Story about a Baseball Game Essay -- Personal Narrative Essays

It had been an unbelievable season so far, we were going into the championship game of junior league with only two losses. Of course, the only other team with a better record than us was the black team. We gave them their only loss on the second game of the regular season. Now, after defeating the better of the Mosinee teams in the semi finals, my dad, who was also the coach of our blue team, had stopped to watch the rest of the game between black and red. As we pulled into the parking lot, Andy Dunst ran up to our truck and said, â€Å"Black is losing in the sixth!† â€Å"Really?† I asked. â€Å"Yah, they’re down 9-6.† As we watched the rest of the game, black just couldn’t seem to get anything going, and the players on our team that were there watching were getting more and more excited. Finally, that last out was made, and we felt that the championship was a lock with our best pitcher going for the championship. All week, I was excited for the game, and finally it was the big day. As we were going through our warm-up routine, everybody was loose and confident. We were fooling around just like it was another game. Players were making jokes, throws were all over the place like always and it seemed like we had been there a thousand times†¦ until the game started. Josh Heinrick was on the mound in the first inning, and red was able to string a couple of hits together and score a couple of runs. â€Å"Lets go guys, it’s still early and we can make up those runs,† encouraged my dad. So, we went up to the plate, I was batting sixth, and went down in order. The team morale had gone from high and confident to rather low and worried. The game dragged on into the fifth inning and we were still behind by three. Now it was time to bear d... ...ssed it! Our team was going crazy. The outfielder was able to throw out the runner going to second and end the inning, but we had the lead going into the top of the final inning. All right, guys, let’s hold them, and we have this one. We control the game now, and it’s ours to lose,† encouraged my dad. Red was down, and they didn’t have anything in the seventh. They went down one, two, three. Our team all ran to the pitcher’s mound and celebrated. It was the best feeling I had ever experienced from baseball. The energy was awesome after the comeback win, and you could tell that red didn’t know what happened. They had us down and out in the second to last inning, but they couldn’t hold on. As they announced our names to get the trophies, we could hardly stand still. As I waited, I was thinking, I will never forget how it felt to win my first championship.

Material Balances for Carbon

Many of the earth's natural processes are cyclic. The circulation of water between oceans, atmosphere and continents is a familiar example. Another is the transformation and movement of carbon-containing compounds for which the immediately obvious elements are the photosynthetic generation by plants of carbohydrates from carbon dioxide and the consumption of carbohydrates by herbivores who regenerate carbon dioxide through respiration. (As we shall see shortly, the complete carbon cycle involves a number of additional processes.)Such cycles are termed â€Å"biogeochemical cycles. † The term is most commonly used to refer to global cycles of the â€Å"life elements† C, O, N, S, and P, but its use is extended as well to regional cycles and to other elements or components. The study of biogeochemical cycles then is the study of the transformation and transport of substances in the Earth's systems. In most cases the cycles link biotic (living) subsystems to abiotic (non-liv ing) ones. Of particular current interest is the effect of human-caused disturbances on the natural cycles.A major disturbance in the carbon cycle, for example, is the continuous injection of carbon (mainly as carbon dioxide) into the atmosphere by the burning of fossil fuels. How much of this injected carbon ends up in the atmosphere? How much in the oceans? . . . in the land vegetation? What effect does the increase in carbon dioxide in the atmosphere have on the global climate? Insights to the answers to these and related questions can be gained through the use of mathematical models constructed by applying material and energy balance principles.Here the carbon cycle serves as an illustrative example, though much of the discussion is couched in terms that apply generally. The objective is to develop a simple mathematical model that will demonstrate the use of material and energy balances for studying the Earth’s natural processes. A schematic representation The transport o f substances in biogeochemical systems is commonly depicted graphically by means of flowsheets or flowcharts, which are composed of boxes (or compartments, or reservoirs) connected by arrow-directed lines.As such, the depiction resembles the flowsheet for a chemical plant or process where boxes represent various 1  units (reactors, heat exchangers, etc. ) and the lines represent material flows. Indeed the analogy extends to methods of analysis, as we shall see in later sections, based on material and/or energy balances. Flowcharts for biogeochemical systems differ from those generally used for chemical processes in that a single chart for the former usually is used to track the flow of just one substance (ordinarily an element such as carbon) — but it need not be so. The number of boxes in a schematic representation is indicative of the level of detail to which an analysis will be subjected or for which information (data) is available.The least detailed for global carbon, f or example, consists of only three compartments — for land, oceans and atmosphere — of the type shown in Figure 1. Commonly in such representations, the amounts, or inventory, of the substance of interest (represented by M's in Figure 1) in each compartment have units of mass or moles. The exchange rates or flows (usually termed â€Å"fluxes† in the ecosystem literature, represented by F's in Figure 1) have units of mass or moles per unit of time. Figure 1. Three-compartment representation of a biogeochemical cycle.M's  represent the inventory (mass or moles), and F's are flows or fluxes (mass or moles per unit time). atmosphere, Ma Foa Fao oceans, Mo Fta Fat land, Mt (terrestrial system) A quantitative description would give numerical values of the inventories and fluxes — or better yet, would give expressions for the F's in terms of the M's. Figure 2 presents a similar flowchart with a slightly higher level of detail. This representation recognizes th at there may be a significant difference between concentrations near the ocean surface and those in the deeper ocean layers.We will use this representation later for studying a model of the carbon cycle. 