succeeding person. Without peace and love there is no success. You wake up in the morning and you don’t worry about anything that day; that is success for me, because the life is short, you don’t have to be concerned about anything. Also if you have a family that loves you and is always happy for what you are doing, that is success. In addition, if you take care of your old parents and they love you and they live a happy life, which is success for me. Additionally, success is also something that is viewed differently in the eyes of everyone. This is because success means doing what I have always wanted do being where I have always wanted to be. My goal in life is to eventually get married to a good wife and have many happy children and if I accomplished that, then I could view myself as having success. Lastly, meaning of success for me is to enter the heaven after this life is over. We know that life in this world is too short, and we don’t know when we are going to die and what we are going to get after this life. That is a simple answer; do good deeds in this world and you are going to be successful in the life hereafter. That means you enter the heaven for sure and that is big reward from God to his mankind. There is no dying after this life; that means if you don’t enter the heaven you will be the loser and who ever go in the heaven will be the winner. In conclusion, I still agree with the idea I presented: however according to the dictionary and many other resources, success means to them achievement. But according to my own opinion success means to believe the ones of God, and to have peace and love in your whole life, and to get in heaven the life hereafter.

the Saatchi Gallery

As an art gallery that exists both in actuality as well as virtually, the Saatchi Gallery is second to none in the volume and quality of work housed on its website and in its halls. In fact, Saatchi represents the standard against which all other galleries are measured, and indeed may itself be the definitive source for accessing contemporary art of all styles. The gallery uses several methods to publish the creative work of the thousands of artists that utilise its services as a means of promoting themselves. In its online form, a wide variety of rooms exist in which artists may not only post samples of their work, but also interact with the other artists and with the art lovers that frequent its cyber-halls. Such rooms as the Stuart Room, provide a place for students of the visual arts to display their own work and form networks to promote and discuss art. The Crits Room allows other artists the opportunity to critique the works placed there on display, while a room exists in which street artists have the freedom to create and display their works without prejudice, but rather with acclaim. Other resources on the site also allow for the actual creation of artistic pieces, such as the availability of an online studio. In addition to this, the gallery (both London- and online-based) hosts a wide variety of exhibitions based on important historical or cultural themes. It includes culture-based themes such as â€Å"USA Today: New American Art,† â€Å"Germania: New Art from Germany,† and â€Å"New Britannia. † Exhibitions are also held under such themes as â€Å"The Power of Paper† and â€Å"Shape of Things to Come† in order to underscore the strength of these respective artistic mediums. The Saatchi Gallery therefore offers more than a portal to viewing art: it is a means of creating, exploring, and understanding current art as well as shaping its direction for the future. Showdown The Saatchi Gallery hosts its artist â€Å"Showdown† as a means of promoting and rewarding artists that demonstrate themselves as possessing extraordinary talent. It is also a means of getting popular opinion on the works of these up-and-coming artists. Over a one-week period, Saatchi accepts one piece of art work from each artist that chooses to enter the contest. Submissions are accepted between 9:00 a. m. on Monday until 6:00 p. m. on the following Sunday. Voting then begins, and each visitor to the site is allowed to rate the quality of each piece of work submitted. Visitors may vote on as many pieces as they wish, but are allotted only one vote for each individual piece. They indicate their preference for a particular work by rating it on a scale of one (1) to ten (10). After the scores are tallied, a duel begins between the two artists who have attained the highest scores. These two leaders vie for a chance to enter the final showdown, where the winners of twelve such rounds go head to head for the final prize of ?1000 for the winner and ?750 for the runner up. Entrance into this event on the Saatchi website is free and easy, and it holds the promise of furthering the careers of not just the talented winners but also of the wide variety of talented entrants whose works will be seen by Saatchi’s large viewing audience. The competition is also a means of exposing young artists to the triumphs and pitfalls that are likely to attend them throughout their entire artistic career. Therefore, artists not only get the chance to benefit monetarily, but also the chance to develop as a professional businessperson. Art Fair The Saatchi Gallery acts as a means of informing the public about the plethora of art events that take place annually around the globe. Within its pages, it is possible to find the profiles of those organisations that host and promote art shows in the various cities, regions, and countries of the world. Local, regional and international events are promoted on the site daily, with images, descriptions, and other critical information that enables the selective art lover to determine the likelihood of the event to suit his/her preferences. Saatchi welcomes all event hosts to utilise this resource as a means of getting traffic to their art shows or fairs, as well as to their website. In fact, this resource is offered free of charge to such art fair event planners, and they are welcome to use as many pages as necessary to aptly describe their fair and reach out to their intended audience. Upon choosing a username and password, event hosts are able to create a profile of their event that includes various dimensions. In addition to venue, hours, tickets/prices, directions and exhibitor profiles, space is granted for the inclusion of information about sponsors and also to upload pictures, images, or other graphics that will enhance the appeal of the event in the eyes of the public. Furthermore, the Saatchi gallery supports the editing of such event profiles so that pertinent information regarding the fair may be added at any time after the initial posting. This resource’s value has already been discovered by hundreds of artistic organisations, and the benefits gained by their use of the service have been incalculable. With this service, Saatchi offers next-generation methods of on-demand promotion to meet the requirements of 21st century art aficionados. Photographers The breadth and scope of the Saatchi Gallery’s influence in the world of art can be gauged by the variety of artistic genres to which it extends its facility. Saatchi extends all courtesies granted to artists also to a large number of photographers, and caters especially to those photo-artists who have gone unrecognised despite having produced consistently solid and meritorious work throughout their careers. The gallery bars no photographer on grounds of his/her cultural, national or ethnic background. Rather, cultural diversity is encouraged and fostered in the international artistic forum that the Saatchi Gallery has become. Photographers are welcome to upload their work to the website after completing a short registration process. Images should be uploaded as jpg files of a size no greater than 2 megabytes. Upon uploading, their work becomes viewable by the millions of viewers already frequenting the site, and accessible to the hundreds of art-oriented websites that link to Saatchi Online. For any photographer, this resource is invaluable in its ability to vivify their career as an artist. All are given the freedom to create their own profiles online and upload up to eight (8) pieces that they believe are most representative of their artistic talent and creative posture. Photographers are also allowed the chance to make contact with those interested in their work, and this group may range from admirers to potential buyers. The gallery also enhances the networking capabilities of these photographers with respect both to their work and to the work of others in their field. It allows them the chance to converse with photographers and critics alike as a means of gaining inspiration or of improving the quality of their future work. Saatchi Online is therefore an indispensable tool for the improvement of artistic photography careers on an international scale.