Do you belive that Opedius is essays

Do you belive that Opedius is expositions Wharf Paolo Pasolini made a film dependent on the play Oedipus Rex by Sophocles. This film is viewed as perhaps the best rendering of an old style Greek subject that the film has ever delivered. Pasolini has in this film improved the progression of occasions, with the goal that they follow the sequential request. The story begins with the shepherd conveying a kid to the desert, while in the first fantasy from Sophocles the purpose of takeoff is extraordinary; the courier come to approach Oedipus for help in sparing the withering city. Moreover Pasolini includes a cutting edge preface and epilog, which are splendidly expressive and accused of extraordinary power of individual inclination. Pasolinis Oedipus Rex might be taken to be as much about Pasolini himself as about Sophocles saint. As indicated by Pasolini this film is the most personal of all his creation. One of Pasolinis guarantees about his film was that the young man of the preface is himself, the young men father is his dad , and the mother is his own mom. Oedipus is naturally introduced to conditions of Pasolinis adolescence, with his folks garments in the film motivated by photos of Pasolinis guardians. Pasolini attempted to make his own type of Oedipus; he needed to maintain a strategic distance from any associations that the crowd could make with the first story. Consequently the area where the story was recorded was moved from Greece to Morocco. In depicting Oedipus, Pasolini had made a few inclusions into the story. Some place toward the start of the story line he presents Oedipus at 20 years old tossing disk at the opposition and what was critical about this occasion was the cheating of Oedipus. This reality may recommend to us that Pasolini didnt feel that Oedipus is a totally honest, but.... Oedipus is permitted to murder in the film by Pasolini, so as to guard his pride, however is the slaughtering the demonstration of the honest individual or does Pasolini ... <!

Free Essays on Road Not Taken

Decisions are rarely simple and individuals face large numbers of them in the course of their life. A few choices to these decisions are clear while others are some of the time progressively hard to accomplish. The sonnet The Road Not Taken by Robert Frost is a first individual story of a stupendous second in the speaker’s life-Frost can be viewed as the speaker. Ice is looked between the decision of a second and a lifetime showed in his sonnet. Strolling down a country street the storyteller experiences a point on his movement that veers into two separate comparable ways. In Robert Frost’s sonnet The Road Not Taken, Frost presents man confronting the troublesome unalterable preference of a second and a lifetime. This thought in Frost’s sonnet is exemplified in the crossroads, the choice between the two ways, and the speaker’s choice to choose the street not taken. Man’s life can be figuratively identified with a physical excursion loaded up with numerous exciting bends in the road. All through this excursion there are moments where decisions between exchange ways must be made-the course man chooses to take isn't generally a simple one to decide. The intersection speaks to the speaker’s experience of browsing two ways a heading that will influence his a mind-blowing remainder ( ). Ice presents to the peruser a second in anyone’s life where a burdensome risky decision must be made. There are a plenitude of choices in life man faces; Frost represents this into the separating of the two ways in his sonnet. The choice for which way to look over can be difficult to acknowledge, similarly as the disclosure of the decisions. The two ways speak to the alternatives man needs to look over. Confronted with these choices, man needs to gauge his alternatives cautiously to settle on an ideal decision. At the split in the street, the speaker looks far down both the two ways to perceive what every one of the ways will bring. The speaker’s sight is restricted his eyes can just observe the way until it twist... Free Essays on Road Not Taken Free Essays on Road Not Taken The Choice of the Road Not Taken Decisions are never simple individuals face a large number of them in a lifetime. A few decisions are clear while others are once in a while increasingly troublesome. The sonnet â€Å"The Road Not Taken† by Robert Frost is a first individual story of a fantastic second in the speaker’s life. This thought in Frost’s sonnet is the byway, the choice between the two ways, and the speaker’s choice to choose the street not taken. â€Å"The Road Not Taken† was written in when Frost himself needed to settle on a decision throughout everyday life, and his challenging choice to take the street not taken. Robert Frost was conceived on March 26, 1874 in San Francisco. His dad was William Frost, a Harvard graduate who was on his way westbound when he halted to educate at Bucknell Academy in Pennsylvania for additional cash. His mom, Isabelle Moodie started showing math at Bucknell while William was there, and they got hitched and moved to San Francisco. They were continually evolving houses, and William went from occupation to work as a writer. About a year in the wake of moving to San Francisco, they had Robert. They named him Robert Lee Frost, after William's youth legend, Robert E. Lee. Ice's dad kicked the bucket from tuberculosis at age thirty-four, in 1885. Isabelle took Robert and his sister back east to Massachusetts. Before long they moved to Salem, New Hampshire, where there was an instructing opening. Robert started to go to class and participate in his mother’s classes. He before long figured out how to main avenue for affection, and in the long run went to Lawrence H igh School, where he composed the words to the school song, and graduated as co-valedictorian. Ice was then sent to Dartmouth College by his controlling granddad, who considered it to be the best possible spot for him to prepare to turn into a businessperson. Ice read significantly more in school, and discovered that he cherished verse. In 1912, at 38 years old, he sold the ranch his dad had gone to him and utilized the returns to take his family to England, where he could commit h... Free Essays on Road Not Taken Decisions are rarely simple and individuals face large numbers of them in the course of their life. A few choices to these decisions are clear while others are at times progressively hard to accomplish. The sonnet The Road Not Taken by Robert Frost is a first individual account story of a fantastic second in the speaker’s life-Frost can be viewed as the speaker. Ice is looked between the decision of a second and a lifetime showed in his sonnet. Strolling down a rustic street the storyteller experiences a point on his movement that wanders into two separate comparative ways. In Robert Frost’s sonnet The Road Not Taken, Frost presents man confronting the troublesome unalterable inclination of a second and a lifetime. This thought in Frost’s sonnet is exemplified in the crossroads, the choice between the two ways, and the speaker’s choice to choose the street not taken. Man’s life can be figuratively identified with a physical excursion loaded up with numerous exciting bends in the road. All through this excursion there are moments where decisions between exchange ways must be made-the course man chooses to take isn't generally a simple one to decide. The byway speaks to the speaker’s experience of looking over two ways a heading that will influence his a mind-blowing remainder ( ). Ice presents to the peruser a second in anyone’s life where a difficult tricky decision must be made. There are a plenitude of alternatives in life man faces; Frost represents this into the veering of the two ways in his sonnet. The choice for which way to look over can be difficult to acknowledge, similarly as the disclosure of the decisions. The two ways speak to the alternatives man needs to look over. Confronted with these choices, man needs to gauge his alternatives cautiously to settle on an ideal decision. At the split in the street, the speaker looks far down both the two ways to perceive what every one of the ways will bring. The speaker’s sight is restricted his eyes can just observe the way until it twist...

MIT Gangnam Style

MIT Gangnam Style In case you havent been on the Internet recently, a music video called Gangnam Style was released over the summer by K-pop rapper PSY, and now has the third most views on all of Youtube.  560,719,326 views, as of 8:23am today. 560,719,327 a few minutes later, because a friend came into my room who had never seen it, and I had to educate her. For the rest of this post to make sense, you should probably catch up: Now youre ready.  On September 14, Chris Peterson e-mailed the bloggers, letting us know that the MIT Korean Student Association was filming an MIT Gangnam Style. At the beginning of October, I started seeing notices on the DanceTroupe mailing list about Gangnam Style rehearsals. On Sunday October 21, there was a Gangnam Style flashmob on Killian Court. This morning, the official MIT Gangnam Style music video was released to the public. Only an MIT Gangnam Style video could feature: the MIT Dean of Admissions, one of the principal leaders of the Human Genome Project and co-chair of President Obamas Council of Advisors on Science and Technology, the father of modern linguistics, and one of  Times 100 Most Influential People in the World in 2012 for his liquid metal battery research. Without further ado, prepare to be rendered speechless:

Essay on Teacher Attitudes Towards Inclusion - 1289 Words

In summary, research indicates positive shift in attitudes toward inclusion and can be fostered by teacher education in a variety of aspects pertaining to inclusion including increased administrative support, co-teaching, support from special education teachers and paraprofessionals, adequate resources to meet the needs of a wide variety of learners, and time for making accommodations, modifications, and planning (DeSimone and Parmar, 2006; Daane et al., 2008; Elliot, 2008; Gurgur Uzuner, 2010; Jung, 2007). Novice teachers get much needed training and hands on experience in their coursework and practicum (Algaryouti et al., 2003; Berry, 2008; Brakenreed Barnett, 2006; Burke Sutherland, 2004; Jung). Researchers found experienced†¦show more content†¦Many of these studies suggest teacher attitudes toward inclusion are the most important aspect of inclusive teaching (Berry; Brakenreed Barnett; Burke Sutherland; Daane, Lusk, Thompson; Gojkovic; Elliot). Further, research has been done to determine how these attitudes affect the views these inclusive teachers hold of students with disabilities and their willingness to work collaboratively to meet the needs of included students (Algaryouti et al., 2003; DeSimone Parmar, 2006; Daane et al., 2008; Gojkovic, 2007; Gurgur Uzuner, 2010; Jensen et al., 2004; Jung, 2007). The findings suggest preservice teachers and novice teachers approach inclusive teaching with a positive mindset but are reluctant to seek auxiliary support, likely due to their lack of secure teaching craft (Brakenreed Barnett, 2006; Jung, 2007). In contrast to the positive attitudes of novice and preservice teachers, in-service teachers have a more negative view toward inclusion; however, a positive correlation exists between an increase in auxiliary support and more favorable attitudes toward inclusion (Daane et al., 2008; DeSimone Parmar, 2006; Gurgur Uzuner, 2010). Research supports the positive change in novice teachers’ attitudes toward inclusion as a direct result of the focus shift in teacher preparation programs (Algaryouti et al., 2003; Berry, 2008; Brakenreed Barnett, 2006; Gojkovic, 2007; Jung, 2007). Increases in specialShow MoreRelatedTeacher s Attitudes Towards Inclusion1683 Words   |  7 PagesTeacher’s Attitudes Towards Inclusion Cathy Ferraro Concordia University A Research Report Presented to The Graduate Program in Partial Fulfillment of the Requirements For the Degree of Masters in Education Concordia University - Portland 2015 Teacher’s Attitudes Towards Inclusion Inclusive classrooms are being enforced and implemented in classrooms across our country. However, the idea of inclusion and incorporating students with special needs in to a general education classroom stillRead MoreWhat Are Teachers Attitudes Towards Inclusion Of The General Education Classroom?848 Words   |  4 PagesTate, M. (2011). What are teachers’ attitudes towards inclusion in the general education classroom. California State University. Berry and colleagues present an effective study which found that teachers have positive attitudes towards inclusion. Teacher surveys were conducted to reveal their perceived need of more training and support within the inclusive environment. Both general and special educators were included in the surveys. An extensive literature review on inclusion was provided. LiteratureRead MoreEducation Is An Integral Part Of Our Lives1420 Words   |  6 Pagesfocuses on individualized directions and teaching. Special education has gone from just identifying individuals with disabilities and showing them to the life of schools and interaction with their peers. Today, special education is focused on inclusion and specialized education that meet the needs of individuals whom are physically or mentally disabled. Schools and instruction must be tailored and ordered to meet the variable needs of individual learners. Introduction Over the past decades, theRead MoreInclusive Education And Its Impact On Education1074 Words   |  5 PagesAlthough the movement of inclusive education has gained momentum in recent years, there are number of factor that plays important role for inclusive education to be successful, such as training, resources, legislation and teachers (Kavale Forness, 2000).Therefore regular school teachers is one of the key element in successful implementation of inclusive education (Hegarty, 1994; Meijer, 2003; Norwich, 1994). Inclusive education Inclusive education involves all children regardless of their sex, nationalityRead MoreThe Views Parents And Teachers Have On Inclusion And How These Views Impact On Classroom Inclusion Strategies1594 Words   |  7 Pagesto outline the views parents and teachers have on inclusion and how these views impact on classroom inclusion strategies. This report will discuss inclusion and the benefits for all students. The discussion will then focus on recommendations for bringing these views into line with current policies. This will be investigated by reviewing literature on inclusion through recently published journal articles and internet sites. According to Inclusion Now (2015) â€Å"inclusion means that all children, regardlessRead MoreImproving Student Participation Is A Matter Of Importance1543 Words   |  7 Pagesfacilities to students with additional educational needs which are used by most other students. The word inclusion is based on the idea that schools should satisfy the needs of the children in their communities, whatever the level of their ability, disability, educational need or other forms of diversity (Foreman, P Arthur-Kelly, M, 2014). Hall (1996, cited in Florian, 2005) remarks that inclusion means â€Å"Full membership of an age-appropriate class in your local school doing the same lessons as otherRead MoreInclusion Of Special Education Classroom1488 Words   |  6 Pagesstudents with disabilities, and while there are many benefits to inclusion, there are also many challenges. Inclusion of special education students in a regular education classroom continues to be the center of debate amongst admini strators and teachers. Everyone has their own ideas and attitudes towards inclusion, and research studies have revealed that there are many things that contribute to those positive or negative attitudes. Review of Literature According to the Individuals with DisabilitiesRead MoreThe Target Student With Ebd And Ld889 Words   |  4 Pageswith EBD and LD was working with his classmate and playing bingo. The student was reviewing the multiplication facts. The target student was seated at the back of the classroom, so that he will not distract the entire class. The learning support teacher was standing next to him, encouraging him to play. With her support, the student participated very well during the activity and stayed on task longer with less misbehavior. Unfortunately, when she was absent for a brief time, the student was distractedRead MoreA Comparative Study Of Classroom Teachers Perceptions Towards Inclusion944 Words   |  4 Pagescomparative study of classroom teachers’ perceptions towards inclusion. by K.H. Pritchard (2014). Summary of Article: Literature review The basis of this article is to evaluate the characteristics that impact teacher’s perceptions of inclusion in the classroom. There is a general consensus that the single most important predictor of successful inclusion is the attitude of the general education teacher (Golmic Hansen, 2012). The study surveyed both elementary and secondary teachers to determine if thereRead MoreTeaching Methods For Students With Disabilities Essay1487 Words   |  6 PagesIntroduction: In recent decades, more and more schools are including special education in a general classroom setting. The subject of this inclusion has been placed on the forefront of not only the educational system but also on public consciousness. Still, there are debating questions that plague this very subject. What teaching techniques are being implemented to include students with disabilities in a general education setting? Many techniques have been implemented in the attempts to include students

British Taxation On The American Revolution - 956 Words

British Taxation on the Colonies were a series of laws passed between 1763-1775 that regulated trade and taxes. This caused tensions between America and Britain. These laws brought on the American Revolution faster. The British government ended in the Seven Years’ War also known as the French and Indian War with a lot of heavy debts which led to putting taxes on the colonies. Britain felt they also had a problem maintaining order in America. The British Taxation of the Colonies involved Britain increasing revenue in the colonies in order to pay off large debts. There were many taxes that took place during 1764-1765. The Sugar Act of 1764 was the first attempt to finance the defense of the colonies by the British government through taxes†¦show more content†¦This act was based off of the Currency Act of 1751 in New England. Americans opposed it because they feared it will upset their economy. The next act is the Quartering act of 1765. In this act, Parliament orders colonists to house British Troops, even in colonists’ homes. It required local governments in the colonies to provide food for any British soldiers in the area.Many objected to being obligatory to provide housing and food which looked like an attempt to tax them but not camouflaged as such. The New York Assembly argued that it could not be forced to comply. these were one of the first acts created by the British on the colonies. The Stamp Act was a major taxation law that led to other actions taken place. Parliament required all legal documents, newspapers and pamphlets required to use water marked, or â€Å"stamped† paper on which a levy was placed. This sought to pay some of the costs of protecting the colonies. The Stamp Act was the first direct tax on the American colonies.The revenue did not go to colonial legislatures but to Britain. Many colonists still had complaints and hardships with British colonial policies because of this act. The Virginian Resolution of 1765 was the Virginian assembly refused to comply with the Stamp Act. The Stamp Act Congress of 1765 was when representatives for nine of the thirteen colonies declared the Stamp Act unconstitutional as it was a tax levied without their consent.