2 atmosphere, Ma Fsa Figure 2. Four-compartment representation of a biogeochemical cycle. Fas surface ocean layer, Ms Fds Fta Fat land, Mt (terrestrial system) Fsd deep ocean layers, Md A further level of detail might add boxes to represent land and ocean biota, but we will not add that complexity for our purposes here. Mathematical models Mathematical models of biogeochemical cycles can take on various forms depending on the level of detail sought or necessary and/or on the type of supporting or verifying information or data available.In general, models attempt to relate the rates of transport, transformation and input of substances to their masses and changes by way of equations based on material and/or energy conservation principles. The description in the preceding section sugge sts so-called â€Å"lumped† models; that is, models in which the spatial position is not a continuous variable. Indeed it may not even appear in the model equations. It is, in fact, considered to be piecewise constant. Thus the vertical position in the ocean was separated into two parts, surface layer and deep layers.For such lumped models, the mathematical description is in the form of ordinary differential equations for the unsteady states and of algebraic or transcendental equations for the steady state. So-called â€Å"distributed† models, which consider the spatial position to be a continuous variable, lead to partial differential equations for the unsteady and ordinary differential equations for the steady state. By far the most common models employed for biogeochemical cycles are of the lumped variety, and the remainder of this module will be devoted to them. One should think of lumped models as representing overall (perhaps 3 global) averages.With sufficient de tail (large number of boxes) they may be useful for accurate quantitative purposes; with little detail, they may be used to obtain rough estimates, to study qualitative trends, and to gain insights into the effects of changes. Lumped models are sometimes referred to as â€Å"black box† models — so called because they consider only the inputs and outputs of the boxes and their interior masses. They do not explore the interior details of the boxes — such as the predator-prey interactions that influence the population dynamics within the biota, or the complex ocean chemistry that affects the air-ocean exchange of material.In the same way, most flowsheet representations and calculations for chemical plants treat process units as black boxes. Material and energy balances relate known and unknown stream quantities. The detail within a box, such as the tray-to-tray compositions and temperatures of a distillation column are not directly involved in the usual flowsheet c alculation, but obviously are involved in determining the output streams, or in relating them to other streams, at a finer level of detail Calculations for a model of the carbon cycleHere we will use a schematic diagram similar to that in Figure 2 to construct a mathematical model for the carbon cycle. Our purpose is to estimate the effect of fossil fuel burning on the level of carbon in the atmosphere — important information for the assessment of the greenhouse effect. Figure 2 is reconstructed below to include the input of carbon from fossil fuels. atmosphere, Ma Fsa Figure 3. A simplified representation of the carbon cycle, including an input from fossil fuel burning. Fas surface ocean layer, Ms Fds Fat land, Mt (terrestrial system) Fsd deep ocean layers, Md  4 Fta Ff fossil fuelsThe following equations relate the flow rates (fluxes) in the diagram to the masses of carbon in the boxes in the form employed in references [1] and [2]. The numerical values of the coefficient s were derived from data presented in those references. Ffa is an input disturbance, yet to be specified. In these equations, the masses (the M’s) are in units of petagrams, and the fluxes (the F’s) are in units of petagrams per year. (One petagram is 15 10 grams. ) Fas = (0. 143) Ma (1) Fsa = (10 ( 2) ?25 )M 9. 0 s Fat = (16. 2) Ma0. 2 (3) Fta = (0. 0200 ) Mt ( 4)  Fds = (0. 00129) Md (5) Fsd = ( 0. 450) Ms ( 6)Notice that Equations 2 and 3 are nonlinear relationships between fluxes and masses. To appreciate the reason for this, say in Equation 2, bear in mind that the fluxes and masses are measures of the element C, which actually exists in various compound forms, with equilibrium likely established among them, in the ocean waters. Yet it is only carbon dioxide that enters the atmosphere from the ocean layers in any appreciable quantity. Therefore, the relationship between carbon dioxide and the total carbon in the ocean layers is complicated.The nonlinear relation ship in Equation 3 is explained by the fact that this rate of transfer, nearly all in the form of carbon dioxide, is governed mainly by the rate of photosynthesis by plants — a rate usually not limited by carbon dioxide supply from the air but rather by the photochemical and biochemical reactions at play. Material balances Material balances on carbon (i. e. , atomic balances) may be written for each of the boxes in Figure 3. As an example, with the information in Equations 1-6 incorporated, the unsteady balance on the â€Å"atmosphere† box is given by 5 dMa 0. 2  = (10 ?25 ) Ms9. 0 + (0. 0200) Mt ? (0. 143) Ma ? (16. 2 ) Ma + Ff dt ( 7)Similar balances must be added for the other three compartments, and initial values for the four M’s must be given to complete the mathematical model. The input from fossil fuel consumption, the disturbance function Ff, may be a constant or a function of time. Its current value is about 5 petagrams of carbon per year. Over some periods of time its value increased at the rate of about 4% per year. Inasmuch as the Earth’s total reservoir of fossil fuels is estimated to be 10,000 petagrams, of which only half may be  recoverable for use, the current use rate, much less any significant increase, is not sustainable indefinitely.However, in the much shorter run, the concern is not about the availability of fossil fuels, but about how their use may be affecting the global climate. Steady states . The steady-state model is derived simply by setting the time derivatives in the transient equations to zero. Further, we can deduce from physical considerations that no steady state is possible unless Ff is zero. (Notice that the steadystate equations are nonlinear in the M's owing to the exponents on Ms and Ma.Consequently, a numerical search procedure must be used to obtain solutions to Problem 1 below. ) Problem 1 Incorporating the information in Equations 1-6, write the steady-state carbon balance for each o f the four â€Å"boxes† in Figure 3, taking Ff to be zero. Can you solve these equations for the numerical values of the four M’s? (Note that the equations are not linearly independent; one is redundant. ) (a) Take the total M (i. e. , the sum of the four M’s) to be 39,700 petagrams (the actual current estimate of the total carbon in the four compartments) and solve for the M’s.Note that your solution would