Case analysis Coursework Example | Topics and Well Written Essays - 500 words

Case analysis - Coursework Example Another strategy entailed the meeting of union leaders and management of the company in order to eliminate some unnecessary costs and improve their services. The involvement of government further aided easily pay off its huge debts. Heavily investing in information technology equipment, which would be used in the post office sector to improve services to their clientele. In addition, there was another strategy to outsource Vodafone to offer telecommunication network infrastructure. The strategy could also be termed as emergent because of the possibility that this company enjoyed this outstanding improvement in service delivery because of the advantage of time and the need to experience change (Knights &Willmott 2007). Technology related resources such as omni-directional scanners were important because they could perform many tasks at the same time and at a faster speed. Such resources enabled the company save on additional outlay of buying more machines or employing more

The Role of Race to the Caribbean People's Sense of Identity Essay

The Role of Race to the Caribbean People's Sense of Identity - Essay Example 64) are all mixed up, making it almost impossible to give it a single description. And third, as the fight against racial discrimination positively gains ground worldwide, most especially in the land of the whites and as this so-called ‘race ideology’ is increasingly negated by the requirements of globalization. These considerations make ‘race’ an issue to ponder in the Caribbean people’s identity, compelling one to define it in different ways. One way to understand the role of race in the Caribbean peoples’ sense of identity is to group the people based on the main language most people used, as what Safa (1987) did in her article: â€Å"Popular culture, national identity, and race in the Caribbean,† thus the distinction between the Anglophone Caribbean, referring to its English-speaking nations and the Hispanophone Caribbean, referring to its Spanish-speaking nations. ... rly predominant Eurocentric orientation; in the Hispanophone Caribbean, the people’s national identity has remained grounded more on language, religion and other aspects of Spanish culture than on race (Safa, 1987). According to Brodber (1987), this shift in the Anglophone Caribbean’s thinking is greatly influenced by the positive changes in the Euro-American attitudes towards black people during the 1950’s and ‘60s, resulting from the black’s violent struggle against apartheid. This increasing recognition and acceptance of an Afro-orientation by the Afro-Jamaican middle class (the literate class), which traditionally has identified itself only with its European lineage, and the popularization of Afro-orientation primarily through music (e.g. Bob Marley) further broadened the acceptance of the Afro-orientation in the Anglophone Caribbean (pp. 147-149, 156-157). Furthermore, Safa (1987) explains that after achieving their political independence, polit ical expediency left no recourse to the mulatto Creole elite – who identified themselves with European white against their African heritage – but to accept the predominantly black masses of its population as its political constituents. The governing on the basis of white superiority, as how the former colonial society was ruled, will never gain the trust and cooperation of the black masses. Thus, there is the need to favor racial solidarity and to recognize black pride. Given this long waited opportunity, the Afro-orientation, which has long been held and survived in the oral tradition of the black population (the illiterate lower class), unstoppably surges. Today, a greater part of the Anglophone Caribbean regards ‘blackness’ as the symbolism of its nationhood. However, this consensus does not hold true

Engineering - Steel Report Lab Example | Topics and Well Written Essays - 1250 words