Forward the Foundation Chapter 2 Free Essays

2 But Seldon, while he did not forget Amaryl’s warning, did not think of it with any great degree of concentration. His fortieth birthday came and went-with the usual psychological blow. Forty! He was not young any longer. We will write a custom essay sample on Forward the Foundation Chapter 2 or any similar topic only for you Order Now Life no longer stretched before him as a vast uncharted field, its horizon lost in the distance. He had been on Trantor for eight years and the time had passed quickly. Another eight years and he would be nearly fifty. Old age would be looming. And he had not even made a decent beginning in psychohistory? Yugo Amaryl spoke brightly of laws and worked out his equations by making daring assumptions based on intuition. But how could one possibly test those assumptions? Psychohistory was not yet an experimental science. The complete study of psychohistory would require experiments that would involve worlds of people, centuries of time-and a total lack of ethical responsibility. It posed an impossible problem and he resented having to spend any time whatever on departmental tasks, so he walked home at the end of the day in a morose mood. Ordinarily he could always count on a walk through the campus to rouse his spirits. Streeling University was high-domed and the campus gave the feeling of being out in the open without the necessity of enduring the kind of weather he had experienced on his one (and only) visit to the Imperial Palace. There were trees, lawns, walks, almost as though he were on the campus of his old college on his home world of Helicon. The illusion of cloudiness had been arranged for the day with the sunlight (no sun, of course, just sunlight) appearing and disappearing at odd intervals. And it was a little cool, just a little. It seemed to Seldon that the cool days came a little more frequently than they used to. Was Trantor saving energy? Was it increasing inefficiency? Or (and he scowled inwardly as he thought it) was he getting old and was his blood getting thin? He placed his hands in his jacket pockets and hunched up his shoulders. Usually he did not bother guiding himself consciously. His body knew the way perfectly from his offices to his computer room and from there to his apartment and back. Generally he negotiated the path with his thoughts elsewhere, but today a sound penetrated his consciousness. A sound without meaning. â€Å"Jo†¦ Jo†¦ Jo†¦ Jo†¦Ã¢â‚¬  It was rather soft and distant, but it brought back a memory. Yes, Amaryl’s warning. The demagogue. Was he here on campus? His legs swerved without Seldon’s making a conscious decision and brought him over the low rise to the University Field, which was used for calisthenics, sports, and student oratory. In the middle of the Field was a moderate-sized crowd of students who were chanting enthusiastically. On a platform was someone he didn’t recognize, someone with a loud voice and a swaying rhythm. It wasn’t this man, Joranum, however. He had seen Joranum on holovision a number of times. Since Amaryl’s warning, Seldon had paid close attention. Joranum was large and smiled with a kind of vicious camaraderie. He had thick sandy hair and light blue eyes. This speaker was small, if anything-thin, wide-mouthed, dark-haired, and loud. Seldon wasn’t listening to the words, though he did hear the phrase â€Å"power from the one to the many† and the many-voiced shout in response. Fine, thought Seldon, but just how does he intend to bring this about-and is he serious? He was at the outskirts of the crowd now and looked around far someone he knew. He spotted Finangelos, a pre-math undergraduate. Not a bad young man, dark and woolly-haired. â€Å"Finangelos,† he called out. â€Å"Professor Seldon† said Finangelos after a moment of staring as though unable to recognize Seldon without a keyboard at his fingertips he trotted over. â€Å"Did you come to listen to this guy?† â€Å"I didn’t come for any purpose but to find out what the noise was. Who is he?† â€Å"His name is Namarti, Professor. He’s speaking for Jo-Jo.† â€Å"I hear that, † said Seldon as he listened to the chant again. It began each time the speaker made a telling point, apparently. â€Å"But who is this Namarti? I don’t recognize the name. What department is he in?† â€Å"He’s not a member of the University, Professor. He’s one of Jo-Jo’s men.† â€Å"If he’s not a member of the University, he has no right to speak here without a permit. Does he have one, do you suppose?† â€Å"I wouldn’t know, Professor.† â€Å"Well then, let’s find out.† Seldon started into the crowd, but Finangelos caught his sleeve. â€Å"Don’t start anything, Professor. He’s got goons with him.† There were six young men behind the speaker, spaced rather widely, legs apart, arms folded, scowling. â€Å"Goons?† â€Å"For rough stuff, in case anyone tries anything funny.† â€Å"Then he’s certainly not a member of the University and even a permit wouldn’t cover what you call his ‘goons’. Finangelos, signal through to the University security officers. They should have been here by now without a signal.† â€Å"I guess they don’t want trouble,† muttered Finangelos. â€Å"Please, Professor, don’t try anything. If you want me to get the security officers, I will, but you just wait till they come.† â€Å"Maybe I can break this up before they come.† He began pushing his way through. It wasn’t difficult. Some of those present recognized him and all could see the professorial shoulder patch. He reached the platform, placed his hands on it, and vaulted up the three feet with a small grunt. He thought, with chagrin, that he could have done it with one hand ten years before and without the grunt. He straightened up. The speaker had stopped talking and was looking at him with wary and ice-hard eyes. Seldon said calmly, â€Å"Your permit to address the students, sir.† â€Å"Who are you?† said the speaker. He said it loudly, his voice carrying. â€Å"I’m a member of the faculty of this University,† said Seldon, equally loudly. â€Å"Your permit, sir?† â€Å"I deny your right to question me on the matter.† The young men behind the speaker had gathered closer. â€Å"If you have none, I would advise you to leave the University grounds immediately.† â€Å"And if I don’t?† â€Å"Well, for one thing, the University security officers are on their way.† He turned to the crowd. â€Å"Students,† he called out, â€Å"we have the right of free speech and freedom of assembly on this campus, but it can be taken away from us if we allow outsiders, without permits, to make unauthorized-â€Å" A heavy hand fell on his shoulder and he winced. He turned around and found it was one of the men Finangelos had referred to as â€Å"goons.† The man said, with a heavy accent whose provenance Seldon could not immediately identify, â€Å"Get out of here fast. â€Å" â€Å"What good will that do?† said Seldon. â€Å"The security officers will be here any minute.† â€Å"In that case,† said Namarti with a feral grin, â€Å"there’ll be a riot. That doesn’t scare us.† â€Å"Of course it wouldn’t,† said Seldon. â€Å"You’d like it, but there won’t be a riot. You’ll all go quietly.† He turned again to the students and shrugged off the hand on his shoulder. â€Å"We’ll see to that, won’t we?† Someone in the crowd shouted, â€Å"That’s Professor Seldon! He’s all right! Don’t pound him!† Seldon sensed ambivalence in the crowd. There would be some, he knew, who would welcome a dust-up with the University security officers, just on general principles. On the other hand, there had to be some who liked him personally and still others who did not know him but who would not want to see violence against a member of the faculty. A woman’s voice rang out. â€Å"Watch out, Professor!† Seldon sighed and regarded the large young men he faced. He didn’t know if he could do it, if his reflexes were quick enough, his muscles sturdy enough, even given his prowess at Twisting. One goon was approaching him, overconfidently of course. Not quickly, which gave Seldon a little of the time his aging body would need. The goon held out his arm confrontationally, which made it easier. Seldon seized the arm, whirled, and bent, arm up, and then down (with a grunt-why did he have to grunt?), and the goon went flying through the air, propelled partly by his own momentum. He landed with a thump on the outer edge of the platform, his right shoulder dislocated. There was a wild cry from the audience at this totally unexpected development. Instantly an institutional pride erupted. â€Å"Take them, Prof!† a lone voice shouted. Others took up the cry. Seldon smoothed back his hair, trying not to puff. With his foot he shoved the groaning fallen goon off the platform. â€Å"Anyone else?† he asked pleasantly. â€Å"Or will you leave quietly?† He faced Namarti and his five henchmen and as they paused irresolutely, Seldon said, â€Å"I warn you. The crowd is on my side now. If you try to rush me, they’ll take you apart. Okay, who’s next? Let’s go. One at a time.† He had raised his voice with the last sentence and made small come-hither motions with his fingers. The crowd yelled its pleasure. Namarti stood there stolidly. Seldon leaped past him and caught his neck in the crook of his arm. Students were climbing onto the platform now, shouting â€Å"One at a time! One at a time!† and getting between the bodyguards and Seldon. Seldon increased the pressure on the other’s windpipe and whispered in his ear, â€Å"There’s a way to do this, Namarti, and I know how: I’ve practiced it for years. If you make a move and try to break away, I’ll ruin your larynx so that you’ll never talk above a whisper again. If you value your voice, do as I say. When I let up, you tell your bunch of bullies to leave. If you say anything else, they’ll be the last words you’ll say normally. And if you ever come back to this campus again, no more Mr. Nice Guy. I’ll finish the job.† He released the pressure momentarily. Namarti said huskily, â€Å"All of you. Get out.† They retreated rapidly, helping their stricken comrade. When the University security officers arrived a few moments later, Seldon said, â€Å"Sorry, gentlemen. False alarm.† He left the Field and resumed his walk home with more than a little chagrin. He had revealed a side of himself he did not want to reveal. He was Hari Seldon, mathematician, not Hari Seldon, sadistic twister. Besides, he thought gloomily, Dors would hear of this. In fact, he’d better tell her himself, lest she hear a version that made the incident seem worse than it really was. She would not be pleased. 3 She wasn’t. Dors was waiting for him at the door of their apartment in an easy stance, hand on one hip, looking very much as she had when he had first met her at this very University eight years before: slim, shapely, with curly reddish-gold hair-very beautiful in his eyes but not very beautiful in any objective sense, though he had never been able to assess her objectively after the first few days of their friendship. Dors Venabili! That’s what he thought when he saw her calm face. There were many worlds, even many sectors on Trantor where it would have been common to call her Dors Seldon, but that, he always thought, would put the mark of ownership on her and he did not wish it, even though the custom was sanctioned by existence back into the vague mists of the pre-Imperial past. Dors said, softly and with a sad shake of her head that barely disturbed her loose curls, â€Å"I’ve heard, Hari. Just what am I going to do with you?† â€Å"A kiss would not be amiss.† â€Å"Well, perhaps, but only after we probe this a little. Come in.† The door closed behind them. â€Å"You know, dear, I have my course and my research. I’m still doing that dreadful history of the Kingdom of Trantor, which you tell me is essential to your own work. Shall I drop it all and take to wandering around with you, protecting you? It’s still my job, you know. It’s more than ever my job, now that you’re making progress with psychohistory.† â€Å"Making progress? I wish I were. But you needn’t protect me.† â€Å"Needn’t I? I sent Raych out looking for you. After all, you were late and I was concerned. You usually tell me when you’re going to be late. I’m sorry if that makes me sound as though I’m your keeper, Hari, but I am your keeper.† â€Å"Does it occur to you, Keeper Dors, that every once in a while I like to slip my leash?† â€Å"And if something happens to you, what do I tell Demerzel?† â€Å"Am I too late for dinner? Have we clicked for kitchen service?† â€Å"No. I was waiting for you. And as long as you’re here, you click it. You’re a great deal pickier than I am when it comes to food. And don’t change the subject.† â€Å"Didn’t Raych tell you that I was all right? So what’s there to talk about?† â€Å"When he found you, you were in control of the situation and he got back here first, but not by much. I didn’t hear any details. Tell me-What-were-you-doing?† Seldon shrugged. â€Å"There was an illegal gathering, Dors, and I broke it up. The University could have gotten a good deal of trouble it didn’t need if I hadn’t.† â€Å"And it was up to you to prevent it? Hari. you’re not a Twister anymore. You’re a -â€Å" He put in hastily, â€Å"An old man?† â€Å"For a Twister, yes. You’re forty. How do you feel?† â€Å"Well-A little stiff.† â€Å"I can well imagine. And one of these days, when you try to pretend you’re a young Heliconian athlete, you’ll break a rib. Now tell me about it.† â€Å"Well, I told you how Amaryl warned me that Demerzel was in trouble because of the demagoguery of Jo-Jo Joranum.† â€Å"Jo-Jo. Yes, I know that much. What don’t I know? What happened today?† â€Å"There was a rally at the Field. A Jo-Jo partisan named Namarti was addressing the crowd-â€Å" â€Å"Namarti is Gambol Deen Namarti, Joranum’s right-hand man.† â€Å"Well, you know more about it than I do. In any case, he was addressing a large crowd and he had no permit and I think he was hoping there would be some sort of riot. They feed on these disorders and if he could close down the University even temporarily, he would charge Demerzel with the destruction of academic freedom. I gather they blame him for everything. So I stopped them. Sent them off without a riot.† â€Å"You sound proud.† â€Å"Why not? Not bad for a man of forty.† â€Å"Is that why you did it? To test your status at forty?† Seldon thoughtfully clicked the dinner menu. Then he said, â€Å"No. I really was concerned that the University would get into needless trouble. And I was concerned about Demerzel. I’m afraid that Yugo’s tales of danger had impressed me more than I realized. That was stupid, Dors, because I know that Demerzel can take care of himself. I couldn’t explain that to Yugo or to anyone but you.† He drew in a deep breath. â€Å"It’s amazing what a pleasure it is that I can at least talk to you about it. You know and I know and Demerzel knows and no one else knows-at least, that I know of-that Demerzel is untouchable.† Dors touched a contact on a recessed wall panel and the dining section of their living quarters lit up with a soft peach-colored glow. Together, she and Hari walked to the table, which was already set with linen, crystal, and utensils. As they sat, the dinner began to arrive-there was never any long delay at this time of evening-and Seldon accepted it quite casually. He had long since grown accustomed to the social position that made it unnecessary for them to patronize the faculty dinners. Seldon savored the seasonings they had learned to enjoy during their stay at Mycogen-the only thing about that strange, male-dominated, religion-permeated, living-in-the-past sector they had not detested. Dors said softly, â€Å"How do you mean, ‘untouchable’?† â€Å"Come, dear, he can alter emotions. You haven’t forgotten that. If Joranum really became dangerous, he could be†-he made a vague gesture with his hands- â€Å"altered: made to change his mind.† Dors looked uncomfortable and the meal proceeded in an unusual silence. It wasn’t until it was over and the remains-dishes, cutlery, and all-swirled down the disposal chute in the center of the table (which then smoothly covered itself over) that she said, â€Å"I’m not sure I want to talk about this, Hari, but I can’t let you be fooled by your own innocence.† â€Å"Innocence?† He frowned. â€Å"Yes. We’ve never talked about this. I never thought it would come up, but Demerzel has shortcomings. He is not untouchable, he may be harmed, and Joranum is indeed a danger to him.† â€Å"Are you serious?† â€Å"Of course I am. You don’t understand robots-certainly not one as complex as Demerzel. And I do.† How to cite Forward the Foundation Chapter 2, Essay examples