be the ultimate steady-state distribution of carbon if the usage of fossil fuels were discontinued now — that is if Ff were immediately decreased from 5 petagrams per year to zero. (b) Instead of assuming an immediate reduction in Ff to zero, suppose that the usage of fossil fuels is reduced gradually in such manner that the carbon entering the atmosphere from this source decreases linearly with 6 time from 5 petagrams per year to zero over the next 100 years.Calculate the total amount (in petagrams) of carbon released by fossil fuel use over th at 100-year period, and determine the new set of M's at steady state. What fraction of the added carbon will ultimately (steadily) reside in the atmosphere? Unsteady (Transient) States. While information about steady states is of interest and importance, the more relevant questions can only be answered by examining the transient or unsteady state. How long does it take to approach a steady state? What levels of carbon are reached in the atmosphere along the way to an eventual steady state?What is the effect of increasing or decreasing the rate of consumption of fossil fuels? Consider the first question. According to the numerical values given above for fluxes and reservoir levels of carbon, the effective time constants for the reservoirs vary from a few years for the atmosphere to hundreds or thousands of years for the deep ocean layers. Therefore, a large input into the atmosphere may eventually decay to only a modest permanent (steady-state) increase owing to the fact that the lar ge capacity of the oceans will eventually absorb most of it — but the effects on the atmosphere may be felt for a century or more.The point was made above that the steady-state equations, being nonlinear, cannot be solved analytically. The same is true for the unsteady state. Therefore, the following problem requires a numerical procedure for solving the system of nonlinear ordinary differential equations. Problem 2 . Equation 7 gives the material balance for carbon in the atmosphere. Complete the mathematical description of the unsteady state by writing similar balances on the remaining three compartments shown in Figure 3.Take the initial (current) levels of carbon in the four reservoirs to be 700, 3000, 1000, 35000 for the atmosphere, terrestrial, surface ocean, and deep ocean reservoirs, respectively — all in petagrams. (a) Assuming that the carbon input from fossil fuel use remains constant at its present level of 5 petagrams per year, generate a numerical solutio n giving the amount of carbon in each reservoir versus time over a 100-year period. (Show your results in graphical form. ) (b) As in part (b) of Problem 1, let Ff decrease linearly with time from 5 petagrams per year to zero over 100 years.Again generate solutions and present curves showing the 7 reservoir levels of carbon versus time up to 100 years. What fraction of the total carbon entering the atmosphere from fossil fuel use is present in the atmosphere at the end of the 100-year period? Compare that fraction to your answer for part (b) of Problem 1. Comments? A Glance at the Global Warming Problem You might ask why should we be concerned about changes in atmospheric carbon levels. After all, the levels are very low. Further, we should expect some natural level of CO2 in the atmosphere owing simply to that generated by the respiration of plants and animals.In fact, that natural level is estimated to be about 280 ppmv — a pre-industrial level that probably existed steadil y for centuries before the industrial revolution. The answer to such questions is not simple, but the major concern nowadays is the possible upsetting of the Earth's energy balance leading to an increase in the average global temperature. We will not attempt an exhaustive treatment of this subject here, but since it connects directly to the preceding discussion of the carbon cycle, it warrants a quick glance at least. The following equation gives the simplest form of the Earth's energy balance.S(1 ? f ) r = 2 4 2 T (4 r ) (8) where S is the solar constant — i. e. , the amount of incident solar radiation per unit projected area of the Earth, f is the albedo or reflectivity of the Earth, r is the Earth's radius ? is the effective emissivity of the Earth for infrared radiation to outer space, ? is the Stefan-Boltzmann constant T is the absolute temperature — indicative of the global average temperature. The radius, r, cancels from Equation 8. The following list gives valu es for the other quantities in Equation 8. 2 S = 1367 watts/m f = 0. 31 ? = 0. 615 -8 2 4 ? = 5.5597 x 10 watts/(m oK ) 8Equation 8 is a steady-state balance equating the solar energy reaching the Earth's surface (on the left side) to the energy lost by infrared radiation to outer space (on the right side). Atmospheric gases affect the reflectivity, f, and the effective emissivity, ?. In particular, so-called greenhouse gases decrease ? by absorbing, or â€Å"trapping†, some of the infrared radiation, thereby reducing the amount of energy that can escape from the Earth. If all other factors are constant, a lower value of ? will result in a higher value of T from Equation 8.Other factors come into the picture, however, and lead to uncertainty about the extent of global warming that may occur due to increases in CO2 and other greenhouse gases. For example, an increase in the average temperature would probably lead to an increase in aerosols and cloudiness, which will act to inc rease f and offset the effect of a decrease in ?. We probably error on the pessimistic side (i. e. , predicting a temperature change that is too large) if we assume, as we shall here, that an increasing CO2 level works only to decrease ?. The following equation gives a reasonable estimate for that variation. = 0. 642- (8.  45 x 10-5) pco 2 (9) where pCO2 is the concentration of carbon dioxide in the atmosphere in parts per million by volume (ppmv).Problem 3 For this problem you will need to calculate the concentration of CO2 in ppmv from the total mass of atmospheric carbon. For that calculation, take 18 the total mass of the atmosphere to be 5. 25 x 10 kg. In all cases use the initial values for the M's given in Problem 2. (a) Using your result from Problem 1(b) along with Equations 8 and 9, calculate the predicted eventual increase in the global temperature attributable to the carbon added to the atmosphere over a 100-year period.(b) Repeat Problems 2(a) and 2(b), this time incl uding a graph of the global temperature change versus years as predicted from Equations 8 and 9. Comment about the resulting temperature following from Problem 2(b) vis-a`-vis that following from Problem 1(b). 9 Problem solutions Solutions to the three problems presented in these notes are available to course instructors as Mathcad (Macintosh) files or as copies of those files in pdf format. Copies may be obtained by e-mail request to schmitz. [email  protected] edu.