Engineering - Steel - Lab Report Example According to Degarmo and Black (2003, p.56), reinforced bars with high ductility and tensile strength are often preferred because they allow the materials to be rolled, drawn or made longer without breakage. Generally the tensile strength of reinforcing steel can be measured by dividing the cross sectional area of the steel tested by the stress exerted on the material. The amount of stretching force (N) needed to break the test material can then be measured and recorded. Experimental Procedure The tensile testing experiment involved calculating mechanical properties of three specimen samples of reinforcing steel bars which were designated as N12, R12 and RW11.9. Some of the main mechanical properties that were tested include yield stress, modulus of elasticity, elongation, tensile strength, ductility and reserve length. Specimen N12 was a hot rolled deformed bar that was derived from a microalloy TEMCORE material. Generally such steel alloys are made by adding expensive alloys such a s Silicon, Carbon, Manganese and Vanadium to the steel. As compared to the other steel samples that were used in the experiment, the surface of hot rolled deformed bar was rough and more imperfect. On the other hand, specimen R12 was a hot rolled plain round bar which was made from a mild steel material. Although the presence of carbon significantly lowered the ductility of the alloy, it was stronger and had more resistance to breakage (Pavlina and Tyne, 2008, p.216). Another important physical property of specimen R12 was that it was quite malleable and the surface was more polished. Lastly, specimen RW11.9 was cold robbed riled wire which was also made from middle steel material. The surface was relatively smoother and malleable but the specimen was easier to bend than specimenR12. In terms of the geometry of the specimens, N12 had a diameter of 12mm, length of 500mm and a cross sectional area of 255mm2 . Specimen R12 was also 12mm in diameter, 500mm in length and had a cross sect ional area of 113.1m2 . RW11.9 was 11.9mm in length, 12mm in diameter and the cross sectional area was 111.3mm2. The testing equipment that was used in the experiment included an Instron universal Machine and a clip on extensometer Epsilion model 3543 10 inch gauge length. The model of Instron universal machine that was used300LX, SATEC Series, and the equipment had a large frame with a single test space which allows easy and safe loading and unloading of specimens for testing. Additionally the single print design of the Machine significantly reduced the floor space requirement and enhanced its use for testing high capacity tension, flex as well as shear of the specimens. Figure1. Instron Universal Machine model 300LX Designed by Epsilon technology, the Epsilion model 3543, 10 inch gauge length used in the experiment was uniquely designed to help in the testing of long samples such as wire materials, steel reinforcing bars and weld joints. During the testing, the upper part of the e xtensometer is expected to pull out of the main body to deliver high accuracy and the equipment is only calibrated to measure displacement and loading using tension units only. Finally, the optional gauge length spacers of the extensomet

Columbus in History Research Paper Example | Topics and Well Written Essays - 4250 words

Columbus in History - Research Paper Example The paper tells that the first contact that Columbus had with the Arawak’s was when he first landed at their beach on that Friday morning. He with his men observed that the ‘natives’, as he had yet to establish their cultural affiliation were, were Godless and very friendly people. From Columbus’ perspective, he was more intent on discovering new territories and gold for his king. He constantly talks of how he sights ‘new lands’ and keeps his thoughts on exploring these lands for purposes of conquering them for his kings occupation and his interest in these people is geared towards actualising this mission. He states that: â€Å"When we stepped ashore we saw fine green trees, streams everywhere and different kinds of fruit. I called to the two captains to jump ashore with the rest, who included Rodrigo de Escobedo, secretary of the fleet, and Rodrigo Sanchez de Segovia, asking them to bear solemn witness that in the presence of them all I was taking possession of this island for their Lord and Lady the King and Queen, and I made the necessary declarations which are set down at greater length in the written testimonies†. He observed that they were poor people in all respects based on their appearance and wore no form of clothing. Columbus being a Christian was quick to observe that these people could be easily converted to Christianity as they seemed bright and intelligent. He formed a bias against them based on the misconception that they thought he and his men were from ‘heaven’ and due to their obvious rudimentary social organisation and technological endowment; he thought he was better than them. He alludes to this by recording in his log that they would make good servants. 2 Explain why contact with Columbus is often cited as the beginning of history in the "New World" despite evidence of contact with other peoples and cultures in periods that predated Columbus. Columbus’ contact with the ne w world is often described as the beginning of the history of the new world because he was the first European documented explorer to set foot on the new world. His was a sanctioned exploration and he managed to keep records of the entire expedition through his log. Ideally, he is not the first ‘outsider’ to interact with the new world because recent anthropological and archaeological discoveries have unearthed the fact that there were human interactions with the new world from outsiders earlier than Columbus’ expedition. Traces of the great Vikings have been in areas of the new world that indicate they might have come here earlier than Columbus did. The only difference with Columbus is that he provided a detailed log and took back samples from the new world that spurred the interests of other explorers and this might even be said sparked off the scramble for the new world in a way. 3 Please explain how the histories and lives of very different indigenous communit ies are often subsumed by their identities as "Indians?" Please include a discussion of what is not included and if the differences between indigenous peoples are overshadowed by the historic "Indian" identity. When Columbus set out to discover a better route to the East Indies, he completely missed the mark and landed on another part of the world that was new to him. However he believed that he probably had landed in another part of the East Indies and he thus named all these people he found there as Indians. Due to the nature of his expedition he could not spend enough time with these indigenous people to distinguish who was who and what was the relation between these people and most importantly whether there were any significant differences between these people to warrant their classification as different peoples. It is only much later that missionaries and dedicated anthropologists