Indonesia (617 words) Essay Example For Students

Indonesia (617 words) Essay IndonesiaThis report will be on the History in Brief of Indonesia, the Government ofIndonesia, the island of Java, and the Geography of Indonesia. In early days,the region from India to Japan, including Indonesia, was known to the Europeansas the Indies. Chris Columbus was looking for a westward sea root from Europe tothe Indies, when he arrived in America. During 1600s the Dutch political controlbegan to spread Indonesia. Indonesia declared its independence in 1945 andfought the Dutch until 1949, when they gave up their control. At first, theDutch allowed nationalist movement to develop. In 1905, it had introducedcouncils to govern the towns and cities. By 1920, there were 32 such councils,with little electoral franchise. Other councils were also established. Theyincluded provincial councils in Java, and group communities councils outsideJava. The current government of Indonesia is based on a constitution written in1945. A president serves as the head of government. The president appoints asheet of advisers consisting of top military leaders and civilians. In theory,the assembly is supposed to establish a general direction of the governmentspolicies. A house of peoples Representatives is the nations parliament,however, in practice neither the assembly nor the house has real power. Instead,it is the president who makes all of the important decisions. The president iselected to a five-year term the Peoples Consultative assembly. The assembly has1,000 members. It includes the 500 members of the peoples representatives. Italso includes 500 members of regional, occupational, and other groups. Allassembly members serve five-year terms. The assembly usually is only held onceevery five years. The 500 members of the Peoples Representatives includes 400who are elected through a system that insures that the governments politicalorganization win most of the seats. Serviceman have no vote, so the remaining100 are appointed by the president on the recommendation of the commander of thearmed forces. Indonesia is divided into twenty-seven provinces. The provincesare divided into regencies and municipalities. These units are further dividedinto villages. Officials of all local government units except villages areappointed by central government from lists of people nominated by regionallegislators. Indonesian villages elect their own village officials to providelocal government. Java lies between Sumatra (to the west), and Bali (to theeast). To the north is the Java Sea. To the south is the Indian Ocean, whichIndonesians call the Indonesian Ocean. The greatest distance from North Java toSouth Java is two hundred kilometers. From East Java to West Java is over onethousand kilometers. The island of Java has five administrative units: thespecial territory of Jakarta Raya, Java Barat , Jawa Barat, Jawa Tengah, thespecial territory of Yogjakarta, and Jawa Timur. Chains of volcanic mountainsrun along the island from west to east. These mountains are apart of a fold inthe earths crust which extends from Southeast Asian mainland through Sumatraand Java to the lesser Sundra Islands. Java itself has 112 peaks. The volcanicsoil is extremely fertile and this are supports a large population. TangkubanPrahu in West Java is a live volcanoe that attracts many tourists. A similarmountain in the Sunda Straights, Krakatoua, is famous for its eruption in 1883.The whole northern portion of the peak was blown away. The explosion was heardover 700 kilometers away. The resulting sea waves caused over thirty sixthousand Indonesian deaths in the low lying of West and South Jakarta. Indonesiais a country in Southeast Asia that consists of more than 13,600 islands. Theislands lie along the equator, and extend more than 5,000 kilometers. .uf1b5ec6ed6f0de9913b3a67e408fce45 , .uf1b5ec6ed6f0de9913b3a67e408fce45 .postImageUrl , .uf1b5ec6ed6f0de9913b3a67e408fce45 .centered-text-area { min-height: 80px; position: relative; } .uf1b5ec6ed6f0de9913b3a67e408fce45 , .uf1b5ec6ed6f0de9913b3a67e408fce45:hover , .uf1b5ec6ed6f0de9913b3a67e408fce45:visited , .uf1b5ec6ed6f0de9913b3a67e408fce45:active { border:0!important; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .clearfix:after { content: ""; display: table; clear: both; } .uf1b5ec6ed6f0de9913b3a67e408fce45 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf1b5ec6ed6f0de9913b3a67e408fce45:active , .uf1b5ec6ed6f0de9913b3a67e408fce45:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .centered-text-area { width: 100%; position: relative ; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf1b5ec6ed6f0de9913b3a67e408fce45:hover .ctaButton { background-color: #34495E!important; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf1b5ec6ed6f0de9913b3a67e408fce45 .uf1b5ec6ed6f0de9913b3a67e408fce45-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf1b5ec6ed6f0de9913b3a67e408fce45:after { content: ""; display: block; clear: both; } READ: Business ethics Essay Many ofthe islands cover only a few square kilometers but about half of New Guinea (anarea called Irian Jaya), and three fourths of Borneo (Kalimantan), also belongto Indonesia. New Guinea and Borneo are the second and third largest islands inthe world after Greenland.

31 Beautiful Quotes to Say, I Love You

31 Beautiful Quotes to Say, I Love You The three simple words, I love you, might not seem like enough to really express how you feel. After all, how can a measly 10 characters (including spaces) adequately plumb the depths of your soul? Tell that special someone whats in your heart with some eloquence and grace after getting some ideas from some famous romances- and romantics- through the ages. Hearing thoughtful words never gets old, even if your sweetie already knows your love is true. George Moore George Moore was a 19th-century Irish poet. It is said that he was in love with Lady Cunard  and had a secret relationship with her. Although Moore was keen to dedicate a novel for his lover, Lady Cunard did not want to publicize their relationship. Eventually, Moore convinced Lady Cunard to let him write a dedication to her in his novel  Heloise and Abelard. However, Lady Cunard made sure that Moore only mentioned her as Madame X and did not use her real name. This quote is from a collection of his letters that were published as Letters to Lady Cunard published in 1957: The hours I spend with you I look upon as sort of a perfumed garden, a dim twilight, and a fountain singing to it. You and you alone make me feel that I am alive. Other men, it is said to have seen angels, but I have seen thee and thou art enough. Elizabeth Barrett Browning and Robert Browning Elizabeth Barrett was a well-known poet even before she met her future husband,  Robert Browning. An invalid and a recluse, Elizabeth had found her true love. The 573 letters they wrote to each other started in 1845 with Robert writing to say how much he enjoyed her work. The couple fell deeply in love, but their relationship was frowned upon by Elizabeths strict and dominating father. On September 12, 1846, they eloped. After the wedding, Elizabeth returned home  but kept her marriage a secret. Eventually, she fled with Robert to Italy and never returned to her fathers home. This quote reflects her deep love for her husband: I love you not only for what you are but for what I am when I am with you. Robert didnt hide his feelings either: So, fall asleep love, loved by me...for I know love, I am loved by thee.   King Henry VIII King Henry VIII and Anne Boleyn were an unlikely match. Their desire to marry was the root cause of the separation of the Church of England from the Roman Catholic Church, which would not grant him a release from his first marriage. King Henry VIII was so besotted by Anne Boleyn that he chased her until she agreed to marry him. He wrote Anne in a love letter in 1528: I beseech you now with all my heart definitely to let me know your whole mind as to the love between us... More Famous Words  of Love Love letters of most people remain private, unless, of course, you become famous. From Johnny Cash to June Carter Cash You’ve got a way with words and a way with me as well. The...ring of fire still burns around you and I, keeping our love hotter than a pepper sprout.   We get old and get used to each other. We think alike. We read each others minds. We know what the other wants without asking. Sometimes we irritate each other a little bit. Maybe sometimes take each other for granted. But once in a while, like today, I meditate on it and realize how lucky I am to share my life with the greatest woman I ever met. You still fascinate and inspire me. You influence me for the better. Youre the object of my desire, the #1 Earthly reason for my existence. Herman Hesse If I know what love is, it is because of you. Charlie Parker to Chan Woods   Beautiful is the world, slow is one to take advantage. Wind up the world the other way. And at the start of the turning of the earth, lie my feelings for thou. Herbert Trench Come, let us make love deathless. Woodrow Wilson, to future wife, Edith You have the greatest soul, the noblest nature, the sweetest, most loving heart I have ever known, and my love, my reverence, my admiration for you, you have increased in one evening as I should have thought only a lifetime of intimate, loving association could have increased them. Rockwell Kent to wife, Frances And as I love you utterly, so have you now become the whole world of my spirit. It is beside and beyond anything that you can ever do for me; it lies in what you are, dear love- to me so infinitely lovely that to be near you, to see you, hear you, is now the only happiness, the only life, I know.   Cassandra Clare, City of Glass I love you, and I will love you until I die, and if theres a life after that, Ill love you then. Prince Albert to Queen Victoria Even in my dreams I never imagined that I should find so much love on earth.  How that moment shines for me still when I was close to you, with your hand in mine. Pearl S. Buck I love people. I love my family, my children†¦but inside myself is a place where I live all alone and thats where you renew your springs that never dry up. Jessie B. Rittenhouse My debt to you, Beloved, Is one I cannot pay In any coin of any realm On any reckoning day. John Keats   My dear Girl I love you ever and ever and without reserve. The more I have known you the more have I lov’d....Can I help it? You are always new. The last of your kisses was ever the sweetest; the last smile the brightest; the last movement the gracefullest. When you pass’d my window home yesterday, I was fill’d with as much admiration as if I had then seen you for the first time...No ill prospect has been able to turn your thoughts a moment from me. This perhaps should be as much a subject of sorrow as joy- but I will not talk of that. Even if you did not love me I could not help an entire devotion to you: how much more deeply then must I feel for you knowing you love me. My Mind has been the most discontented and restless one that ever was put into a body too small for it. I never felt my Mind repose upon anything with complete and undistracted enjoyment- upon no person but you. When you are in the room my thoughts never fly out of window: you always concentrate my whole senses.   Cole Porter Birds do it, bees do it, even educated fleas do it; let’s do it, let’s fall in love. Mark Twain to Olivia Langdon Out of the depths of my happy heart wells a great tide of love and prayer for this priceless treasure that is confined to my life-long keeping. You cannot see its intangible waves as they flow towards you, darling, but in these lines you will hear, as it were, the distant beating of the surf. Ralph Waldo Emerson Thou art to me a delicious torment. Ronald Reagan to Nancy Reagan When you arent there Im no place, just lost in time and space. I more than love you, Im not whole without you. You are life itself to me.  When you are gone Im waiting for you to return so I can start living again. Stephen King The most important things are the hardest to say, because words diminish them. Frida Kahlo to Diego Rivera I’d like to paint you, but there are no colors, because there are so many, in my confusion, the tangible form of my great love. Anonymous So many times I thought I would never find someone to love me the way I needed to be loved. Then you came into my life and showed me what true love really is! Beth Revis, Across the Universe And in her smile I see something more beautiful than the stars. Ernest Hemingway to Marlene Dietrich I cant say how every time I ever put my arms around you I felt that I was home. Napoleon Bonaparte to Josà ©phine de Beauharnais The charms of the incomparable Josephine kindle continually a burning and a glowing flame in my heart†¦I thought that I loved you months ago, but since my separation from you I feel that I love you a thousand fold more. Each day since I knew you, have I adored you more and more. Victoria Michaels, Trust in Advertising I won’t lie to you. We aren’t going to ride off into the sunset together and have everything fixed overnight. I know that, and I think you do too. But I’m willing to work at it, if you are. I do love you. I mean that with every cell in my body, every breath that I take. I think you’re worth it. I think we’re worth it. I think you could be the great love of my life, Vincent Drake. Richard Burton to Elizabeth Taylor My blind eyes are desperately waiting for the sight of you. Ludwig von Beethoven to Immortal Beloved Even in bed my ideas yearn towards you, my Immortal Beloved, here and there joyfully, then again sadly, awaiting from Fate, whether it will listen to us. I can only live, either altogether with you or not at all.   What longing in tears for you- You- my Life- my All- farewell. Oh, go on loving me- never doubt the faithfullest heart Of your beloved L Ever thine. Ever mine. Ever ours.​