Book Review The Odyssey - 1703 Words

Ri’enna Boyd Honors 10 Summer Homework Journal 1: Prompt B If I were to describe Telemachos to a friend, I would have plenty to say about him. In the novel, The Odyssey, Telemachos is the son of Odysseus. He is a young adult, and curious of the whereabouts of his father. Telemachos also has a large amount of courage in the book. Before the help of Athena, he was not much of a man and had little confidence. When it was needed, Athena gave him the gift of courage. A few situations where he showed his courage were in chapter two. The first was when the council met in the Market- Place. This was the first meeting without his father, and this is when Telemachos tells the men of Ithica that he â€Å"is going to Sparta and sandy Pylos, to find out about [his] father and why he is so long away† (27). He decided to leave Ithica by ship, without informing his mother, to find information about Odysseus. Also at the meeting he announces his feelings of his father’s return. Telemachos believes, â€Å"he is already near, planting the seed of death and destruction for all of these men† (26). Ironically, this is exactly what Odysseus was doing. He may not have been getting to Ithica soon, but he definitely was planning the death of the men in his home. This was also courageous as Telemachos did not know how the men would react upon his opinion. Additionally, through the chapters of three and four, he shows his courage by asking kings about where his father might possibly be. In conclusion, if I wereShow MoreRelatedBook Review : Odyssey 2531 Words   |  11 PagesAlexis Lauren Robinson December 03, 2014 Odyssey Sections Book Thirteen: 1-79: The section of this book in which Alcinous is stunned by how much Odysseus has suffered. Alcinous believes that he will sail home from Ithaca. 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Robert Fitzgerald (New York: Farrar, Straus, and Giroux) 5) Homer, The Odyssey, trans. Robert Fitzgerald (New York: Farrar, Straus, and Giroux) 6) Virgil, The Aeneid, trans. R. Fitzgerald (Vintage, 1990) Lectures: Tuesdays and Thursdays CLH L 11:30 a.m. – 12:30 p.m. Tutorial Sections: |Section |Time and LocationRead MoreHomer: Blind or Captive Essay513 Words   |  3 Pagesknow when he lived? All of these questions will be answered in the following paragraphs. Homer is an interesting man, not much is known about him, and what is known about him is questioned by the â€Å"Homeric Question,† he composed The Iliad and The Odyssey, and that is what his life is based off of. Homer means blind or captive. He was said to be born in 800 BCE, but their is no exact date but they know it is between the 12th and 8th century BCE. He is believed to be blind man, because of a characterRead More The Odyssey Essay1550 Words   |  7 Pages Throughout vast journeys of many heroes, no other hero had a more complex journey than Odysseus. This journey is called The Odyssey, written by Homer. It is an epic poem or story told of a hero name Odysseus on a 20-year voyage trying to get back home from the Trojan War. The great epic poem known as The Odyssey and attributed to Homer was probably first written down around the eighth century BC, but the origins of the ancient story in myth, legend, and folklore and art appear to be much older.Read MoreHistory, Symbolism, and Characters in Homer’s The Odyssey 1118 Words   |  5 Pages In The Odyssey, it takes Odysseus twenty years to make it home from the Trojan War. On his journey home, he runs into many obstacles and creatures that he must overcome. He encounters the sirens, the Cyclops, and others. Each event in this epic poem has a symbolic meaning behind it. 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An Interest in African Studies and International Relations

My primary interest is in the study of Africa, both past and present - ancient history, traditions, cultures, colonialism, and nation building. I would like to study and conduct research on various issues that impact the African continent including ethnic and religious conflicts, health and environmental challenges. I am also interested in historical and evolving roles of women in Africa. In the summer of 2008, I travelled to Orogun, a village in the Niger Delta region of Nigeria, where my father spent his childhood. I had read and heard stories about the oil rich villages in the Niger Delta and the plight of the villagers from environmental hazards resulting from toxic oil and gas flares, air and water pollutions leading to birth defects, lung diseases, and destruction of the ecology. I was shocked to find a village with such rich natural resources with no infrastructures, good medical facilities, or schools. I returned to Orogun in the winter of 2010 to participate in a food drive organized by the Omo-Agege foundation. We distributed over 500 bags of rice to the villagers. I also helped organize a Christmas party for the Orogun children where I introduced games like musical chairs and awarded prizes for dance competitions. I am deeply concerned about the immediate and long term health risks facing the people of the Niger Delta in Nigeria due to the environmental haz ards in the region, and hope to delve into available remedies and compensations. In the summer of 2012, IShow MoreRelatedMultilateral Relations Between Africa And Africa1407 Words   |  6 Pageshas gradually gained modest relations, and aspiring to cultivate a multifaceted partnership with major global political players in all directions from Left-Right, East–West, North-South, and South-South. 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Evaluation Questions On The School - 873 Words

There are many issues the school needs to consider before starting to collect data. When the school collects data, the school has to observe confidentiality. Therefore, when reporting data, it is important not to reveal students private information and only report on groups large enough to make it impossible to identify individuals. The school reports on groups that are twenty or more people and follows the Family Educational Rights and Privacy Act (FERPA). The school seeks permission from the administration and parents, where appropriate, to collect data. The school considers the challenges faced in collecting data such as barriers in language, schedules, access to computers and transportation for the persons involved with the data collection. These challenges need to be conquered before continuing. The school must know the population of the people who will participate. Whereas, there are different sources that can be used to answer the evaluation questions. One source used to answer questions is using data already