Human Development Essay Example for Free

Human Development Essay In this paper we will discuss the life span perspective of human development. Then we will summarize three theories related to human growth and development and identify at least one influential theorist for each. Then we will identify aspects of the life span perspective. Finally we will explain how heredity and the environment influence human development. There are six lifespan perspectives on human development the life expectancy (measured at birth) of American men and women, differentiated by race. For the 2005, the latest data available, the life expectancy for men of all races is 75. 2 years and 80. 4 years for women. Life-long which is no age period dominated development. Multi-dimensional that development is about biological, cognitive, socioemotional and spiritual dimensions. Multidirectional is some aspects of development increase while other decrease. Plastic is depending on one life conditions and what development paths our body takes. Historically-embedded is development influenced by historical conditions. Multidisciplinary is psychologists, sociologists, anthropologists, neuroscientist and medical researchers all study human development and share different concerns. Contextual is the individual continually responds to and act on context. According to (Hernandez, 2008) â€Å"The lifespan perspective is about understanding that changes occur in every period of development and these changes must be looked at as a product of the culture and of the specific situation surrounding the change. † There are a lot of things that define lifespan but one perspective is life-long. Life is not dominated by one moment or period in your life. According to experts, the life span perspective of human development involves three key developmental domains (Hernandez, 2008). These are the physical domain, the cognitive domain, and the social domain. The physical domain deals with the physical changes that a person goes through. For example, height, shape changes, weight fluctuations, and puberty can all be described as changes that happen in the physical domain. Here are three theories: Freud’s psychosexual development theory, Erikson’s stages of psychosocial development and Havighurst’s developmental stage and tasks. * What influence me about Freud’s view is I believe there is some truth that in some way we all have sexual impulses repressed. But on the other hand I believe that Erikson view about we learn to be assertive and learn to be create is also true. Finally Havighurst of development tasks are based on personal independence stages. Lifespan perspective is contextual meaning the individual continually responds to and acts on contexts, which include a persons biological makeup, physical environment, and social, historical, and cultural contexts (Santrock, 1999). The heredity and the environment influence human development is how researchers tend to be interested in dimensions that determined by genetics. For example, Javier has two biological daughters who share the same biological mother. Both are tall, well mannered, and musically inclined. Despite these similarities, the older child appears socially reserved and quiet, while the younger one, who was born into the same family environment, seems more outgoing. In addition, one of his children has been diagnosed with a learning disability while the other seems exceptionally well-functioning cognitively. You must understand that nature versus nurture, heredity is in your genealogy their no way to change it accept your lifestyle choices-drinking-smoking and doing drugs will affect all organs muscles and brain functions leading down the path to cancer, heart attack, stroke, emphysema, hallucinations, depression, suicidal thoughts and so on, eat healthy exercise and get a genealogy test done of your immediately family to see what if any diseases carry over to your blood line. Grandparents-mother and father of both and siblings-slap stepmothers and stepchildren as well as aunts and uncles-with or without children. * In this paper we discussed the life span perspective of human development. Then we summarized three theories related to human growth and development and identify at least one influential theorist for each of them. Then we identify aspects of the life span perspective. Finally we explained how heredity and the environment influence human development. * * * * * * * * * * * * * Reference 1. Bowen, J. R. (2011). Infant Social Development. Retrieved from http://www. ehow. com 2. http://social. jrank. org/pages/300/Heredity-Versus-Environment. html#ixzz1HJ4qvhaS 3. Santrock, (1999). The Lifespan perspective on Human Development. Retrieved from http://www. sasked. gov 4. Hernandez, (2008). Heredity Versus Environment-The Nature-nurture controversy exploring heredity and environment: Research methods, beyond heritability. Retrieved from http://social. jrank. org 5. : Life Expectancy at Birth by Race and Sex, 1930–2005 — Infoplease. com http://www. infoplease. com/ipa/A0005148. html#ixzz1HMEhhXPX *.