Free Essays on The Significance Of The Resurrection

The significance of the resurrection is often over shadowed by Easter and a bunch of rituals. And the question is of how many people actually know the true meaning and significances of it all. One of the most significant things about the resurrection was that Jesus claimed to be the son of god and through his resurrection he basically proofed his claim. At the sight of our lords a solider exclaimed, â€Å"truly this was the son of god† (Mark15:39)also Jesus was raised , to which we are all witnesses. â€Å"Therefore let all the house of Israel know for certain that God has made Him both Lord and Christthis Jesus whom you crucified† (Acts 2:23-24, 32-33, 36). Now that we have establish that Jesus Christ was the son of god we can look at another aspect as to how the resurrection of him was significant to the world. The death of Christ was significant to the world because it was a part of God’s eternal plan that Christ would die as an innocent sacrificial lamb, as a substitute payment for the sins of men. The sacrifices of the Old Testament system anticipated Him who was to come as the â€Å"Lamb of God who takes away the sins of the world† (John 1:29; cf. I Cor. 5:7). From eternity past, Christ was designated as the perfect sacrifice, without spot or blemish, whose death could thus atone for the sins of others (Is. 53; Heb. 9:11-14).This sacrifice was necessary because man himself was born into sin. Even if any man had wanted to, he could not offer himself in payment for his sins, for his sin had disqualified him from being an acceptable sacrifice. Consequently, the Old Testament provided for the offering of certain select animals whose blood was shed vicariously for the sins of those who repented and trusted God's revelation. The death of our Lord alone would not have sufficed, since it is by our identification with Him in His death, burial, and resurrection that we are saved. Much more then, having now been justified by His blood... Free Essays on The Significance Of The Resurrection Free Essays on The Significance Of The Resurrection The significance of the resurrection is often over shadowed by Easter and a bunch of rituals. And the question is of how many people actually know the true meaning and significances of it all. One of the most significant things about the resurrection was that Jesus claimed to be the son of god and through his resurrection he basically proofed his claim. At the sight of our lords a solider exclaimed, â€Å"truly this was the son of god† (Mark15:39)also Jesus was raised , to which we are all witnesses. â€Å"Therefore let all the house of Israel know for certain that God has made Him both Lord and Christthis Jesus whom you crucified† (Acts 2:23-24, 32-33, 36). Now that we have establish that Jesus Christ was the son of god we can look at another aspect as to how the resurrection of him was significant to the world. The death of Christ was significant to the world because it was a part of God’s eternal plan that Christ would die as an innocent sacrificial lamb, as a substitute payment for the sins of men. The sacrifices of the Old Testament system anticipated Him who was to come as the â€Å"Lamb of God who takes away the sins of the world† (John 1:29; cf. I Cor. 5:7). From eternity past, Christ was designated as the perfect sacrifice, without spot or blemish, whose death could thus atone for the sins of others (Is. 53; Heb. 9:11-14).This sacrifice was necessary because man himself was born into sin. Even if any man had wanted to, he could not offer himself in payment for his sins, for his sin had disqualified him from being an acceptable sacrifice. Consequently, the Old Testament provided for the offering of certain select animals whose blood was shed vicariously for the sins of those who repented and trusted God's revelation. The death of our Lord alone would not have sufficed, since it is by our identification with Him in His death, burial, and resurrection that we are saved. Much more then, having now been justified by His blood...

Evaluation of Educational Programs Essay Example | Topics and Well Written Essays - 750 words

Evaluation of Educational Programs - Essay Example Other schools rule out students from justice system for children so as to avoid educating the students with special needs who could gain from remaining in school if these educators could have recognized the potentials and address their mental, behavioral, emotional, and development needs. Violation of the rights of students under the act of disabled individuals to get free education is an indirect effort to re-segregate schools through ruling out students based on their culture, ethnicity, linguistic traits and disabilities. It is a high time for schools which do not implement the zero reject placement to start adopting this policy. Faulty lies are not in act of disabled individuals but in systems with inadequate capacities and poor administrative skills. The disabled individual act requires all disabled students to be located in their respective district schools and make sure that they get free and suitable public education. Under this law no child should be denied public education irrespective of his or her disability. The state was to satisfy the provision of free education to the students with disabilities, giving them personalized instructions accompanied with proper supporting services allowing the disabled student to gain educationally using the instructions. These services and instruction were to meet educational regulations as provided by the state. They were to be made available at the expense of the public and be closely similar to grade levels applied in normal education. The instructions were to be formulated in agreement with the Act of disabled individual and in case educating a child in a normal classroom, the instructions were to be carefully looked into to allow a child to acquire the average marks and progress from one level to another. Additionally, the cost of educating a highly retarded student was too high because it required a lot of effort and many educational staff members; the population of highly retarded students was very small as c ompared with whole population of students; the educational advancement of the highly retarded students was very slow compared with other students' progress. Therefore, maximizing total satisfaction would fail following the above positions, through provision of special education to highly retarded students. Alternatively, the positions above would advise the usage of special needs funds on educating other children (Turnbull, A., Turnbull, R., & Wehmeyer, 2010). Least selective environment placement The second placement is least selective environment: this is where the disabled students should be taught by the non disabled students and should gain access to curriculum. The classrooms which contain both the non disabled and the disabled students should provide appropriate and useful environment for students who have disabilities. Moreover, normal students should know that the incapacitated learners are worthy individuals in the classrooms. It is evident that if the disabled students ar e involved in typical education, they can develop and learn more. A particular student with disability may be ignored from the typical curriculum due to the degree of his or her disability; the act of disabled individuals enables the student to get services whether from outside or inside the typical education. The educators' lack of capacity and will are the two things that limit them from following this principle. The act of individuals who have disabil

A Focus on the Case of Sole Remaining supplier Essay

A Focus on the Case of Sole Remaining supplier - Essay Example In some cases, the subject of upholding ethics has only resulted in dilemmas with far reaching implications. Such is a situation of the case ‘Sole Remaining Supplier’. The case describes a heart pacemaker technology; though it is a marvelous device, it also raises ethical questions. The device has the capability of making automatic adjustments depending on the deviations from normal heartbeats. The device has the ability of stimulating heartbeats in the cases of abnormal pulse rates. However, during its developmental course, the device was marred by certain limitations. Despite the fact that the incidences occurred several decades back, the device is subject to relevant ethical questions. This paper considers a scenario where the pacemaker technology is gaining momentum despite its inherent weaknesses and regular failures that cause death. Later, the technology raises concerns and prompts reconsideration. Additionally, the device also consists of delicate transistors, th e delicacy of which increases the probability of the device becoming faulty. If the processes of supplying the transistors are halted, people are likely to miss the devices. On the other hand, if the supply process continues, people are likely to be victims of the failed devices. A decision has to be made eventually. The crucial question then is what course of action a transistor supplier should take. Utilitarian issues in the case Utilitarianism refers to the ethical theory which postulates that taking an appropriate course of action increases the chances of perfection. Its moral worthiness is based on the consequences of actions (Rawls, 2011). Proponents of this theory are J.S. Mill and Jeremy Bentham. Utilitarianism may be considered as an ethical approach that is quantitative and reductionistic. It considerably differs from other ethical theories such as deontological ethics, virtue ethics, pragmatic ethics and other consequantialist approaches. While deontological ethics differ from utilitarianism in their disregard for consequantialism, pragmatic, virtue and other consequantialist ethics differ from utilitarianism through their considerable regard of character as an aspect that determines the achievement of pleasurable ethical results. Utilitarianism is arguably the greatest principle that allows achieving happiness and felicity. Even so, the practicability of utilitarianism has not been without shortcomings, such as not accounting adequately for moral concepts such as promise and justice. This had prompted some changes in the theory to iron out the shortcomings. When an individual encounters a situation which requires him or her to make a choice, he or she should first hold back, weigh the situation in terms of appropriate choices, considering the consequences of each choice. On determining the choice that will yield the pleasurable outcomes, one can then proceed to take the course of action, and this could be applicable to the Sole Supplier case. Utili tarian elements that are presented in the case concern obligations, ethics for common good, action consequences, moral good and conflicting interests. For a business rising from scratches, some models of corporate social responsibility emphasize the primacy of the corporation’s economic responsibility to stick to survival while making profits. Other responsibilities, such as abiding by ethical activities that are discretionary, are not a priority (Sun, 2010). Other approaches hold that ethics should come first, so corporations should consider conforming to ethical and legal standards as the most important aspect. In this case, it does not matter whether a business is competitive or not; businesses could still maintain competitiveness or become competitive even while