taken by the school or districts. However, some evaluation questions may need more information. Thence, the school collects data through data systems, surveys, focus groups in addition to already gathered data. The school has data systems that include information about the individual student. Included in this data system are student demographics, achievement, attendance, suspensions, expulsions and other information about the student. AnotherShow MoreRelatedEvaluation Research Questions On School Truancy823 Words   |  4 PagesEvaluation Research Questions There were three expected outcomes / hypothesis as a result of PARC program participation. First, hypothesis number one suggested that the activities of the PARC program (IV) will decrease school truancy significantly (DV) for individuals that participate in the program. Hypothesis number two suggested that as a result of the decrease in school truancy, student’s academic grades will improve. In other words, the PARC program (IV) would help to improve student’s gradesRead MoreFactors That Should Be Considered When Determining The Purpose Of Evaluation879 Words   |  4 Pagesshould be considered when determining the purpose of evaluation are: Formative evaluation and summative evaluation are the two factors that determine the purpose of educational evaluation (Glickman, Gordon, Ross-Gordon, 2014, p. 225). Robert Stakes says it best in his comment: â€Å"When the cook tastes the soup, that s formative: When the guests taste the soup, that s summative† (Billard, 2011). Just as a cook, evaluators are using formative evaluations to keep the program in balance, to improve the programRead MoreObjectives Of Process Evaluation And Development Of A Program Essay1431 Words   |  6 PagesA. Objectives of Process Evaluation (in general terms) According to Emil Posavac, upon development of a program, evaluators must take on the mission of recording the degree to which implementation has taken place, the nature of the people being served, and the extent to which the program operates as expected. Process Evaluation encompasses an examination of the assumptions made while the program was being planned (Prosavac, 7). In order for process evaluations to be the most valuable it needs toRead MoreThe Overall Evaluation / Research Strategy Or Design?1543 Words   |  7 PagesSection 1: Action Research What is the overall evaluation/research strategy or design? The article that was selected is, â€Å"Assessing the impact of a year-long faculty development program on faculty approaches to teaching†, by Light, Calkins, Luna, Drane (2009). The design is action research. Why is this type of strategy or design selected for this study? This design was selected because action research is a process and the seven-step process was initiated in the development of the design selectedRead MoreProgram Evaluation Critique Essay1546 Words   |  7 PagesProgram Evaluation critique to: Trish Mckay from: steven wayock subject: Team read- program evaluation Critique date: [ 10/31/2012 ] cc: Professor Turner, Margo Jones, Trish McKay Steven Wayock’s Independent program evaluation Critique Team Read’s program evaluation completed by the independent evaluator Margo Jones took an overall look at Team Read based off of statistical analysis conducted in two different phases. These phases evaluated different scopes of Team Read, the readers theRead MoreEvaluation Project Background Of Physical Education Essay1298 Words   |  6 PagesEvaluation Project Background While the term physical literacy is gaining attention in the US as a goal for physical education (PE), physical literacy (PL) has been used within physical education in other countries such as Europe, Canada, Australia, and New Zealand. The internationally accepted definition of PL is â€Å"the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life† (Whitehead, 2013). The conceptionRead MoreThe Planning Processes at the Far West Elementary School: An Analysis931 Words   |  4 PagesElementary School The Far West Elementary School serves primarily immigrant children, coming from foreign families and seeking a better life in the United States, while taking advantage of the lower price of real estate in the neighborhood. The educational facility aims to create an environment where the children would thrive in an academic manner, where they would gain more self esteem and responsibility and where the life long goals are valued and emphasized upon. The Far West Elementary School is anRead MoreEvaluation Methodology. The Main Question This Evaluation1548 Words   |  7 PagesEVALUATION METHODOLOGY The main question this evaluation seeks to answer is â€Å"Is the after-school tutoring program at Neighborhood Christian Center Jackson effective?† This is imperative to be used to carry out the research effectively thereby, drawing upon accurate findings, for which previous research and prior works that have been conducted is the domain earlier could be studied and referred. In addition, to conducting primary, which is important, to gain comprehensive insight to the effects producedRead MoreProgram Evaluation Paper806 Words   |  4 PagesJones, M. O. (2015). Program evaluation of alternative schools in North Carolina: a companion dissertation (Doctoral dissertation, University of North Carolina, 2013). Journal of Organizational Educational Leadership, 1(1), 4th ser., 1-27 The North Carolina and South Carolina State Department of Education both agreed and passed legislation that created services for alternative education. The focuses of each of these programs were to modify behavior, meet student academic needs, and reduce recidivismRead MoreEvaluating The Curriculum Development And Designing A Continuous Program1257 Words   |  6 Pagesimplementation and evaluation. It is a continuous and dynamic process that embraces the evolution of new technologies, new education models, and innovative approaches. The unpredictable challenges that the nature and society might pose to the mankind demands the educators this ongoing process of curriculum development and implementation. Researches are indicating that standardized test results are in correlation with the socio economic status of the students and the community. The evaluation models have

Globalisation in Terms of Social and Economic Trends Free Essays