An Inspector Calls Essay Example for Free

An Inspector Calls Essay Miss Sheila Birling, a prominent character in Priestlys play An Inspector Calls, undergoes many changes throughout the play. The audience and readers perspective towards her also alters. Sheila changes before our eyes from a little girl into a strong young woman. In the beginning, Sheila is described to us as being in her early twenties and very pleased with life. This gives us an impression that she is just a girl, who has not seen enough of the world yet and is very young in her thoughts. We see her as being very immature at first, addressing her parents as Mummy and Daddy. She is clearly a mummys girl who follows her parents instructions and orders For example, she meekly follows her mother to the drawing-room and leaves the men including her husband-to-be. Although she is engaged to Gerald Croft, Sheila places her husband-to-be on a pedestal, admiring him and calling h9im darling. She takes the engagement ring like a little girl would receive a new toy look, mummy! The way Sheila acts in the first part of the play makes her seem like someone who is soft, innocent and silly, or plain immature. After the Inspector arrives, our opinion towards her changes. After she confesses to the Inspector, Sheila breaks down. She feels very sorry for all the pain she has caused Eva Smith. The Inspector makes her feel responsible for using her wealth, importance and influence to get a truly innocent girl sacked from her last steady job. Sheila sobs and cries, like a child. However, our opinion really changes when she confronts Gerald. Sheila laughs hysterically, at the end of Act One, when she says, You fool. Of course he knows. And I hate to think what he knows that we dont know yet. This behaviour is rather like that of a teenager throwing a tantrum, showing her growing realisation and maturity. When Gerald begins to confess, Sheila shows a rebellious streak. She refuses to be led away by her parents who want her to be protected. This is like what the average adolescent would do when they wish to cross new territory. Sheila begins to control herself a little more rationally during Geralds interrogation Gerald falls off the high placing he was originally on as Sheila calls him by name rather than by some playful nickname.