The Effects of Athlete Self-Confidence

The Effects of Athlete Self-Confidence 2.0 Introduction The purpose of this review is to provide a critical analysis of the available literature on sources, levels and importance of self confidence. It explores theories relating to self-confidence and the various measurements that have been used in recent years to assess this construct. The focus of the review will aim to analyse firstly self confidence and the importance of it among sport performers, it will highlight various studies and identify that self confidence is spilt into constructs, which in turn leads on to identifying self efficacy and sport confidence. The review will also look at different sources of sport confidence and which are most salient to elite and non elite athletes, and finally it will give a brief rationale to why the study is being taken out. 2.1 Self confidence Defining self-confidence within the sport psychology literature has emerged as a difficult issue (Taylor Wilson, 2005). However, Vealey and Chase (2008) defined self-confidence as the belief in ones abilities to achieve success, and is often identified as an important mental skill for success in sport by those individuals engaging in competitive sports, including both athletes and coaches. Self confidence is suggested to be the paramount contributor and the most critical cognitive factor affecting an athelets success (Spink,1990). Similarly, (Vealy et al 1998), suggests that self confidence is widely accalaimed by theorists, researchers, and practioniers as the most critical psychological characteristic influencing a sport performance. This ultimately suggests that self confidence is a subject topic central in influencing an athletes performance and in turn crucial in investigation. Lirgg (1991) similarly to Vealey (1998) stated that Self-confidence has been the subject of much research in recent years in the sport psychology literature (p,294-310). The perception of ones own abilities has been frequently cited as a mediated construct in attainment strivings and as a psychological factor affecting athletic performance. One of the most important relationship is between confidence and performance, from past literature Weinbourg Gould (2003,p,311) state is clear that there is a positive relationship between confidence and performance (Vealey 2001), however the factors affectiong this relationship are less known. Factors such as organizational culture, gender and age have been suggested as important. Taking into account relationships confidence has with different mediating factors, it is also important to recognise it as a complicated construct. Confidence has been operationalized in numerous ways (Feltz, 1988). It has been categorised into constructs such as self-efficacy (Bandura, 1986, 1977), perceived competence, sport-confidence(Vealey,1986 Vealey 1998 et al), expectancies (Rotter, 1954), and movement confidence (Griffin Keough, 1982) these have all been proposed as measuring an individuals perception of his or her abilities (Lirgg 1991). Self confidence affects the way one feels, thinks and behaves, and thus has an important influence upon sporting performance, Bandura.,(1997) Jones and Hanton,(2001). Self confidence might be something one feels one day therefore unstable or it may be part of oness personality. It has been thought by Clifton Gill, (1994) that a high level of self confidence is one of the most consistently reported psychological characteristics of elite athletes ( p,150). However, despite claims about the importance of self confidence to performance, Feltz (2007) declares that its relationship with performance has not been clear in much of the sport science research in turn suggesting areas for development in research. However in contrary to Feltz (2007) a psychological research study conducted by Jones et al (1994) and Edwards Hardy (1996) illustrate the importance of high levels of confidence in athletes success. The research presented a positive correlation between self confidence and skilled performers, however it is still in debate as to whether the relationship perceived is a casual or a direct one (Feltz 1988). Taking into account this literature review, it was copiously apparent that during conducting interviews Jones Hardy found that within athletes minds, self confidence was extrememly significant especially if they were to attain the levels of performance which they sought (Jones,Hardy Gould 1996). This in turn reinforces the consequence of self confidence on performance and how it must be present if success is required. An additional study that has been conducted to emphasise self confidence in athletes is Mahoney et al (1987) who carried out an experiment which identified psychologic al skills in elite and non elite performers. There use of instrumentation was a questionnaire they issued it to 713 athletes from 23 sports, the results proved that elite performers had higher and more stable levels of self confidence than the non elite athletes therefore was suggested that there were major differences factoring between elite and non elite performers. Another theory surrounding the notion of self confidence was founded by Feltz (2007) who identified the self concept theory, he emphasises that even though a number of terms are associated to self-confidence it should, however not be confused with the construct, and that Self-concept represents an amalgamated view of oneself that is developed during evaluative experiences and social interactions. In congruence with what Bandura has previously distinguished, Fetlz (2007) also recognizes however, that a global self-concept will not envisage the intra-individual variability in performance as well as self-confidence discernment which vary across activities and circumstances. Within the domain of self confidence there appears to be two main approaches to the study and measurement of self confidence in sport: sport confidence and self-efficacy. Sport confidence (Vealey, 1986) refers to the belief that an athlete possesses about his or her ability to be successful in sport in general (trait sport confidence) and in specific sport competitions (state sport confidence). Self-efficacy (Bandura, 1986) refers to an individuals belief in his or her capabilities to be successful in executing specific tasks and skills in specific situations, and is measured in terms of the strength, level, and generality of self-efficacy. Banduras (1986) self efficacy theory and Vealeys (1986) sport confidence model present quite diverse approaches to confidence. Self efficacy is very much a situation specific conceptuilaistion in comparison to the sport confidence model which is far more generalised. An explicit strength that the sport confidence model exemplifies is is its parsim onious approach, this is proven on the basis that its logical and in turn an accurate tool for sport psychologists to use. However at a more contextual level the specificity of self efficacy can be used more efficiently. Feltz and Chase (1998) stated that Vealeys notion of sport-confidence shares similarities with Banduras conceptualization of self-efficacy on the basis that they are both built around the social cognitive theory. Subsequently, both can be regarded as cognitive mechanisms through which individuals mediate their motivation and behavior within a goal context. 2.2 Self efficacy: Self efficacy is an identifiable and important attribute within sport. Coaches, players and psycholoigists all recognize the power-full and imperative effects that this psychological construct can have on behaviour, feelings and thoughts (Feltz,short Sullivan 2008) . It is important to understand that expectation of efficacy will by no means produce a desired performance, providing that the component cabilities are lacking. A study that has become increasingly accepted is that of Banduras (1977) self efficacy theory, this theory was initially progressed within the construct of social cognitive theory (Feltz Chase,1998). The theory proclaims that individual self confidence derives from self efficacy levels. Self efficacy simply represents a form of situation specific to self confidence (Hardy ,Jones Gould,1996). Feltz states that the terms self confidence and self efficacy have been used to describe ones perceived capability to accomplish a certain level of performance. Bandura defines self efficacy as; The conviction one has, to execute successfully, the behaviour required to produce a certain outcome and thus, can be considered a situational specific slef confidence. Whereas, Vealey (1986). Defines self efficacy as the belief or degree of certainty individuals possess about their ability to be successful in sport (p.222). Short Stewart (2008, p223) states that Self-efficacy is defined as beliefs in ones capabilities to organise and execute the courses of action required to produce given attainments (Bandura, 1997: p.3). Both self confidence and self efficacy relate to individuals perceived capability to aquire a certain level of perfromace (Bandura, 1986; Feltz, 1988). The fundamental principle surrounding the self efficacy theory is that different levels of self efficacy in turn predict actual performance assuming that necessary skills and incentives are present ( Weiss, Weise and Kilint 1989). Self-efficacy is not considered, by Bandura (1977, 1986, 1997), to be a synonym for self-confidence. However, many people concerned in area of sport psychology often use the terms interchangeably since the latter is far more familiar to athletes and those not in the academic arena. Short and Stewart (2008) claim that Bandura (1997) prefers the use of self-efficacy over self-confidence ( p.224). In relation to athletes Hardy, Jones and Gould (1999) suggest that elite athletes with high levels of self efficacy put under a high pressured situation should in turn allow them to maintain their commitments to difficult goals, and increase persistence. This will in turn allow them to attribute their failure to unstable factors appose to stable factors this therefore can draw comparison with how non elite athletes attribute their failure which inturn are down to factors such as; stable factors. Different people who inhabit similar skills such as an elite athelte, or undeniably the same person under different situations might perform poorly, adequately or exceptionally well depending upon fluctuation in their personal effeicacy beliefs (Hays et al, 2007). This is sustained by Bandura (1997) who states that self efficacy beliefs are an important contributor to performance accomplishments, whatever the underlying skill of the performer is (Hays et al 2007). Similar to other subject topics in sport psychology the focus of self-efficacy research studies has varied over time and is reflective of the paradigmatic evolution of the field, Short Sterwart (2008). Bandura (1997) states that the study of self efficacy beliefs in sport should not be limited to physical proficiency it can include all aspects of performance, like game situations, selecting effective strategies, predicting opponents actions, using imagery, managing pressure and distractions. Bandura (1977) questioned how efficacy beliefs are formed, Bandura (1997) theorizes that they are a creation of an intricate process of self appraisal and self persuasion that therefore depends on cogniotive processing. He then branded these sources as past performance accomplishments, Vicarious experiences, Verbal persuasion and Emotional arousal. According to Bandura (1986, 1997) past performance accomplishments is said to be the most significant source of efficacy information for athletes because they are based on their own experiences. There has been overwhelming support for the influence of past performance accomplishments on self-efficacy beliefs (Short Stewart, 2009). Moritz et al. (2000) established, that as an athelete increases thier experience on a specific task over time, performance consequently develops into a stronger predictor of self-efficacy than self-efficacy is of performance. Secondly there is Vicarious experiences, this is derived through observing and comparing oneself with others or with norms (Feltz et al., 2008). It is apparent that through sport, athletes will always be sizing themselves up against other athletes (Short Stewart, 2009). An example of this is based on Weinberg et al. (1980) results, Bandura claimed that a formidable-looking opponent instils lower efficacy beliefs than does one who loo ks less impressive (1997: 18). Consequently, an opponent who appears intimidating will as a result cause their opponents efficacy beliefs to instantly decrease in comparison to an opponent who did not exhibit those qualities. Another source of efficacy, verbal persuasion, takes place when significant others express their support for ones capabilities to succeed. This can comprise of, coaches positive feedback, parents encouragement, and self-talk. Verbal persuasion is an essential factor in motivating individuals to persist in their efforts, if persuaders assessment is within realistic bounds, although on its own is limited (Bandura, 1977). The last source is, physiological efficacy this can manipulate self-efficacy, due to the association people make between the level of physiological arousal/specific emotions and their performances. To illustrate this, an athlete can associate nervousness (e.g. sweaty palms) with a bad performance, feeling nervous about a game could lower his/her self-confidence. Therefore as a result of this it is apparent, that how arousal is interpreted by an athlete influences peoples self-efficacy. Performance accomplishments Vicarious experience Verbal persuasion Emotional arousal Efficacy expectations Maddux (1995) and Schunk (1995) have since proposed there are six sources of efficacy predictors. They have created a separate category for imaginal experiences instead of including it as part of vicarious experiences and have split physiological states from emotional states. Thus, developments from Banduras (1997) self-efficacy theory have led to more sport specific models being introduced (Vealey, 1986, 1998). 2.3 Vealeys Conceptual Model of Sport Confidence Although the theory surrounding self efficacy advanced the area of self confidence enormously it was applied through the wide field of clinical psychology. Vealey (1986) proposed a more applicable and conceptualised model, which has been evidently expanded within the discipline of sport psychology. Vealey believed that the sport confidence model would allow for a more consistent prediction of behaviour across the diverse sporting situations. Delving in more depth in to the subject topic of sport confidence shows that there are three constructs. Firstly trait sport confidence this is considered by (Weinbourg Gould 1999,p,286) the belief or degree of certainty individuals usually posess about their ability to be successful in sport A trait in an individuals personality is predominately stable. Then secondly state sport confidence is (Vealey, 1986, p. 223). state sport confidecnce which is defined as the belief or degree of certainty individuals possess at one particular moment about their ability to be successful in To further this model an extra construct was added, which is comepteive orientation, this progresses from the proposal that success means different things to different people. This construct accounts for individual differences in defining success in sport (Vealey,1988). Competitive orientation was incorporated within the model based on Maehr and Nicholls (1989) idea that success equates to different things and subsequently to different people. Vealey (1998) predicted that SC-trait interacts with competitive goal orientation to elicit a SC-state that directly influences behaviour and performance. Vealey developed three tools in which would allow to test the relationship shows within the model; firstly the state sport confidence inventory (SSCI), Trait sport confidence inventory (TSCI), and the competitive orientation inventory (COI). It has also become apparent that researchers have used the competitive state anxiety inventory-2 (CSAI2), to measure confidence levels in sport situation. A limitation of Vealeys (1986) conceptual model of sport confidence was that it withdrew from compriseing social and organisational factors on the development of athletes. For example, significant others such as coaches and families can have an momentous impact on many athletes confidence levels and research has supported that perceived cultural appropriateness of an activity has been shown to affect confidence levels in males and females (Clifton Gill, 1994; Lirgg, 1991; Lirgg et al., 1996). Vealey et al. (1998) suggested that athletes rely on sources of confidence depending on the activity they are engaged in. Therefore a new model was proposed by Vealey (1998). 2.4 Sources of sport confidence There have been two programmes of research that have investigated the sources of sport confidence. Sources of sport confidence can be defined as the sources that athletes use for judgment of their confidence, for example, where they derive their confidence from. Firstly, Vealeys model of sport confidence which was originally developed over 20 years ago, has now been refined to include sources of sport confidence. The model predicts that demographic, personality characteristics and organizational culture can influence athletes sources of sport confidence. Demographic characteristics include any personal characteristics, such as: age, sex, type of sport. Personality characteristics, attitudes and values of athletes comprise of competitive orientation and self-esteem. The organizational variables encompass motivational climate, competitive level, types of sport, goals, structural expectation of particular sport programmes (Vealey, 2001). Secondly Hay et al.s (2007) recently published a qualitative study on the sources and types of confidence in sport. Short et al (2008) drew comparisons and similarities with Banduras theory of self-efficacy (see table 1). In addition, they also contain unique sources that are specific to athlete populations. The connotation of investigating the sources of confidence in sport has been speculated to have practical and theoretical implications. Firstly theoretically, these sources provide a foundation for levels of self-confidence and subsequent affect (e.g., how an athlete feels), cognition (e.g., what athletes think about during sport) and behaviours (e.g., how an athlete responds). Then looking from a practical standpoint, self-confidence is viewed by numerous athletes as unstable; this over time would seem to be a function of the sources upon which confidence is based (Vealey Sinclair, 1987). It is crucial therefore that when assesing athletes that the investigator identifies the most important aspects to the athlete, before intervening to enhance that confidence. In Short Stewarts (2008) chapter it is identified that Vealey et al (1998) sought to recognize the sources of sport confidence for athletes. Her data was based on samples of high school and intercollegieate athletes. This instantly draws comparison with Hays et al (2007) who sought after sources and types of confidence for identified world class performers. Nevertheless they both illustrate similarities between each other as they both sought after the most important and most valued sources of sport confidence employed and utlised by athletes within a sporting context (shortStewart, 2008). During a study of 500 high school and collegiate athletes from a variety of sports, Vealey et al. (1998) identified nine sources of confidence. These were mastery (i.e., improving or mastering skills), demonstration of ability (i.e., demonstrating or showing off abilities to the opponents), physical/mental preparation (i.e., feeling physically and mentally prepared for competition), physical self-presentation (i.e., ones physical self-image), social support (i.e., perceiving support, positive feedback and encouragement from significant others in sport), vicarious experience (i.e., watching others perform successfully), coachs leadership (i.e., believing coaches leadership abilities), environmental comforts (i.e., familiar with surroundings in environment) and situational favourableness (i.e., feelings that situations are going their way) (see table 1). It is apparent that these sources overlap with the sources that were identified by Bandura (1997) highlighted in the self-efficacy th eory, though are more specific to the context of competitive sport, and also see that there is similairites with Hay et al (2007). Vealey et al. (1998) further examined which sources were the best predictors of sport confidence levels. Futhermore within Vealeys study it was found that several sources were deemed more important than others such as; physical/mental preparation,social support and mastery among was rated in their top five. Vealey also found that other characteristics had an impact on the sources, Vealey identified an aspect such as gender affected the salience of the sources of sport confiedence, (Vealey et al 1998). These nine sources formed the sub-scale structure of the Sources of Sport Confidence Questionnaire (SSCQ; Vealey et al., 1998). Presently, the SSCQ is the only questionnaire designed to assess athletes sources of confidence. Nevertheless, justification for the SSCQ is based upon high school and collegiate athletes and therefore can not be generalised for all athletic groups. Wilson et al.s (2004) study considered the sources of sport confidence in master athletes and even though results were similar, it was infact unsuccessful in replicating the nine sources of confidence in Vealeys et al. (1998) SSCQ. As an alternative then, there were fewer items and the situational favourableness factor was removed. Participants in phase four competed in a team sport. This inventory does not compute self-confidence as a multidimensional construct as it only accounts for the sources of sport confidence, and also does not take into account different types of sport confidence that is evident in more recent research on world class athletes (Hays et al., 2007). Hays et al (2007) suggested that the organisational culture of world class sport differed from other results within previous studies taken out by psychologists such as Magyar Duda,(2000) where they used intercollegiate athletes. It was proven that they differed in terms of where their confidence derived from and whether it is from alternative sources. Flecther,Hanton Mellalieu,(2006) who also identify that organizational culture of world class sport, reinforce that it is likely to differ significantly from that of high school athletes, due to reasons such as; world class athletes are constantly being subjected to additional organizational stressors that will most probably not be present in lower level competition, Hays et al (2007, p436). Demaine and Short (2007) also conducted a study on the sources of sport confidence to examine differences in the sources of sport confidence according to sport involvement factors (i.e., age, total years playing, playing time and athletic scholarship). Participants used were 265 female college basketball players they completed the TSCI and SCI. It became evident thro Results showed that the most popular sources, in order, were: social support, coaches leadership, physical and mental preparation, mastery, demonstration of ability, vicarious experience, environmental comfort, situational favourableness and physical self-presentation. The sources identified by athletes did not differ according to the sport-involvement factors; however, these variables together predicted sport confidence. All of the studies identified in this section refer to quantitative methods. More recently qualitative methodologies have been adopted. 2.5 Individual Differences As well as the research analysed above, many studies have been conducted to understand individual differences such as gender, performance level, and sport type. Results from studies that scrutinize gender difference in self-confidence have been ambiguous. Several studies present that male athletes demonstrate a higher self-confidence than female athletes (Meyers LeUnes, 1996; Trafton et al., 1997), yet, other studies account that there is no apparent gender difference (Cox Whaley, 2004; Perry Williams, 1998). Even though the disparity in the level of confidence between male and female still is uncertain, gender difference seems to subsist in sources of confidence. Within the study by Vealey et al. (1998), females perceived social support and physical self-presentation as more important than the male participants. Previous studies have supported this (e.g., Jones et al., 1991). Hays et al.s (2007) and Gill (1998) studies established that in fact male athletes sources of confidence centred around competitive outcomes. In contrast, the females identified good personal performances as a source of their confidence. However, looking aside from gender and any other characteristic said to affect ones self confidence, Williams (2006) states that if athlete is sufficiently motivated and have become aware of the relationships between their thoughts and behaviour they can in turn develop their self confidence. Self confidence is not only critical to sport performance but also to central to a wide array of behaviours in the wider world out side of sport. An additional individual difference is skill level, it can have a immense influence on levels of self-confidence. Early research conducted by Mahoney et al. (1977) established that the level of pre-competition self-confidence was one of the important differences between US gymnasts. It was reported that the Olympic qualifiers alleged higher, more stable levels of self-confidence in comparison to non-elite athletes. Studies by George (1994) and McPherson (2000); have also supported this statement. Another investigation by Perry and Williams (1998) looked into to the comparison of levels of confidence within different skill levels of tennis players (novice, intermediate, advanced). It was found that the advanced skilled level athletes had significant higher self-confidence than that of the intermediate and novice skilled athletes, however the difference between novice and intermediate athletes deemed no noteworthy difference. A study more recently investigated by Hays et al.s (2007) ex plored how important world class performers rated self confidence. It was exposed that for them have a sense of feeling self-confidence in turn was associated with a triumphant sporting performance, therefore when experiencing low levels of sport confidence, the athletes were probable to a poor performance. It is noticeable that Elite studies principally engage in male athletes (Gill, 1992) and therefore more studies including females would be desired. 2.6 Rationale The literature that has been conversed in this chapter demonstrates the predominate finding that those who possess high levels of confidence are more likely to be successful. The early quantitative research of Vealey has been used as a foundation of sport confidence, recently Hays et al (2007) identified the need for specific research to be specific to elite and non elite athletes. Individual differences such as gender, sport types and performance levels need further investigation. It is therefore the intention of the author to illustrate a comparison of elite and non-elite female netball players of their sources and levels of confidence along side with how important they deem it. It has been devised to try and illustrate the diversity between an athlete who plays under high pressure and strict regime to a player who plays socially, training once a week and occasionally competing in friendly games. Vealey (2001) suggests that more research is needed to fully understand how self confi dence is manifested in the unique context of sport (Hays et al, 2007, p,436).This therefore has a direct impact of the study being taken out as Netball is predominately female led and in relation to the study only female participants will take part. Hypothesis That elite will have higher levels of self confidence and non elite and that elite athelets will rate different sources of self confidence higher and lower than that of non elite ethelets and that there should be a considerable difference