Globalisation is not a single phenomenon. It has become a catch-all concept to describe a range of trends and forces changing the social and economic structures of the world. Globalisation may be defined as ‘becoming or making world-wide†, but it has also been referred to as Westernisation. We will write a custom essay sample on Globalisation in Terms of Social and Economic Trends or any similar topic only for you Order Now Globalisation as argued by Professor Ruud Lubbers, former Prime Minister of the Netherlands, is considered to have a number of distinct elements to it, which include Economic, Technological, Political, Cultural and Environmental. Economically, greater world integration or globalisation has been greatly encouraged since the Second World War, with the introduction of free trade agreements such as GATT (General Agreement on Tariff†s and Trade). Additionally, regional trade agreements have also been developed, which have included ‘single markets† established by the European Community and NAFTA (North American Free Trade Agreement). Technologically, the IT revolution has provided a massive improvements in our ability to store and manipulate data using ever more powerful computers. More important however, is the communication abilities of these computers. The Communications Revolution has resulted in the ‘shrinking† of the world. Politically, it was not until the collapse of the former Soviet Block in the late 1980†³s and the general acceptance of the free market (deregulation) and democracy, coupled with the emergence of the ‘Tiger† economies of the Pacific Rim, that the term globalisation has taken on true significance. Culturally, there has been a spreading of Westernisation, or perhaps more accurately Americanisation through the media of films, television and music. Following the Second World War, the USA fearing the rise of communism, actively encouraged and subsidised the world-wide distribution of films effectively advertising (if only subliminally) the benefits of capitalism and the American Dream. As a consequence to the dilution of cultures, France for example has since introduced legislation requiring radio stations to play a minimum of 40% of music originating from or sung in French. Environmental problems are increasingly becoming global problems. Therefore, countries are no longer able to look at environmental issues in isolation. This has been dramatically illustrated for example by the nuclear disaster at Chernobyl, the depletion of the ozone layer and acid rain over Scandinavia. Countries now need to act collectively (as per the Rio Conference) for there to be any chance of reversing or just slowing the damage being caused to the environment. Globalisation of the economy has not been based purely on free trade but also on the free movement of capital. This has promoted direct foreign investments from one country into another (e.g. massive Japanese investment into the EU, especially the UK) which has had a strong influence on the globalisation of the national economies. As an economic phenomenon, globalisation has resulted in a shift away from a world of distinct national economies to a global economy in which production is distributed internationally and finance is able to flow freely and instantly between countries. Multinational businesses have vast economic powers, whilst institutional investors and financial gurus such as George Soros are capable of influencing the currency rates, economic policies, and interest rates of individual nation states (e.g. September 1992, the UK was forced to leave the European Exchange Rate Mechanism). The framework of rules within which economic activity takes place is increasingly defined within the international framework of organisations such as the WTO (World Trade Organisation), the IMF (International Monetary Fund), the World Bank, the OECD (Organisation for Economic Co-operation and Development) and G7-8 summits, together with the regional trading blocks such as the European Union and NAFTA. Globalisation is arguably both a cause and a consequence of the information revolution. It is driven by dramatic improvements in telecommunications, exponential increases in computing power coupled with lower costs, and the development of electronic communications and information networks such as the Internet. These communications technologies are helping to overcome the barriers of physical distance. Communities of various types, including NGOs (Non-Government Organisations) which include international interest groups like Amnesty International or Greenpeace, as well as business and labour organisations, now function across national borders. Greenpeace is a prime example: the Shell Brent Spar case illustrated the ability of such internationally organised interest groups to successfully exert commercial and political pressure in multiple countries simultaneously. In turn, social policies affecting individual citizens are becoming more sensitive to international influences, especially when highlighted by the global news media. While globalisation is transferring numerous decisions to the international arena, political and constitutional reforms in many countries involve attempts to decentralise decision-making from central government to more regionally autonomous authorities to cater for a sense of ‘local† identity (e.g. new Labour polices on devolution for Scotland and Wales). These trends appear contradictory, but in practice they are causing the development of new multi-level policy systems. Consequently, borders are becoming increasingly difficult for governments to define and maintain. Therefore, national governments are being forced to redefine their roles, responsibilities and policy relationships. In the same way, multinational companies will find that they will not only have to deal with global trends but also the local laws and customs of their intended markets and manufacturing centres. Globalisation has raised fears that the sovereignty of nation states is being undermined. If sovereignty can be defined as the ability to exercise control without outside interference, then nation states are clearly experiencing diminishing sovereignty. Governments must recognise and work on the assumption that most issues they are required to deal with are affected by or will affect to some extent the international competitiveness of the country. Governments’ own responses to globalisation or the search for joint solutions to global problems have further effects upon sovereignty. Participation in international organisations or the adoption of international agreements puts limits on policy options available to governments. This may even require modifications to long-standing domestic policies and practices. Interdependence is narrowing the degree of domestic policy independence. Unilateral action may not be the most effective way to achieve policy goals. For example, the exploitation of resources such as fisheries would inevitably result in the severe depletion, if not destruction, of common stocks (European