Compare Traditional Model Of Sport Development Physical Education Essay

Compare Traditional Model Of Sport Development Physical Education Essay In the essay one will compare and contrast the traditional model of sports development with Cote and Hays theory of socialisation into sport using data gathered from appropriate literature. One will critique each model and discuss how it is applied to a specific sport, drawing on strengths and weaknesses. The researcher will also use Cote and Hays theory and see how it reflects the current sports development agenda, critically evaluating it and drawing on other models of sports development to see if they further reflect the current agenda. Development Sport development models are there as a basis to provide some means of identifying the different roles and responsibilities for those involved in sports development, from the lowest to the highest levels of achievement (Hylton et al., 2002). The first continuum to be discussed is the Traditional sports development continuum (see figure 1.1), which Hylton (2002, p. 3) states that some argue is the clearest, locates development on a hierarchal basis from foundation, participation, performance and excellence. Excellence Performance Participation Foundation Figure 1.1 The Traditional sports development continuum. (Sports Council, 1988; Eady, 1994) Each level of the continuum compromises of 4 stages, firstly foundation focuses on the acquisition of basic skills e.g. Body literacy, Hand eye coordination, developing positive attitude to physical activity. The second stage Participation focuses on taking part in defined activities for a variety of reasons, recreation, health, fitness and fun. The third stage performance is a good club level and athletes/ players striving to improve through quality coaching, the highest level in the continuum focuses on achievement at the highest level e.g. International and elite players. The traditional sports development continuum has been further modified and refined to fit in with new policies and agendas, these are the House of sport Geoff Cooke (1996), and The active framework: Sport England (see figures 1.2 and 1.3.). Hylton and Totten (2002) explain that The House of sport model was built on the foundations of sport for all which has always been an ideal rather than a coherent realisable o bject. Figure 1.2. The House of Sport Geoff Cooke (1996) Figure 1.3 The active framework: Sport England When the researcher evaluates the strengths and weaknesses of the continuum, one concluded a number of findings. Firstly the triangle shape is a simplistic model that shows the bottom to be broader, thus showing that the foundation level is bigger in terms of participation e.g. primary school children across the UK partake in sport or physical activity in school or in local athletics clubs. As the triangle gets narrow participation decreases, the weakness to the continuum would be that it is one dimensional, no indication to drop out or step down a level. The clearest strength to the continuum is that it is clear in what it takes to get to each level e.g. participation requires taking part in defined activities for a variety of reasons. The next model one will look at is the Cote Hays theory of socialisation into sport (see figure 1.4.). According to Cote and Hay (2002) young peoples socialisation into sport follows a general pattern: sampling, specialising and investing. The key features of the Sampling phase are that children participate in a range of sports, Macphail et al., (2003) state that a key feature of the sampling phase appeared to be an ongoing shifting of priorities as young people literally sample the sports available to them and that their key motivation is fun and enjoyment, and that the emphasis is on structured or deliberate play rather than training or deliberate practice. Cote and Hay define deliberate play as organised activities designed to provide enjoyment through active and pleasurable participation, Macphail et al., (2003) further support this by defining deliberate play as activities that are structured yet do not focus overly on technique. Deliberate practice involves activities specific ally designed to improve the current level of performance and are not inherently enjoyable (Macphail et al., 2003). According to Cote and Hay (2002) from the sampling phase, young people may either drop out of a sport, move into the recreation years or move into the specialising phase. The recreation years are where young people participate regularly in sports without aspiring to reach an elite level of performance while the specialising phase involves more deliberate practice and a reduction in the range of sports activities, According to Macphail et al., (2003) when people start specialising there is evidence to suggest that fun is more closely related to the excitement of competition and performing. From the specialising phase Cote and Hay suggest a young person has three options. The first is to drop out of a sport, the second is to enter what they call the recreational phase where sport is played relatively informally and for fun, and the third is the investment phase. Entry into the investment phase usually signals a focus on one activity and a commitment to intensive training and competitiv e success. These three phases of sport participation are outlined in Fig. 1.4. Figure 1.4. Cote and Hays Three Phases of sport participation. Source: Cote and Hay (2002a, p.488). Strengths of the Cote and Hays socialisation into sport model are that it accommodates a progression from the sampling phase to the specialising years and then to the investment/recreation phase, it also acknowledges that at any stage of involvement young people can choose to move to take part on a recreational basis or drop out (Macphail., et al., 2006). One considers a weakness to the model to be that it only considers children. When one compares the traditional sports development model with Cote and Hays theory of socialisation into sport, there are numerous differences. Where the traditional continuum is very direct and only has an arrow pointing upward, Cote and Hays theory shows that it allows movement freely between stages, particularly the investment years and recreational years. The traditional continuum does not show drop out, as the Cote and Hays theory shows that drop out can happen at any stage. The similarity between the two models is that it shows clearly what it takes to be at each specific level. There are numerous sports development agendas, one will discuss the key agendas and how Cote and Hays theory reflects on these. Participation