How I (Almost) Saved the Earth Essay

There are a lot of factors when considering building a â€Å"green† home. In Adams’ article â€Å"How I Almost Saved the Earth,† he states that the greenest house any one could ever build is a house that is never built. This is true, but to most people this will not be a reasonable way to spend their lives. Therefore, if one wanted to build a house with the least environmental impact to the planet, plenty of planning and research will have to take place in order to achieve this type of house. Aspects Adams’ mentions that should be focused on is what type of climate the house is being built in, finding knowledgeable architects and contractors of green building solutions and local building codes, researching green products, and how much extra money can be put into these green solutions. These main aspects in planning a green home will have the best outcome. Determining what climate that the house is being built in is most important, and mainly effect how any house will built. Northern climate houses focus on maintaining heat whereas southern climate houses focus on keeping the heat out. With this in mind an eco-friendly furnace would not be necessary in southern climates. Another aspect determined by climate is the windows. As Adams put it, â€Å"windows bleed heat,† the less windows the better for maintaining temperature. As for southern climates, having many or big windows on the east and/or west side of the house is not a cost effective way of planning a build. Attic fans can also be determined depending on climate. Attic fans draw in outside air to cool the attic in southern climates, whereas as in northern climates drawing in air is not a feasible way of maintaining heat. Another way of regulating temperature is the material used for the walls inside of the house. Stonework is most efficient, along with a solid foundation.  Roofs are a main aspect that needs to be considered with the climate. The most efficient means of a roof in the souther n climate would be a white roof because white is the color that produces the most heat reflection from the sun. Adams mentions a garden roof, which can be a great way to regulate temperature inside the house, but considering the maintenance and the actual cost of this feature is absurd. The way to put all these aspects together is finding knowledgeable help from contractors and architects. It could take some time to find the right people, but will help greatly with experienced knowledge. They will know the current local building codes, knowing which materials that can be used and how they should be used. They will also know whether or not if code requires a radiant barrier. Either way, it should be at the top of the list to be installed. One option Adams mentions for the home is a photovoltaic system. It can be a great way of diminishing the electric bill, in theory, but times have not yet caught up with the technology. Plus, solar panels can be very expensive. Once electric companies can install homes with appropriate meters and the price of home solar photovoltaic systems drop, this option w ill be a great addition to every home. All of these aspects will be factored into my plans for a house of my own, mainly due to the reason I’d like to keep my home at a constant cool temperature. Considering my house would be in a southern climate, most aspects I mentioned would be placed in my plans. My house would be compiled mostly of stone for the walls with a think foundation. In my opinion, I like the way stone houses look. I would keep the number of windows to a minimum. Let’s say if I’d like to sleep during the day, it’ll at least be dark and cool. As for the roof, I think ill skip on the white roof and go with a natural green colored aluminum, or copper roof. These metals do not retain a lot heat and will typically last longer than shingled roof. The attic fan and radiant barrier will definitely be installed to help with keep the attic cool. For the rest of the property, landscaping with be structured with materials and plants that require the least maintenance and watering. Sorry, no white-pebbled lawn for me, I’ll stick to my blue grass. Another feature Adams placed in his house was a system that flows warm water through the entire floor. I can’t see this as being much of a green option. It takes energy to constantly warm the water. I think this as more of a comfort feature. If your floor is cold put some socks on, or  buy a rug. I can’t say my house would be entirely green, but I’ll do my best with what I’m able work with. Most of these aspects are, more or less, common-sense but should not be ignored in the planning process. Taking everything into account, it all comes down to how much of the budget can be dedicated to green solutions. Adams states it perfectly, â€Å"Realistically, you’ll need to find a middle ground between green design and aesthetics.† If money is no limit and curd appeal is not a factor then someone could have the greenest possibly house, but most people have financial limits and standards on how their house will look. Every part of the property can b e taken into account to how green it can be; the lawn, walls, windows, roof, and foundation can be considered for green efficiency.