Common Fisheries Policy) . Many other important policy goals cannot be met by governments acting alone. In combating environmental problems and international crime etc, the interests of individual nations, therefore, may only be protected by collective action. The competition for international investment encouraged by the activities and mobility of multinational enterprises means that most traditional domestic policies such as education and training, taxation, social protection, economic regulation and labour legislation have become international. Even a nation’s domestic management policy is a matter of great concern to its trading rivals, because this will ultimately affect a country†s efficiency and consequently its competitiveness. Government policies must increasingly be made more consistent with or competitive against those of their main trading rivals. This was highlighted by Britain†s decision to opt out of the Social Chapter of the Maastricht Treaty. Monetary and fiscal policy decisions can no longer be taken on the basis of exclusively domestic considerations. Currently more than 10 times the amount of finance needed to support the current volume of world trade, is traded daily on the world currency markets. This means that 90 per cent of that activity could be seen as pure currency speculation. This is far in excess of what central banks can hope to influence through their own interventions, especially in the absence of any joint action. In recent years, the Labour Party in the UK, after four successive election defeats has gradually moved its economic policy broadly in line with that of the current Government. This may be seen as an attempt to gain credibility with the UK electorate but perhaps most importantly, to gain credibility with the International Money Markets which will have the opportunity of voting with their funds! The improvement of communications this century from sailing ship to satellite has contributed directly to the globalisation of the world†s economies and political systems. Technological globalisation of Information Technology has moved across cultural and physical barriers, effectively eliminating the capacity of countries (however draconian) to isolate themselves from the world outside. Despite this, Iran has recently banned the use of satellite television, but control will be difficult, if not impossible, to achieve because the information revolution which has also provided e-mail and the Internet has democratised information. It may seem nonsensical for the need to obtain a visa to physically visit someone to whom you are able to talk to electronically on a daily basis. The result is that free speech and civil liberties are becoming increasingly international. Borders will no longer act as boundaries, especially with respect to information (IT has effectively eliminated the capacity of countries to keep out foreign influences, good or bad) and the flow of finance and crime. Therefore, numerous problems can only be tackled in collaboration with other countries. Ultimately, the goal of globalisation is to achieve a world economy reaping the benefits of additional trade and, consequently, mutual dependency (no two countries with a MacDonalds franchise have ever gone to war with each other!), therefore creating more jobs and prosperity for the participating countries. However, some such as Martin Khor, an economist and director of the NGO Third World Network, believe that free trade within a global market will polarise the poorer countries from the richer nations still further. According to some estimates, the industrialised countries, which make up 20% of the GATT membership, will gain 70% of the additional income arising from the implementation of the Uruguay Round of GATT. The globalisation of trade finance and information is perhaps the tip of the globalisation iceberg. The challenge to governments may be made more acute by a host of other internationalisation†s under-way, which include areas such as crime and population movement (economic refugees). Even if it is considered by some to be less than desirable, the increasing globalisation of the world seems unavoidable. In the long term, little may be gained by nation states resisting the impacts of globalisation, which may ultimately prove to be ineffective and counter-productive. To conclude, the ever-improving technology and consequently communications available to businesses, have enabled the creation of a global economy of production and finance, enabling industry to make use of territorial divisions, playing one country or trade-block off against another to maximise subsidies, savings in taxes, avoidance of anti-pollution regulations and guarantees of political stability and favour. With this, a new political structure is emerging with national sovereignty being an ever-looser concept (illustrated by the gradual and continuing integration of individual nation states into the European Union), which is contributing to the emergence of a phenomenon described by Robert Cox as ‘macro-regionalism†. He considers there to be three macro-regions in the making: Europe based on the European Union; an Eastern Asian sphere centred around Japan; and a North American sphere centred around the USA and looking to embrace Latin America. Perhaps the emergence of these macro-regions is part of a natural evolution towards a truly global state? How to cite Globalisation in Terms of Social and Economic Trends, Essay examples

Management Creative Writing

Questions: Task 1 Who are you?Introduce yourself, but instead of providing a list of facts, youll be the main character n a developing story. Tell us about your character as if you were someone else (in the third person). This is an opportunity to write creatively. Task 2 ClichesWrite original alternatives to the clichs below: - Blind as a bat - Avoid (something) like the plague - Tip of the iceberg - At the end of the day Place each of your alternatives in a sentence to see how well they work. Task 3 Letter to a friend.Write a letter to a close friend expressing your passion, your anger and your grief about a topic you feel passionate about. Task 4 the hook. Write the opening for a short story of your choice. Task 5 Creating characters.Provide a character sketch for a main character in your short story. Please include their fears, loves and hates. Dont write a list. Present this piece as a passage from your short story. Reflection Activity 1 You , the writer.Write a reflective piece that tells us about your aspirations as a writer. What do you see as your strengths and weaknesses as a writer? What genres do you prefer to write in: short story, poem, song, novel? What