in sport is the basis of all government policies, increasing participation in sport can have effects on the governments cross cutting agendas e.g. improving health. Cote and Hays theory reflects this as it caters for young people, increasing participation in young people can only have a positive effect on health agendas, Siedentops (1995) supports this as he suggests that junior participation in sport can achieve a public health goal, as does (sparling et al., 2000) they suggest that Physical activity has enormous potential for improving the health of the public. The key part of health issues is obesity amongst children, Evidence regarding the increased prevalence of obesity amongst children and young people in the UK is mounting (NHS Centre for Reviews and Dissemination, 2002). As Cote and Hays theory considers childrens participation in sport and that the sampling phase is designed for deliberate play that provide enjoyment in a range of sports and activities, health will be improved in later life, as (Biddle et al., 2001) suggests that promoting physical activity in children is seen as important in encouraging them to adopt lifestyles which will be maintained into adulthood, thus lessening the risk of chronic diseases later in life, thus reducing pressure on the National health service. Developing wider community issues using sports and physical activity is widely used across the country, Long and Sanderson (2002) have proposed that community development approaches aim to mobilise local people and resources by enabling individuals and groups to develop through participation in sporting activity, which is therefore seen as playing a role in developing community identity and capacity to take action and change. Using sport to deal with community issues is one way of diverting children from a life of crime and drugs, the sampling phase caters for young people to diverse in a range of sporting activities, and by entering young people in as a means of reducing crime, can have benefits on society, an evaluation of the west Yorkshire sports counselling project (1991) supports this as it suggests using sport to reduce rates of re-offending by probation service clients, found that those who completed eight weeks or more of their sports counselling programme were significantly less likely to be re-convicted than a control group. Whilst reducing crime through sport, the regeneration of local communities will benefit Pack (1989) argued that sportcan, in conjunction with other social and economic policies, make a positive contribution to urban regeneration. Long and Sanderson (1996) conducted a survey amongst sports development officers and sports centre managers, they noted that while all our respondents were able to cite a range of benefits to individuals: they found it harder to identify those occurring at the community level, and when addressing the contribution to regeneration, were more likely to return to high level sport prestige facilities and elite performance (cups and Olympic medals). The responses relating to community development clustered strongly around interaction/cohesion/ community spirit, whereas those relating to urban regeneration tended to focus on civic pride and improving the profile of the city. This supports Pack (1989) statement and clarifies that urban regeneration can be improved through sports. Coaching is central to the development of sport at every level, with regards to cote and Hays theory, with the development of sports programmes designed to tackle wider social issues at the sampling phase and at the specialising and recreational years, the development of coaches is highly important. The Coaching Task Force Report (2002) explains that there will be a massive increase in after school sport and inter school competition creating an increased demand for sessional coaches on school sites. There is a growing demand for volunteer coaches at the grassroots level of sports to work with young people in their sampling years and in the investment years there will have to be increased commitment and skills from coaches at local, regional and national level to work with talented and gifted young people. Other Models of sports development are the Long term athlete development models, First LTAD Model, Balyi (1998), as shown in figure 1.5. Figure 1.5 LTAD Early specialization model The second LTAD model (2001), and the third LTAD Model (2003). The second model had been changed to consider late specialisation sports, such as athletics, combatitive sports, cycling, racquet, rowing and all team sports, the fundamental stage was added at the first stage to consider this. The third model considers changes to the late specialisation into sport and has a sixth stage as outlined below. Early Specialisation Four stage model: Training to train Training to compete Training to win Retirement/retaining Late Specialisation Six stage model: FUNdamentals Learning to train Training to train Training to compete Training to win Retirement/retaining When one considers if the LTAD Models cover the government agendas better than cote and hays one believes that the early specialisation and late models clearly define each stage of development more accurately. Whilst cote and Hays theory and LTAD is very similar, preference would be given to the LTAD as it clearly shows what age it takes to be at each level and at what ratio of training it takes to be at each level. This would help whilst comparing the agenda with the model, for example taking into account the age range of communities whilst creating initiatives. Conclusion The researcher has concluded a number of findings throughout the assignment, after critically evaluating the traditional sports development continuum and Cote and Hays theory of socialisation into sport one concluded that cote and hays theory further reflects sport and is more suited to sports development, as it allows room for drop out and movement between is stage. Whilst researching the current government agenda and how Cote and Hays theory reflects this one found evidence to show that current sports programmes are beneficial and important to improving health, decreasing obesity and health related issues later on in life. These programmes further help the governments attempt to use sport as a cross cutting agenda, as crime and drug use is decreased, this has proven to aid urban regeneration, by increasing community interaction, cohesion and community spirit. Coaching is improved at all levels of the cote and hays continuum, through sports programmes and this can only help future sporting talents as London 2012 is fast approaching.