Information system development life cycle models Essay

Health information managers must understand the components of information systems and how information systems affect the organization, individuals within the organization, and interested publics outside the organization. Information systems provide opportunities to improve internal operations, create competitive advantage in the marketplace, improve patient-care delivery, enhance research, and provide better service. Information system risk occurs when the systems are not well integrated, are poorly managed, or do not support the goals of the organization. In order to exploit information system opportunities and minimize threats and risks, a thorough understanding of information system components and how these relate to the organization is necessary. An information system is composed of a group of components (people, work processes, data, and information technologies) that interact through defined relationships to accomplish a goal. Information systems must be able to adapt to environmental change. A good example of a health-related information system is an order entry system. The goal of the system is to process physician orders. The system is composed of a group of components including people (nurses, physicians, unit secretaries, laboratory personnel), data, work processes, and information technologies. Each of these components interacts through defined relationships. fails to accommodate the environment or if the interactions among its component parts fail, the system becomes nonfunctional and disintegrates. Thus, a system must be composed of a group of components that: ï‚ · Interact through defined relationships ï‚ · Work toward accomplishing a goal ï‚ · Self-adapt and respond to environmental changes Figure 2-1 provides an example of the relationship of these characteristics. An information system is composed of a group of components (people, work processes, data, and information technologies) that interact through defined relationships to accomplish a goal. Information systems must be able to adapt to environmental change. A good example of a health-related information system is an order entry system. The goal of the system is to  process physician orders. The system is composed of a group of components including people (nurses, physicians, unit secretaries, laboratory personnel), data, work processes, and information technologies. Each of these components interacts through defined relationships The peoples enter orders in a predefined way through a data entry terminal (hardware) and through interaction with software. Through the predefined interactions between the hardware and software, the order is processed. The order entry system is self-adapting and able to accommodate environmental changes such as order volume. The example depicted in Figure 2-2 demonstrates the characteristics of a system as applied to an information system: component parts working in predefined relationships that can self-adapt to environmental changes to accomplish a common goal. As the bidirectional arrows depict in Figure 2-2, at any given time there is a potential three-way interaction between all system components. People interact or are affected by work practices, data, and information technologies. Work practices affect people and may be impacted by data availability and information technologies. Information technologies may affect work practices, people, and the input, processing, or dissemination of data. Thus, we see that information components are highly interrelated. Recognizing these interrelationships is very important, since a problem with one component will likely adversely impact all other components within an information system. When information system problems arise, it is crucial that all information system components and their relationships be examined System Elements Systems have three principal elements: inputs, processing mechanisms, and outputs. Figure 2-3 depicts their simple relationship. In the order entry example given previously, inputs include physician orders such as laboratory, radiology, or pharmacy orders that are entered in a computer terminal on the patient-care unit. The orders are subjected to several processing mechanisms that check their consistency and completeness before they are routed to the appropriate department. The output of the system is a requisition for a specific type of test, procedure, or pharmaceutical. In addition to inputs, processes, and outputs, most systems also have a  feedback loop. Feedback provided by the system influences future inputs. In the order entry example, feedback regarding nonavailability of an ordered drug in the pharmacy department inventory might be provided to the physician. In this case, the system might suggest what alternatives or substitutes are available Information System Components All definitions of an information system must embody the essence of the four system characteristics that were previously presented. Thus, an information system is a group of interrelated and self-adapting components working through defined relationships to collect, process, and disseminate data and information for accomplishment of specific organizational goals. The components of an information system should be broadly interpreted. For example, information system components should be viewed to include people, work procedures, data, and information technologies (Alter, 1992). Although organizational goals may not be specifically included in the components of an information system, they must be viewed as the driving force for the development, design, implementation, and evaluation of information systems. Each information system must be evaluated in terms of its contribution to meeting the goals of the organization Information System Types In Chapter 2, six types of information systems are discussed: transaction processing systems (TPS), management information systems (MIS), decision support systems (DSS), executive information systems (EIS), expert systems (ES), and office automation systems (OAS). Early systems in health care were principally transaction processing systems. These systems automated operational functions such as accounting, payroll, inventory, and admission/discharge systems. Later, other transaction systems, such as order entry, were added to the capabilities. Management information systems emerged in the late 1970s and gradually became more sophisticated during the 1980s. One factor influencing the growth of MIS during this period was the introduction of the national prospective payment (diagnostic-related groups or DRGs) system for Medicare patients. Because of DRG implementation, hospitals needed information systems that provided better filtered and formatted data for making managerial and strategic decisions. The  implementation of DRGs also revealed the weaknesses of current information systems in linking and integrating data. Weaknesses associated with the proliferation of stand-alone systems and the historical emphasis on financial systems became magnified during the 1980s coiera When the same kind of decision is made on a regular basis, it will require access to the same kind of data and may use the same knowledge. In these circumstances, one can develop a regular process or information system to accomplish the task. An information system could thus be anything from the routine way in which a clinician records patient details in a pocket notebook, the way a triage nurse assesses patients on arrival in an emergency department, through to a complex computer-based system that regulates payments for healthcare services. An information system is distinguished from other systems by its components, which include data and models. Recall from the last chapter that there are several different kinds of information model, including databases and knowledge bases. These different information components can be put together to create an information system. For example, consider a calculator that can store data and equations in its memory. The data store is the calculator’s database, and the equation store is its knowledge base. The input to the calculator becomes the equation to be solved, as well as the values of data to plug into the equation. The database communicates with the knowledge base using a simple communication channel within the device, and the output of the system is the value for the solved equation (Figure 3.6). There are many potential internal components that could be included within an information system, including a database, a knowledge base, an ontology, and decision procedures or rules of inference. The different components of an information system are connected together with input/output channels, which allow data to be shifted between the components as needed. A patient record system is a more complex example of an information system. Its purpose is to record data about particular patients in some formalized fashion to assist in the control Wager2009  An information system (IS) is an arrangement of information (data), processes, people, and information technology that interact to collect, process, store, and provide as output the information needed to support the organization (Whitten & Bentley, 2005). Note that information technology is a component of every information system. Information technology is a contemporary term that describes the combination of computer technology (hardware and software) with data and telecommunications technology (data, image, and voice networks). Often in current management literature the terms information system and information technology are used interchangeably. 6.1.1 What Is a System?shortliffe Until now, we have referred informally to health information systems and computer systems. What do we mean when we refer to a system? In the most general sense, a system is an organized set of procedures for accomplishing a task. It is described in terms of (1) the problem to be solved; (2) the data and knowledge required to address the problem; and (3) the internal process for transforming the available input into the desired output (Figure 6.1). When we talk about systems in this book, we usually mean computer-based (or just computer) systems. A computer system combines both manual and automated processes; people and machines work in concert to manage and use information. A computer system has these components: ââ€"  Hardware: The physical equipment, including processing units (e.g., the central processing unit (CPU)), data-storage devices, comunication equipment, terminals, and printers ââ€"  Software: The computer programs that direct the hardware to carry out the automated processes—i.e., to respond to user requests and schedules, to process input data, to store some data for long periods, and to communicate informative results to the users; at times the software will prompt the users to perform manual processes System Design and Engineering in Health Care 235 ââ€"  Customers: The users who interact with the software and hardware of the system, issue requests, and use the results or forward them to others; there will be other users who are concerned with providing input, system operations, backup, and maintenance The role of a computer is, broadly speaking, the conversion of data into information. Every piece of data must be supplied by a person, by another computer system, or by data collection  equipment, as seen in patient monitoring (see Chapter 17). Information that is output is delivered to health care professionals or becomes input to another computer system. In other words, a medical computer system is a module within the overall health care delivery system. The overall health care system not only determines the need for the computer system (e.g., which data must be processed and which reports must be generated) but also the requirements for the system’s operation (e.g., the degree of reliability and responsiveness to requests for information). Acquisition and operation of a computer system has implications for the organization of an institution. Who controls the information? Who is responsible for the accuracy of the data? How will the system be financed? The installation of a computer system has sociological consequences as well. The introduction of a new system alters the work routines of health care workers. Furthermore, it may affect the traditional roles of health care workers and the existing relationships among groups of individuals—e.g., between physicians and nurses, between nurses and patients, and between physicians and patients. Important ethical and legal questions that arise include the confidentiality of patient information, the appropriate role of computers in patient care (especially in medical decision making), and the responsibility of developers and users for ensuring the correct operation of the system (see Chapter 10). Although the technical challenges in system development must be met, organizational factors are crucial determinants of the success of a computer system within the institution. These factors can differ greatly among institutions and can make the transfer of a well-functioning system to another site difficult. 6.1.2 Functions of a Computer System Computers have been used in every aspect of health care delivery, from the simple processing of business data, to the collection and interpretation of physiological data, to the education of physicians and nurses. Each chapter in Unit II of this book describes an important area for the application of computers in biomedicine. The unique characteristics of each problem area create special requirements for system builders to address. The motivation  for investing in these applications, however, is the computer’s ability to help health professionals in some aspect of information management. We identify eight topics that define the range of basic functions that may be provided by medical computer systems: 1. Data acquisition and presentation 2. Record keeping and access 3. Communication and integration of information 4. Surveillance 5. Information storage and retrieval 6. Data analysis 7. Decision support 8. Education .