do you think are the hallmarks of a good writer? How much and how often do you write and read? Cover some or all of these topics. Answers: Task 1 A person who is blend of intellect and maturity with elements of confidence and enthusiasm. A congenital sensitive and loving person who is optimistic and far sighted. A personality of valor which speaks of charm and courage with a positive attitude towards life. Always exuberant, full of life and zeal to showcase excellence in every task undertaken. Imaginative behavior trying to come up with innovative and creative solutions for situations. Some of the negative bends of character are being self centered and self focused. Sometimes acting as conscientious there is amalgamation of openness and a respect for diversity. With a keen insight into experimentation, there is meticulous level of performance which never leads to overconfidence. Task 2 Blind as bat: Not able to see well or unwilling to see clearly. Tom is blind as bat when it comes to his sons rude behavior. Avoid like the plague Ignore someone or something in total sense. There is something peculiar about Rob, everyone avoids her like a plague? Tip of the iceberg A part of something that can be observed when rest of it is hidden. The obstacles in your path are just the tip of the iceberg. There are various catastrophes waiting to occur. At the end of the day When work ends or everything else has been taken into the consideration. At the end of the day, we can decide which path is right and which will lead to disastrous end. Task 3 Dear Friend, As you know, I am a die hard social activist so today, I would like to share my passion for the social work undertaken by me. By the means of my expression of thought, you will surely become interested in some of my tasks. This is a rewarding job without any rewards but raise the internal satisfaction level to an exponential rate. I am so passionate for this work that I spare some time every day to help anyone who requires it. I help them not only by giving and distributing resources but by giving moral support and emotional strength to the ones who require it. I am so engrossed in these tasks that I keep on motivating others to extend their services for social works. We are supported by government and non government agencies to a greater limit which makes me feel enthusiastic about the work. Social work extends beyond charity and my passion for it is unmeasurable. A part of my working salary and pocket money goes into helping poor children to study and learn vocational courses. I sp end some time in old age homes to provide emotional support to lonely individuals and have a mutual satisfactory and happy feelings. My interest, hobby, accomplishment and achievement are related to social work. The sole purpose of social working is to gain internal satisfaction, moral happiness and eternal sanctity. I invite you to extend some form of support in this task of social service and uphold my passion to a greater level. Yours lovingly Task 4 We are the Children of one God Caste, creed, color have made everything so complex. Based on this fact, can we really dwell deeper into the conscience and understand that we are the children of one god only? Abu and Bun were two best friends boasting of their friendship in the school they attended. Children used to envy of their eternal and selfless bond of love and care. No one could ever have imagined that they both belonged to different castes coming from altogether different backgrounds. One single day, the headman of the village decided to renovate the school which marked beginning of the differences crafting among their communities. The head from other community wanted to contribute and have his name in the prior list of management but the headman refused. This petty issue became the source of brewing a fight between them. Because of this tension and stress rising among the communities, Abu and Bun got stressed and were terribly upset. One of their teachers noticed their dilemma and asked them to discuss the issue. They openly discussed the problem with the teacher and came up with an innovative solution. Task 5 The main characters of the story are Abu and Bun who are showcased as epitome of a true, selfless and affectionate friendship. They rose over the petty discriminations based over caste or creed and believed that friendship is the greatest relation which God have formed. They believed in oneness of God and were true believers of moral values. They loved the bond of their friendship and regarded it as the topmost relation. The had a fear that their friendship might fall prey of the rising tensions among the communities and hence were sensitive and got extremely tensed. They were tender hearted and kind. The strength of their character was purity of their relation and the trust they had to build this kind of friendship. They were obedient too as in the story they believed on the innovative solution devised by their teacher. They had a strong character to bring in peace in the society and acted so maturely that they taught a lesson to their elders. As a whole, they had a strong, sensitive and mature character played in the story. Reflection I have an omnivorous reading habit on a constant and periodic basis, this reading have formed a part of my lifestyle and routine. I have an inner ear and tend to hear what I write before expressing. My writing skills have a sense of rhythm to draw attention of the general mass. The activities of reading, listening, introspecting, and reflecting are the key strengths of my writing skills. I am aware and keep myself updated with the structure of writing and tend to modulate my skills accordingly. Another strength is to draw analogies with the real life and make my work more realistic. I am more aligned to write poetry and short novels as they are closely related with the real life by inculcation of well framed proses, creative use of language and innovative implementation of well formed writing. My weakness include a phobia for fiction and overuse of flowery and difficult words in my writing. I tend to give overthought sometimes where it is not even required. I have to improve upon my rhyming schemes and prose formation for the poetry. Hallmarks of a good writer are clarity, focus and ideas will well formed organization of thoughts. The choice of language which will have a direct and indelible impact over the audience is the key for success of a writer. The writing should be though provoking and emotionally aspiring. Powerful writing which is developed gracefully is a catalyst of good writing skills. The writing should be in flow which is full of compassion and is compelling.